Wauconda Community Unit School District #118 ELL PROGRAM FRAMEWORK

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1 Wauconda Community Unit School District #118 ELL PROGRAM FRAMEWORK

2 Table of Contents Topic Page Wauconda Community Unit School District 118 Mission 3 Wauconda CUSD #118 Board Policy 3 Illinois State Definitions of English Language Learner (ELL) Education 3 Second Language Learning Foundations BICS and CALP 4 Common Underlying Proficiency (CUP) 5 Aspects of Language Proficiency 6 Program Models in Language Minority Education in the U.S. 7 District 118 Instructional Programs 8 Wauconda CUSD #118 English Language Learner Belief Statements 9 TPI/TBE Program Goals 9 English Language Learner Program Objectives 10 World Class Innovations in Developing Assessments (WIDA) Language Assessment Test (ACCESS) Characteristics of ELLs 19 ELL Placement and Assessment (Entrance Process) Placement Process Exit/Consult Criteria 24 Consult/Transitioning Process 25 TPI/TBE Bins 26 TPI/TBE Files 26 Parent Involvement 27 Learning Strategies 28 Special Education and ELL 29 Federal Legislation and Supreme Court Decisions 30 State Legislation 30 Glossary of Terms Resource Listings Appendix 33 Articles 34 Website Resources 35 Helpful Websites Tips for Reporting Grades to the parents of ELL students 38 Procedures Forms for ELL Frameworks Handbook ELL Frameworks Handbook Forms D SEC. A,B,C AND Section E 2

3 Wauconda Community Unit School District 118 Mission By building upon partnerships among students, educators, family, and community, District 118 will provide a quality and enriched learning environment where students will become contributing and productive members of society through the commitment to lifelong learning. Wauconda CUSD #118 Board Policy The District shall provide a Transitional Bilingual Educational Program for students whose native language is other than English. The program shall recognize the student s primary language and culture as educational assets and seek to develop the necessary proficiency in English to provide the student access to the regular educational program. Illinois State Definitions of English Language Learner (ELL) Education Wauconda Unit School District 118 offers both Transitional Program of Instruction (TPI) and Transitional Bilingual Education Program (TBE) to service its ELL/LEP population. ~ The Illinois School Code defines students of Limited English Proficiency (LEP) as: Students of non-english Background whose oral comprehension, speaking, reading, or writing proficiency in English is below the average English proficiency level of students of the same age and/or grade whose first or home language is English. ~ The Illinois School Code defines TPI/TBE as: Specialized instruction designed to assist students whose home language is other than English in attaining English language proficiency. TPI/TBE instruction includes skill development in listening, speaking, reading, and writing. (TPI/TBE is not to be confused with English language arts as taught to students whose home language is English.) ~ The Illinois School Code (Sections ) states: Transitional Program of Instruction means a program designed by a school district when there are within an attendance center 19 or fewer students of the same non- English language background identified as below average in English proficiency. The School district s program must meet the standards set forth in Section (b) of the Part. Transitional Bilingual Education Program means a program which must be provided by a school district when there are within an attendance center 20 or more students of the same non-english language background identified as below average in English proficiency. A student s program can be either full-time or part-time, depending on the level of the student s proficiency in English. The school district s program must meet the standards set forth in section (a) of the Part. 3

4 Second Language Learning Foundations Basic Interpersonal Communication Skills (BICS), an acronym that describes social language, offers many clues to the listener and is called context-embedded language. Conversational speech is easier for non-english students to comprehend than the context-reduced language of textbooks and lectures. Students can comprehend a conversation by: Using voice clues such as tone and intonation. Asking for a statement to be repeated. Asking for clarification. Observing speakers' non-verbal behavior. Observing others' reactions. Usually it takes up to two years for students from different linguistic backgrounds to comprehend context-embedded speech readily (BICS). Cognitive Academic Language Proficiency (CALP), the language of learning and/or school, offers fewer clues and is called context-reduced language. It takes anywhere from 5 to 7 years or more for a non-english speaking student to become proficient in the context-reduced language of the classroom (CALP), because: Nonverbal clues are absent. Cultural/linguistic knowledge is often needed to comprehend fully. Referents are usually abstract. A limited English proficient student's language skills are often mistakenly assessed on the basis of ability to comprehend conversational language. When the student performs well in such situations, but does poorly on academic tasks, the student may be labeled incorrectly as a "slow learner" or a student with a "learning disability." Language Proficiency Representative of social interaction Associated with language mainly outside of school Tied to life Not necessarily grounded in standards Little relation to accountability Reflective of social contexts Academic Language Proficiency Representative of the language of contentbased instruction Associated with language acquisition mainly within school Tied to school life Grounded in language proficiency standards Linked to accountability Reflective of social and academic contexts Academic Achievement Representative of the concepts of contentbased instruction Associated with conceptual development Tied to curriculum Grounded in academic content standards Strongly linked to accountability Reflective of academic contexts within specific content areas 4

5 Common Underlying Proficiency (CUP) Cummins common underlying proficiency model of bilingualism can be pictorially represented in the form of two icebergs. The two icebergs are separate above the surface. That is, two languages are visibly different in outward conversation. Underneath the surface, the two icebergs are fused such that two languages do not function separately. Both languages operate through the same central processing system. Social Language L 1 L 2 Surface level Common Underlying Proficiency (Central Operating System) Language proficiency along will not determine when English language learners are prepared to use their second language (L 2 ) to learn with their grade level monolingual English-speaking peers. Previous schooling, academic knowledge, and literacy skills that second language learners have in their first language (L 1 ) are also strong determiners (Cummins, 1984, Baker, 1993). Cummins framework may be summarized as follows: Regardless of the language in which a person is operating, the thoughts that accompany talking, reading, writing, and listening come from the same central engine. When a person owns two or more languages, there is one integrated source of thought. Bilingualism and multilingualism are possible because people have the capacity to store two or more languages. People can function in two or more languages with relative ease. Information processing skills and educational attainment may be developed through two languages as well as through one language. Cognitive functioning and school achievement may be fed through one monolingual channel or equally successfully through two well-developed language channels. Both channels feed the same central processor. The language the child is using in the classroom needs to be sufficiently well developed to be able to process the cognitive challenges of the classroom. Speaking, listening, reading or writing in the first or the second language helps the whole cognitive system to develop. However, if children are made to operate in an insufficiently developed second language, the system will not function well. If children are made to operate in the classroom in a poorly developed second language, the quality and quantity of what they learn from complex materials and produce in oral and written form may be relatively weak. 5

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7 Program Models in Language Minority Education in the U.S. (Ranging from the most to the least instructional support through the minority language) Immersion Bilingual Programs: Academic instruction through both L1 and L2 for Grades K-12. Originally developed for language majority students in Canada. Used as one model for twoway bilingual education in the U.S. Early total immersion (in the U.S., often referred to as the model) Grades K-1: All or 90% of academic instruction through minority language Grade 2: One hour of academic instruction through majority language added Grade 3: Two hours of academic instruction through majority language added Grades 4-5 or 6: Academic instruction half a day through each language Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority language. Partial-immersion (in the U.S., the model) Grades K-5 or 6: Academic instruction half a day through each language Grades 6 or 7-12: 60% of academic instruction through majority language and 40% through minority language. Two-Way Developmental Bilingual Programs: Language majority and language minority students are schooled together in the same bilingual class, with many variations possible, including immersion bilingual education and late-exit bilingual education. Late-Exit or Maintenance Bilingual Programs: Academic instruction half a day through each language for Grades K-6. Ideally, this type of program was planned for Grades K-12, but has rarely been implemented beyond elementary school level in U.S. Early-Exit or Transitional Bilingual Programs: Academic instruction half a day through each language, with gradual transition to all majority language instruction in approximately 2-3 years. English as a Second Language (ESL) or English to Speakers of Other Languages (ESOL) Instruction, with no instruction through the minority language: Elementary education: ~Structured immersion: Taught by a bilingual teacher, in a self-contained classroom, but all instruction is conducted through English (all day) ~ ESL or ESOL self-contained taught through academic content (all day) ~ ESL or ESOL pullout (varying from 30 minutes to half a day) Secondary education: ~ ESL or ESOL taught through academic content or sheltered English ~ ESL or ESOL taught as a subject Submersion: a trained specialist provides no instructional support. This is NOT a program model; it is illegal in the U.S. as a result of the Supreme Court decision in Lau v. Nichols. 7

8 District 118 Instructional Programs Approximately 480 students representing 22 language groups are served by the district s two English Language Learner programs: the Transitional Bilingual Education (TBE) Program and Transitional Program of Instruction (TPI). The TBE program is a state-mandated program designed to serve students when 20 or more of the same language group attend one location. The TPI program is a mandated program designed to serve students when 19 or fewer students are at one location. Both programs are intended to serve ELL students. Instructions in English as Second Language (ESL) and in the native language (as possible) are present in both programs. The following TBE instructional delivery systems are those currently in use in School District 118: 1) TRANSITIONAL BILINGUAL EDUCATION (TBE) Bilingual education is an approach to teaching language minority students who are not yet proficient in English. In this approach, a certain amount of instruction is provided through the student s native language with a strong ESL component while he or she acquires sufficient English proficiency to transition to the general education classroom. Bilingual education is not remedial education. Bilingual Instructional Classroom Bilingual teacher and a bilingual paraprofessional staff if available Academic core concepts in the native language strengthened while teaching children English Amount of native language instruction decreased as English language proficiency increases Paraprofessionals may attend non-academic classes with students Recommended for students who need full-time bilingual services based on District 118 eligibility criteria District curriculum taught at grade level When a limitation of grade levels exist, TBE staff will teach English literacy using pull-out or push-in instruction TBE staff may pre-teach academic content using pull-out instruction 2) THE TRANSITIONAL PROGRAM OF INSTRUCTION (TPI) The TPI teacher employs an instructional resource delivery system concentrating on ESL instruction to increase English language proficiency in conversation as well as in content area. ESL teachers and paraprofessionals staff this program. Native language support is given, where possible, through the use of native language staff. This instructional delivery system includes pullout, push-in, and sheltered instruction. Instructional Resource: Students may be assigned to a general education homeroom and will receive services based on their English proficiency level Students who have a stronger English proficiency may receive sheltered instruction in the general education classroom 8

9 Wauconda CUSD #118 English Language Learner Belief Statements The basis of our English Language Learner Program is founded in our District Mission, and the ideology that English language learners need a supportive educational experience so that they can achieve academically just as their native English peers. Therefore, our supportive educational experience assumes the following: All English Language Learners need to be supported at their level of language proficiency. Provide an environment that supports and encourages the native language and culture of the student in a non-threatening environment. Transition students effectively into the general education classroom using the district curriculum and alignment to the state standards (Illinois Learning Standards & WIDA Standards (Appendix A). Use native language as necessary to ensure high quality access to content area curriculum while simultaneously providing ESL instruction. Maintain quality literacy development based on the Wauconda 118 literacy belief statements. (Appendix B). Provide an open and welcoming environment for families and support their ability to actively participate in the students academic experience. Infuse a positive multi-cultural respect for ALL students so that ALL students have a sense of belonging in their learning environment. TPI/TBE Program Goals 1. As a result of the instruction we provide through our program, the students will socially integrate: English Language Learners will practice their developing English with native English speakers as required by law. Staff and students will share and create an awareness of diverse cultures. Thereby expanding opportunities for new friendships across linguistic and cultural lines. 2. Also as a result of the instruction we provide, the students will prepare for a successful transition into the general education: Our program first provides opportunities for exposure and interaction with academic English language models with native English speaking peers and staff. Additionally we provide supported participation in the general education environment for linguistically and culturally diverse students. And finally as the student progress, we support a framework that fosters academic growth and success within the general education environment. 9

10 English Language Learner Program Objectives 1. ELL students will receive receptive and expressive English language instruction beginning with initial enrollment in the district and as determined by an individual student's language proficiency assessment. 2. Instruction in the content areas and language arts in English will be provided according to the student s English language proficiency (see chart below). 3. Content area instruction will be provided in the student s native language for the understanding of basic and accelerated concepts to the extent necessary and possible (see chart below). 4. In order to build a strong foundation for learning, language arts instruction may be provided in the student s native language proportionate to the student s level of English proficiency. 5. Instruction of ELL students will parallel the appropriate grade level curriculum and will align with the district s curriculum, belief statements, and the Illinois State Standards. ( 6. Staff development will be provided in order to facilitate the understanding of the goals and objectives of the program for English Language Learners. 7. To effectively integrate English Language Learners with their native English-speaking peers, program models and instructional approaches will encourage students and staff to accept individual and cultural diversities. Entering Beginning Developing Expanding Bridging Content Area Level 1 Level 2 Level 3 Level 4 Level 5 Reading TBE TBE TBE TBE Gen. Ed. ESL/Language Arts TBE TBE TBE TBE TBE Mathematics TBE TBE or Gen. Ed. Gen. Ed. Gen. Ed. Gen. Ed. Science/Health TBE TBE or Gen. Ed. TBE or Gen. Ed. Gen. Ed. Gen. Ed. Social Studies TBE TBE TBE or Gen. Ed. Gen. Ed. Gen. Ed. Art, Music, & Physical Ed. Transitional Bilingual Education (TBE) Program Design Integrated Integrated Integrated Integrated Integrated Transitional Program of Instruction (TPI) Program Design Content Area Entering Beginning Developing Expanding Bridging Level 1 Level 2 Level 3 Level 4 Level 5 Reading TPI TPI TPI TPI Gen. Ed. ESL/Language Arts TPI TPI TPI TPI TPI Mathematics TPI TPI or Gen. Ed. Gen. Ed. Gen. Ed. Gen. Ed. Science/Health TPI TPI or Gen. Ed. TPI or Gen. Ed. Gen. Ed. Gen. Ed. Social Studies TPI TPI TPI or Gen. Ed. Gen. Ed. Gen. Ed. Art, Music, & Physical Ed. Integrated Integrated Integrated Integrated Integrated 10

11 World Class Innovations in Developing Assessments (WIDA) WIDA or World-class Innovations in Developing Assessments is a consortium of several states. The WIDA consortium includes: Wisconsin, Delaware, Arkansas, District of Columbia, Rhode Island, Maine, New Hampshire, Vermont, Illinois, and Alabama. The states represent some 275,000 English Language Learners. The WIDA English Language Proficiency Standards are: Illinois state standards A resource for teachers and administrators The starting point for assessment, curriculum, and instruction of English Language Learners. WIDA s English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12: Frameworks for Large-scale State and Classroom Assessment is the first published product of an enhanced assessment system being developed and implemented by a consortium of states. Federal grant monies available under the No Child Left Behind Act of 2001 were awarded to Wisconsin (the lead state), Delaware, and Arkansas (WIDA), the original partners, in early Within the first half-year of the project, the District of Columbia, Maine, New Hampshire, Rhode Island, and Vermont joined the team, followed by Illinois in October This document is designed for the many audiences in the field of education who are impacted by English language learners (ELLs), linguistically and culturally diverse students who have been identified as having levels of English language proficiency that preclude them from accessing, processing, and acquiring unmodified grade level content in English. This audience includes: English language learners themselves as well as those with disabilities; teachers; principals; program, district, and regional administrators; test developers; teacher educators; and other stakeholders who are members of the consortium of states under the WIDA umbrella. The two frameworks that constitute this document are to be used for planning curriculum, instruction, and assessment of English language learners. Their common elements are the following: 1). English language proficiency standards, 2). Language domains, 3). Grade level clusters, and 4). Language proficiency levels. Overlaying the standards are the performance definitions that describe each level of language proficiency. These definitions, by delineating the stages of second language acquisition, provide the parameters in which the model performance indicators operate. 11

12 Wauconda CUSD 118 will frame instruction by moving ELL students through the five levels of language development. The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language, from 1, Entering the process, to 5, Bridging to the attainment of state academic content standards. The language proficiency levels delineate expected performance and describe what English language learners can do within each domain of the standards. 1- ENTERING 2- BEGINNING 3- DEVELOPING Characteristics of ELL Students 4- EXPANDING 5- BRIDGING WIDA's English Language Proficiency Performance Definitions At the given level of English language proficiency, English language learners will process, understand, produce, or use 1- i pictorial or graphic representation of the language of the content areas; Entering i words, phrases, of chunks of language, when presented with one-step commands, directions, WH- questions, or statements with visual and graphic support 2- i general language related to the content areas; Beginning i phrases or short sentences; 4 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 visual and graphic sup 3- i general and some specific language of the content areas; Developing i expanded sentences in oral interaction or written paragraphs; 4 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 occasional visual and graphic supp 4- i specific and some technical language of the content areas; Expanding i a variety of sentence lengths of varying linguistic complexity in oral discourse of multiple, related paragraphs; 4 oral or written language with minimal phonological, syntactic, or semantic errors the do not impede the overall meaning of the communication, when presented with oral or written connected discourse with occasional visual and graphic support 5- i the technical language of the content areas; Bridging i a variety of sentence lengths of varying linguistics complexity in extended oral or written discourse including stories, essays, or reports; 4 oral or written language approaching comparability to that of proficient English peers, when presented with grade level material 12

13 1) What is the ACCESS for ELLs? Language Assessment Test (ACCESS) ACCESS for ELLs is a standards-based, criterion referenced English language proficiency test designed to measure English language learners social and academic proficiency in English. It assesses social and instructional English as well as the language associated with language arts, mathematics, science, and social studies within the school context across the four language domains. 2) Who developed the ACCESS for ELLs? ACCESS for ELLs was contracted and developed by the Center for Applied Linguistics (CAL) ( in Washington, DC in collaboration with the WIDA Consortium. Item writers and reviewers are professional educators of ELLs throughout the Consortium partner states who participate in on-line workshops. 3) Who is printing, distributing, scoring and reporting the ACCESS for ELLs? All materials will come from MetriTech, Inc. of Champaign, IL, ( and should be returned as directed. 4) When will the ACCESS for ELLs be operational? ACCESS for ELLs will be operational in spring, 2005 with Alabama, Maine and Vermont the first partner states to administer it as their statewide annual assessment of English language proficiency. The schedule for the implementation of the ACCESS for ELLs within the Consortium is as follows: Spring 2005: Alabama, Maine and Vermont Fall 2005: Illinois Spring 2006: Delaware, District of Columbia, New Hampshire, Rhode Island, and Wisconsin 5) Who will use the ACCESS for ELLs? State Departments of Education in nine of the ten states in the WIDA Consortium have determined that the ACCESS for ELLs will be their statewide assessment instrument for the mandated annual assessment of English language proficiency. All identified English language learners in these states will participate in this testing program. 6) Is the ACCESS for ELLs available for use in private schools? ACCESS for ELLs is currently available for private schools within WIDA Consortium member states. Private schools that agree to abide by confidentiality policies and security may order booklets directly from MetriTech ( ) and contact the Consortium regarding payment. 7) Can non-wida members use the ACCESS for ELLs? ACCESS for ELLs is currently scheduled for administration only in Consortium member states. However, the Consortium will consider making it available on a case-by-case basis. For more information, contact WIDA Project Director, Tim Boals at [email protected]. 8) How much will the ACCESS for ELLs cost? At present, the ACCESS for ELLs costs $20 per student for Consortium member states. 13

14 9) Who pays for the ACCESS for ELLs? Currently, most Consortium states have determined that the ACCESS for ELLs will be purchased at the state level, primarily using federal Title III and/or Title VI money; however, a few states have determined that local districts will fund the assessment. This stipulation applies to public schools; private schools may purchase the ACCESS for ELLs directly from the WIDA Consortium. 10) What does the cost of the ACCESS for ELLs include? The cost of the ACCESS for ELLs includes: Printing, distributing, scoring, and reporting of the secure test; Password to a non-secure screener test for use in initial identification and placement Of English language learners; Ongoing test maintenance, including the annual refreshment Of items; availability to professional development opportunities, especially those related to the WIDA English language proficiency standards and the ACCESS for ELLs. On-line workshops that led to certification for administration Validation and related research. 11) Does the ACCESS for ELLs comply with No Child Left Behind (NCLB)? Most definitely, for a number of reasons: ACCESS for ELLs is anchored in state academic content standards and common English proficiency standards used within the WIDA states measure progress in attaining academic and school related English across grade level clusters and English proficiency levels up to and including full English proficiency. Assesses each language domain (listening, speaking, reading, and writing) separately to generate individual subscale and composite scores (including comprehension) meets rigorous psychometric standards for test reliability and validity for ELLs in grades K-12 provide relevant data for local and state accountability purposes. In addition, to information for classroom, bilingual, and English as a second language teachers and administrators. 12) Why is the ACCESS for ELLs a secure test? The requirements of federal legislation, the No Child Left Behind (NCLB) Act, make it imperative that English language proficiency assessments are secure and confidentiality is maintained. Since scores on these assessments are now being used for accountability purposes, test security is absolutely necessary 13) What does it mean to be a secure test? With a secure test, districts, schools, and individual test administrators must be trained in its administration and have agreed to maintain the security of test questions. Tests arrive at districts or schools, are kept under lock- and-key, and are administered following standard procedures. Tests are promptly boxed and returned to the vendor for scoring and reporting to arrive no later than the due date. No photocopies of any materials are to be made and all copies are to be returned to the vendor, Metritech, Inc. 14) What does ACCESS look like? There are Students booklets with black and white graphics Listening, reading and writing in a single, consumable booklet where students directly respond rather than on a separate answer sheet A reusable prop-up book for speaking; the test administrator records students responses on a score sheet in the back of the student booklet Test administration manuals Coordinator manuals Five grade level clusters: Kindergarten, grades 1-2, grades 3-5, grades 6-8, and 14

15 grades 9-12, and three distinctive, yet overlapping, tiers per grade level cluster except kindergarten, which is a single form. There are a total of 13 separate booklets. 15) How is ACCESS different from previous English language proficiency assessments, such as IPT, LAS, MAC II, LPTS, and Woodcock-Muñoz? The ACCESS for ELLs is a criterion-referenced test anchored in and representative of the WIDA English language proficiency standards. The test targets academic language proficiency rather than general social English, the focus of most English language proficiency tests. In addition, items are grouped around themes rather than presented in isolation. Unlike some of the other ELP instruments, the ACCESS for ELLs is aligned both vertically and horizontally; a score on one tier means the same as that on the adjacent tier and a score for one grade level cluster means the same as any other grade level cluster. This feature is critical as these assessments must document ELLs English growth from year to year and allow schools to accurately measure the progress and attainment of proficiency of their ELLs. The prior generation of assessments, in large part, was not designed to provide this continuity. 16) Is ACCESS aligned to standards? ACCESS for ELLs is directly aligned to the WIDA English Language proficiency Standards for English language Learners in Kindergarten through Grade 12 (2004). From the standards, test specifications were produced which provided the blueprint for test construction. Standards Overview Standards Wizard Downloadable Documents 17) What accommodations can be made for students with special needs? An Accommodations Committee, with representation across the WIDA member states, made suggestions in regards to the types of acceptable accommodations for ELLs with Individual Educational Plans (IEPs) taking our English language proficiency test. This information is published in the Administration Manual and is available here: Accommodations for ACCESS for ELLs. 18) Why is ACCESS for ELLs a tiered test? The goal of the ACCESS for ELLs test is to determine English language learners level of English language proficiency and, at the same time, provide useful feedback to stakeholders. However, there are far too many model performance indicators in the English language proficiency standards to fit into a reasonable testing session. For any particular student, some of the questions on a comprehensive test might be dismissively easy, making it boring, while others would be exactingly hard, making it frustrating. It is important to avoid both possibilities in order to produce a valid test. 19) What are the ACCESS for ELLs tiers? ACCESS for ELLs has three tiers A, B and C for each grade level cluster, with the exception of kindergarten. Tier A contain items for proficiency levels 1-3, but targets the lowest levels, 1 and 2. Tier B covers proficiency levels 2-4, focusing especially on 3 and low 4, and Tier C has items from proficiency level 3 to beyond 5, particularly focusing on the uppermost proficiency levels. (See the chart below.) 15

16 20) How does one determine tier placement? The Criteria for Tier Placement for ACCESS for ELLs is a guide to assist teachers in assigning students into their appropriate tier for ordering test materials. Please see this document for more details: Criteria For Placement or Tier Placement Document.doc or Tier Placement Document.pdf. 21) What if students are placed in the wrong tier? It is conceivable that a student may be placed in the wrong tier. If discovered prior to test administration, the more appropriate booklet should be used (MetriTech provides extra booklets to all districts). The most common mistake is underestimating a student s capabilities and placing him or her in Tier A rather than B or C. When this happens, the student can top out on the test, by getting most or all items correct, making it difficult to determine the student s true language proficiency level. When in doubt, because a student seems to be on the border of Tier A and B or Tier B and C, place the student up; that is, choose the higher tier. 22) How can we avoid placing students in the wrong tier? This situation can be avoided by using multiple measures, including teacher input, when determining tier placement and by following the Criteria for Tier Placement for ACCESS for ELLs. As of July 2005, the screener will be available as an additional tool to assist in teachers in making tier determination. 23) How will training for ACCESS for ELLs be conducted? WIDA sponsored administrator training for ACCESS for ELLs is through an online course developed by the Center for Applied Linguistics and hosted by the University of Wisconsin-Oshkosh s Desire2Learn (D2L) web-based learning platform. In addition, most WIDA states have or will also offer face-to-face train-of-trainers workshops for district administrators and coordinators. For more information about registering for online training or to find out about additional opportunities in a specific WIDA member state, contact your state s educational agency. 24) When will training for the ACCESS for ELLs take place? Online training for test administrators in a given state will be available at least one month prior to the opening of its test window. 16

17 25) How long does the test administrator training take? The test administrator training is in three parts: Test coordination and administration of the group administered sections (listening, reading and writing) hours Speaking test administration approximately 2 hours Kindergartenapproximately 20 minutes. 26) Do all test administrators need to take the online training? Yes. Everyone who will administer the test must do the sections of the online course and take the corresponding quizzes that pertain to the sections for the test that they will be administering. For example, if Mr. Brown will only be administering the group portions of the test, he need only take Part I (test coordination and group administered sections) of the training. If his colleague, Ms. Cho, will be administering the speaking as well, she will need to do Parts I and II (speaking). 27) Can I do the online training course more than once? Yes. Once you have been registered for the online course and receive a password, you can take all or part of it as many times as you like. Many test administrators might find it particularly helpful to listen to the speaking samples multiple times prior to administering the test themselves. 28) Do all test administrators need to take all three parts of the online training? Test administrators need to take only those parts of the training that are relevant for them. It is highly recommended that all test administrators take Part I. 29) What is the administration time of the ACCESS for ELLs? Language Domain Approximate Time Administration Listening 25 minutes Group administered Speaking Up to 15 minutes Individually administered Reading 35 minutes Group administered Writing 60 minutes Group administered It is not a timed test; these times are approximate and vary slightly by grade level cluster, tier, and levels of English language proficiency. A tier A first grader, for example, may finish the writing section of the test within 20 minutes whereas an eleventh grade student taking the tier C test would probably need 60 minutes to complete the writing section. 30) Does the test need to be administered in one sitting? Does each section (Language domain) need to be administered in one sitting? No, although the test should not be administered in one sitting, it is advisable to maintain the integrity of each section. Ideally, as listening and reading are combined in a test booklet, these two sections should be administered together. Writing, also contained in the booklet should be kept secure; to the extent feasible, this section should also be administered in one sitting. Finally, speaking, as it is an individual section, needs a separate time slot. 31) Within a grade level cluster, can the tiers be combined for the group-administered parts of the test? No, not at this time. This is especially true for the listening section of the test. The script for the listening section is read aloud by the test administrator; each tier has a different script; therefore, students taking different tiers could not be in a room together. Furthermore, in all language domains 17

18 (sections), each tier has its own administration directions and, in many cases, the practice items that the group reviews together are not the same across tiers. WIDA strongly recommends that students taking differing tiers not be combined for administration. 32) Will previous editions of the ACCESS for ELLs be released? The WIDA Consortium plans to make some items that are no longer in use available for teacher reference and student practice. There are currently no plans to release complete editions of tests. 33) How do we know the ACCESS for ELLs is reliable and valid? The ACCESS for ELLs has been built from a theoretical base and WIDA s English language proficiency standards, a common ground for curriculum, instruction, and assessment (construct, content, and consequential validity). It has been piloted and field-tested on over 10,000 students, including diverse ELLs and proficient English speakers, across the WIDA Consortium states. Initial analyses have yielded high levels of internal reliability. In addition, in order for a teacher to be certified for test administration, high inter-rater reliability is required as part of the on-line training for the speaking section. 34) How do ACCESS for ELLs scores compare with those from other ELP tests? In spring 2005, the WIDA Consortium is conducting bridge studies to determine comparability between ACCESS for ELLs and four commonly used English Language Proficiency instruments (IPT, MAC II, LPTS, and LAS). A technical report on this study is tentatively scheduled for release in August ) How will the ACCESS for ELLs be scored? Sections of the ACCESS for ELLs will be scored in one of three ways. Speaking: the test administrator will score The speaking section as the student responds. The scores for each item will be recorded on the back inside cover of the students test booklet and returned to MetriTech to compute overall speaking scores. Reading and Listening: The items for these two sections are all selected response (multiplechoice). They will be machine scored by MetriTech. Writing: this section contains constructed response items where students responds by writing directly on the page. Trained raters at MetriTech will score these items. 36) How will ACCESS for ELLs scores be reported? Students who take ACCESS for ELLs will receive both a scale score and proficiency level designation in six areas: each of the four domains (listening, speaking, reading, and writing), a comprehension score (combined listening and reading), and a composite score (comprised of 15% speaking, 15% listening, 35% reading and 35%writing). There will be state, district, school, and student reports available. At the present time, we are exploring the number of languages, in addition to English, that the reports will be available in. 18

19 Characteristics of ELLs ELL learners, like all learners, do not fit neatly into compact levels of learners. These characteristics are meant to be a guideline. At times, students may be in two different levels in different content areas at the same time. 1- Entering Employ active listening strategies Listen and watch others use language Use nonverbal responses to show comprehension Do not understand, speak, read, or write English May know isolated words or expressions English Recognize environmental print Are beginning to develop basic survival vocabulary Are able to illustrate meaning Are able to reproduce in writing a known word 2- Beginning Should know all entering characteristics Produce single words to represent concepts Use telegraphic speech Make speech-print connections Begin to process text meaningfully Use inventive spelling Understand repeated commands in routine situations 3- Developing Should show all entering and developing characteristics Communicate meaningfully in face to face social situations Communicate meaningfully in highly contextualized academic situations Communicate, although the use of proper language forms are not consistent Read more genres Write with focus, organization, and support Prefer to use writing frames and patterns Require TPI/TBE/bilingual support in content 4- Expanding Show characteristics of entering, beginning, and developing Exhibit proficiency in decontextualized situations but lack vocabulary and correct form Make inferences Apply learned information to new situations Display adequate language use in expository, narrative, and persuasive writing Reading below grade level Require TPI/TBE/bilingual support in academic settings 5- Bridging Show characteristics of entering, beginning, developing, expanding Listening and comprehending at a native English-speaker level Have a reading level commensurate with English-speaking peers Meet exit criteria 19

20 ELL Placement and Assessment Entrance ~ Identification and Screening/Entrance Process for grades PreK-12: The identification process begins according to state regulations. All students new to the district receive a Home Language Survey (Form). Based on the survey, students who qualify are screened for TPI/TBE services. W-APT Literacy and Oral Composite Proficiency Levels (CLPs) Updates Effective January 1, 2010, all school districts in the State of Illinois are required to apply new proficiency levels (a minimum Overall Composite Proficiency Level of 4.8 and a minimum Literacy Composite Proficiency Level of 4.2) to determine English Language Learning (ELL) program placement using the WIDA MODEL for Kindergarten and the W-APT. WIDA recently updated the Grades 1st -12th W-APT scoring sheets to include Literacy and Oral Composite Proficiency Levels (CPLs). The old score sheets have now been replaced by the new ones on the WIDA website. The old W-APT score sheets only yielded domain (Listening, Speaking, Reading, and Writing) proficiency level scores along with an Overall CPL. The updated W-APT scoring sheets also include grade-level adjusted composite proficiency levels. Please note that adjustments are made to the scores of students in the lower grade(s) within the same grade level cluster on the W-APT. As of January 1, school districts in the State of Illinois are required to use the grade level adjustment for Literacy Composite Proficiency Levels along with the Overall Composite Proficiency Levels to determine placement for ELL students. Information about the updated W-APT scoring sheets for 1st -12th grade level adjustments and guidelines are available on WIDA website at Grade Level Domains Assessed Listening Speaking Reading Writing Kindergarten 1 st Semester X X Kindergarten 2 nd Semester X X X X Grade 1 1 st Semester X X X X ELL Program Eligibility Criteria WIDA MODEL for Kindergarten If Oral Composite Proficiency Level (Listening & Speaking) is below 4.8, the student is eligible for services. WIDA MODEL for Kindergarten If Overall Composite Proficiency Level is below 4.8 Or Literacy Composite Proficiency Level is below 4.2, the student is eligible for services. 20

21 Grade 1 2 nd Semester X X X X Grade Levels 2-12 X X X X W-APT If Grade Level Adjusted Overall Composite Proficiency Level (Adjusted Overall CPL) is below 4.8 or Grade Level Adjusted Literacy Composite Proficiency Level (Adjusted Literacy CPL) is below 4.2, the students are eligible for services. Please refer to the criteria below if your school district is using the Pre-IPT Oral English Proficiency Test (Pre-IPT). The Pre-IPT is one option for screening students entering Preschool to determine students English language proficiency and to identify eligibility for ELL services in the state of Illinois. Grade Level Domains Assessed Listening Speaking Reading Writing Pre-K Age 3 X X Pre-K Age 4 X X ELL Program Eligibility Criteria Pre_IPT If proficiency score is at Level A, B, or C, the student is eligible for services. Pre-IPT If proficiency score is at Level A, B, C or D, the student is eligible for services. If you have any further questions about WIDA MODEL for Kindergarten or W-APT, please contact the Division of English Language Learning (DELL) at

22 Placement Process If a student qualifies for services, the TPI/TBE teacher makes a placement recommendation based on the data gathered and further assessment of the student using local measures. The TPI/TBE resource teacher updates the appropriate District personnel and the parents are notified using the Parent Notification of Enrollment Letter for Years 1-3 (See Forms). This form is available in many languages at the following website: Parents must be notified every year using either the Parent Notification of Enrollment Letter for Years 1-3 or the Parent Approval Letter for Beyond Three Years (See Forms). A copy of the parent letter is placed in the student s ELL file each year. Further monitoring of the student and adjustments in his/her level of service occurs through the Grade Level Articulation Process. A parent may refuse services at any time. This refusal must be submitted in writing by the parent per state law. The written refusal is then placed in the student s cumulative folder. These are General Guidelines Individual Cases May Be Reviewed Criteria for Entering Full Time (FT) TBE Programs Spanish Students with very limited English proficiency Utilizes native language literacy, native language content area instruction and ESL instruction offers all day and intensive support from min/week for FT students in grades 3 rd -12 th Native language assessment may be given to all students entering full time Kindergarten, 1 st, 2nd, and 3rd grade programs to determine language dominance Prior schooling (in Spanish) will be reviewed before FT placement Criteria required to qualify for Full-Time TBE services Entering Kindergarten: Entering 1 st Grade: Entering 2 nd -5 th Grade/ 6 th -8 th Grade/9th-12th Grade: Less than a 4.0 Composite Score on WIDA MODEL; on combined listening/speaking for WIDA Model. Spanish dominant or attended native language Kindergarten Composite Score and less than 4.0 Literacy Level on ACCESS/W-APT/MODEL. Spanish dominant or attended native language Kindergarten Composite Score and 4.0 or less on Literacy level on ACCESS/W-APT Previously attended native language/dual language program or Requires native language content area support Criteria for Entering Part-Time (PT) Resource TBE Programs Spanish Students with a higher level of English language proficiency who are in a mainstream class Prior focus of instruction was ESL and English language literacy Students can be eligible to receive content area (math) support if necessary Native language utilized to the extent necessary 22

23 Minimum length of native language service is 225 min/week - 1st-8th grade students; 150 min. /week Kdg. Criteria required to qualify for Part-Time Resource TBE services Entering Kindergarten: Combined Raw score for listening and speaking level higher than 4.0 in speaking and at least a 4 in listening on WIDA MODEL/ Pre-IPT. Note: May vary from child to child, some students falling in this category may still qualify for Full-Time support. Reads at Grade level in the Native language Entering 1 st Grade: 4.0 Composite Score and 4.0 Literacy score on ACCESS/W-APT/MODEL Prior schooling in English At least a 4.0 in reading and writing ACCESS Level and ELL teacher recommendation. Reads at Grade level in the Native language Entering 2 nd -12 th Grade: 4.0 Overall Composite score and 4.0 reading level on ACCESS or W-APT Prior schooling in English (for primary students only) Met criteria to move from FT to PT and ELL teacher recommendation. Reads at Grade level in the Native language Articulation will take place between the FT ELL teacher, ELL teachers and District Bilingual Coordinator to determine if a student should be transitioned from a FT program to PT services. Criteria for Entering Full-Time/Part-Time (PT) TPI Resource Programs For students from language groups other than Spanish Primary focus of instruction is ESL and English language literacy Criteria required to qualify for Full-Time TPI Resource Services (1 st -8 th Grades) Students from other language groups with very limited English skills (or newcomers) FT TPI students would receive support from 450 to 600 minutes per week Criteria required to qualify for Part-Time TPI Resource Services Entering Kindergarten: Combined Raw score for listening and speaking Higher than a 4.0 in speaking and at least a 4 in listening on W-APT/MODEL. Note: May vary from child to child, some students falling in this category may still qualify for Full-Time support. Entering 1 st Grade: 4.0 Composite overall Score on ACCESS/W-APT and 3.5 Literacy composite Entering 2 nd -12 th Grade: 4.0 Composite Overall Score on ACCESS / W-APT and 3.5 Literacy Score. Minimum length of service is for PT students is 225 min/.per week - 1st-12th grade students; 150 min. /week Kdg. 23

24 Exit/Consult Criteria: In order to be exited from the TPI/TBE program students should meet the following criterion: Using 2010 ACCESS for ELLs to Determine TBE/TPI Program Placement and Exit of ELL Students In response to a Title I directive from the U.S. Department of Education, the Illinois State Board of Education implemented a uniform definition of English language proficiency that must be applied by all districts when determining which students are English language learners eligible for state TBE/TPI and federal Title III LIPLEPS programs. A student who achieves a 4.8 composite proficiency level and a 4.2 composite literacy (reading/writing) proficiency level on the ACCESS for ELLs is considered English proficient and must be exited from the TBE/TPI program consistent with the provisions of Section 14C-3 of the School Code [105 ILCS 5/14C-3]. A district must obtain the written permission of parents to exit English proficient students prior to the end of three years in the program. If the parent does not approve of the exit decision, the district must identify the student as English proficient, but can continue to serve the student in the TBE/TPI program for three years. However, at the end of the three year period the student will exit the program. English proficient students are not eligible for Title III LIPLEPS funded services. Parents are notified via the Parental Notification of Exit Letter (Form 10 & 14) that their student has met exit criteria. This form is placed in the student s ELL folder. The outside of the ELL file is marked with the exit date and filed inside the student s cumulative folder. 24

25 Consult/Transitioning Process ELL staff through the Grade Level Articulation Process monitors students who are in ELL cluster classrooms, have exited or are placed on a trial basis in the general education classroom. The process is a series of three to four quarterly grade level meetings a year. The purpose of these meetings is to coordinate services and track the academic progress of Current, trial or exited TPI/TBE students (Form 18-25). Articulation meetings are to occur at the end of each quarter. During the Articulation meetings, the academic progress of TPI/TBE students is reviewed. The articulation dates are noted on the Student ELL file and the Program Communication Form (Form 18-25) if a student has been transitioned to monitor status. General education teachers become part of the decision-making process with respect to TPI/TBE students. General education teachers are engaged in a professional dialogue with TPI/TBE teacher regarding program requirements. Access to district instructional support programs is coordinated at these meetings as well as data collection used in the School Improvement Plans. Teacher Responsibility To ensure success in the program, general education teachers are encouraged to participate in the transition process of ESL or Bilingual students. The following chart identifies the role a general education teacher takes in an ELL student s education. Progression of Teacher Responsibility as ELLs Transition to English Entering Beginning Developing Expanding Bridging Fluent TBE\TPI Responsibility General Ed. Responsibility 25

26 TPI/TBE BINS At the beginning of each school year the TPI/TBE Bins should contain all updated program forms and testing information to ensure that the appropriate materials are available to implement the program and comply with all our obligations. TPI/TBE FILES TPI/TBE teachers will maintain and keep files on each child. TPI/TBE files will contain the following: A copy of the home language survey Student Record form where yearly progress of the student is tracked (Form ) Access screener test (W-APT/MODEL/Pre-IPT) Copies of the appropriate number of Parent Notification Letters (forms ) Exit form, if applicable (form ) Program Articulation /communication forms (Form ) New student ELL testing information sheet ACCESS Teacher report score Other local ELL assessments such as Spotlight All forms are to be dated and filled out completely. The outside of the ESL/Bilingual files will be marked with: 1. STUDENT NAME-on tab 2. POWESCHOOL# -upper left 3. LANGUAGE SPOKEN AT HOME-below ID# 4. DATE OF BIRTH- top right 5. ENTRY DATE INTO DISTRICT-below D.O.B. 6. ENTRY DATE INTO TPI/TBE PROGRAM 7. NAME OF CURRENT TEACHER 8. EXIT DATE OF TPI/TBE PROGRAM below Entry Date (if applicable) Name POWERSCHOOL# DOB Language Date enter Dist. Date enter Prog. Teacher Date Exit Prior to the end of the school year, make sure all TPI/TBE file is in the students cumulative folder. TPI/TBE files will travel with the students cumulative folders to the following teacher, grade or school. TPI/TBE teachers will retrieve the files from the cumulative folders at the beginning of each school year. When a child exits the TPI/TBE program, the file will be marked exited, dated, and will then be stored in the student s cumulative folder. For any student that transfers or leaves the district in the middle of the year, the TPI/TBE file will travel with the student s cumulative folder. 26

27 Parent Involvement District Parent Advisory Council: According to law, districts are required to establish a Parent Advisory Council (PAC). The PAC consists of parents, ELL teachers, and community members. The PAC meets a minimum of four times per year. Their task is to: Help plan and evaluate the educational program, including grant applications. Establish procedures through which parents ideas and/or concerns receive prompt consideration. Promote the program throughout the community. Communicate information about various community and school issues and activities to other parents. Participate in local school activities. Advise district staff on any/all matters related to ELLs It is highly recommended that ELL teacher attend at least one meeting. ELL Staff: At Curriculum Night/Open House, parents should be given information regarding the purpose of the Bilingual Parent Advisory Board (Committee of bilingual parents, Wauconda Community members and ELL teachers) and have a sign up sheet to solicit volunteers. Parent Teacher Organizations: Two other important organizations in District 118 are the PTO and Boosters Club. The PTO and Boosters Club meet throughout the year; it works with the schools and the community to develop good home-school relations. Parents of ELLs are valued members of the PTO. 27

28 Learning Strategies School District 118 staff uses multiple teaching and learning strategies. Training throughout the District has been provided in 6 +1 Traits of Writing, C.R.I.S.S., Guided Reading, and Rubicon Atlas. These strategies plus others can be found through the Rubicon Website at We specifically support the use of Language Experience with ELLs in the self-contained or general education classroom: Direct Method Teach English through content, choose suitable vocabulary, and identify words as part of culture. Natural Approach Use high-interest, high-context topics. Expose ELLs to basic vocabulary. Recognize stages of speech production. Select questions according to ability (yes/no, M.C. / openended) Total Physical Response Identify request commonly made, check for comprehension by use of gesture, actions, and references to pictures or words on paper. Sheltered Instruction - Sheltered instruction is a series of methods and techniques that teachers can use to help ELLs more easily understand and acquire English and content area knowledge and skills. The Language Experience Approach- The language experience technique had its beginnings in use with second language learners (Ashton-Warner, 1963). The approach is readily adaptable to second language learners of a variety of levels (Riggs, 1981) and students in bilingual programs (Feely, 1979) at a variety of levels (Dixon & Nessel, 1983). The approach has a number of features, which enhance whole language learning for ESL students. Students learn that what they say is important enough to be written down. They learn how language is encoded by watching as their oral language is put into print. They use familiar language in their follow-up activities which investigate language structures they have learned including sight vocabulary, letter-sound correspondence, spelling pattern, and conventions of print. There are five basic steps in the language experience approach: 1. Students and teacher share and discuss an experience. This can be a trip an activity such as cooking, playing a game or role playing, reading a book (wordless or with words) or a story, viewing a film, or listening to a personal narrative, or a film video. 2. After the discussion the teacher elicits dictation from individuals or the group, which is written down for all to see, on the blackboard, chart paper, or overhead projector. The teacher writes down students' exact words without correcting or changing. The teacher periodically reads back the dictation, asking if it is what the student intended, and student may make changes if they like. The story is copied to be saved and reused. 3. Teacher and students read and reread the story together. Individuals may read with or without the teacher, and the class may read in chorus. 4. Students use the dictated story in many follow-up activities, including cloze activities, writing activities, unscrambling words or sentences from the story, etc. Activities are selected based on student s levels. 5. Students may move from reading their own or class pieces to trading and reading one another s work, and from dictating to the teacher to writing their own pieces. From Enright, D.D. & McClosky, M.L. (1988) Integrating English: Developing English and literacy in the multilingual classroom. Reading, MA: Addison Wesley. 28

29 Special Education and ELL With regard to ELLs who may require Special Education Services, our primary resource for information is the resource manual provided by the State of Illinois: Serving English Language Learners with Disabilities: A Resource Manual for Illinois Educators This resource manual is intended to provide Illinois educators with: An overview of critical topics in the assessment and instruction of English language learners (ELLs) with disabilities. Best practices that will take into consideration the complex and unique nature of language and biculturalism and the tools to determine when students truly have learning problems or are reflecting cultural and linguistic differences that may be misunderstood. Guidelines to facilitate the identification and delivery of services. Their development of an appropriate framework ensuring that the rights of ELLs are protected by Title VI, Section 504, Individuals with Disabilities Education Act (IDEA), and Title 23 of the Illinois Administrative Code. It is a well known fact that the composition of American society is shifting and this change is currently being reflected in our school population. Schools are recognizing and responding to these changes. They continue to seek out exemplary educational opportunities that will enhance the successful performance of our limited English proficient population. The primary purpose of this manual is to provide school districts with recommended guidelines to facilitate the identification and delivery of services for English language learners who may have disabilities. It makes available to teachers, administrators, special educators, and special service providers recommended concepts, practices, insights and experiences to address their student s needs. Additionally, it is to assist in the development of an appropriate framework ensuring that their rights are protected by Title VI, Section 504, Individuals with Disabilities Education Act (IDEA), and Title 23 of the Illinois Administrative Code. These procedural safeguards are to be in place to appropriately determine when students truly have learning problems or are reflecting cultural and linguistic differences that may be misunderstood. The information provided would give you the impetus required to reevaluate current practices and to develop new ones that will take into consideration the complex and unique nature of language and biculturalism. Language and cultural background are to be considered as part of the special education evaluation process. The language proficiency and degree of acculturation need to be considered when planning a student's individualized educational program (IEP). The students do have the right to receive nondiscriminatory and educational interventions to address their lack of English proficiency. Special educational interventions should be tailored to fit the student's needs including the necessity to develop proficiency in their second language, English. As we seek to enhance the quality of services for English language learners in Illinois, this manual becomes a major resource. We invite you to use the Serving English Language Learners with Disabilities and anticipate that you will enjoy its benefits. It should help you assume a more active role and further strengthen the linguistic foundations that are prerequisites for successful school performance. 29

30 Federal Legislation and Supreme Court Decisions Brown v. Board of Education (1954) Re-affirmed equal protection under the law mandated by the 14 th Amendment. Title VII, Section 601, CVR Act (1964) Protection of the 5 th Amendment was clarified. Bilingual Education Act (1968) Mandates bilingual education for English language learners. Lau v. Nichols (1974) A class action suit filed by the parents of Indochinese children alleging that academic instruction was being provided in a language in which students were not proficient, hence, depriving them of equal education opportunity. The Supreme Court s decision ruled for the plaintiffs; that identical education does not constitute equal education under Title VI of the Civil Rights Act of The Lau Remedies, given to LEAs (State Offices of Education), linked the inclusion of linguistically and culturally appropriate instruction to the delivery of free and appropriate public education to all children. School districts must take affirmative steps to overcome educational barriers faced by non-english speakers. Castañeda v. Pickard (1981) Reputed to be the most significant court case affecting language minority students after Lau. The plaintiff s claim was that their school s programs violated the Equal Educational Opportunities Act (EEOA) of 1974, and as a result, the Fifth Circuit Court of Appeals created a series of standards to determine school district compliance with the EEOA. The Castañeda Test includes the following criteria: (1) Theory; The school must pursue a program that is based on educational theory recognized as sound or, at least as a legitimate experimental strategy; (2) Practice: The school must actually implement the program with instructional practices, resources, and personnel necessary to transfer theory to reality; (3) Results: the school must not persist in a program that fails to produce results. Plyler v. Doe (1982) Under the 14 th Amendment of the U.S. Constitution, the state does not have the right to deny a free public education to undocumented immigrant children. No Child Left Behind (ESEA Reauthorization 2001) - Emphasizes school accountability for student test scores, scientifically based instruction methods, parental choices, and flexibility for state and local educational agencies to consolidate and reallocate funds received under various grants and programs. Title III, which targets ELLs, replaces Title VII of the previous law. Title III funds are allocated by the states to local school districts based on their chare of ELLs. These funds are to be used to provide high-quality language instruction based on scientifically based research effective in increasing English proficiency and student achievement. (Claiming Opportunities: A Handbook for improving Education for ELLs Through comprehensive School Reform) State Legislation Illinois Compiled Statutes Schools School Code (105 ILCS 5/, Article 14C) Illinois Administrative Code Subtitle A (Section ) District and Circuit Case Law 30

31 Glossary of Terms ACCESS: Assessing Comprehension and Communication in English State to State - A state designed language proficiency test that will be used by members of WIDA in order to determine the level of English language proficiency of ELLs. ACCESS/W-APT SCREENER-WIDA-ACCESS PLACEMENT TEST (W-APT) - The W-APT is an adaptive test that can gauge students' proficiency up to and beyond Level 5 of the WIDA English Language Proficiency (ELP) levels. BILINGUAL INSTRUCTIONAL CLASSROOM - Term used to describe a model of a classroom where all students are ELLs of the same native language and full-time students of the bilingual program. The teacher of a bilingual instruction classroom speaks the home language and the second language of the students and is the primary instructor of the core subject area. INSTRUCTIONAL RESOURCE - Term used to describe a program model where ELL students receive most of their instruction in a regular education classroom and receive services from a bilingual staff on an as needed basis. ELL - English Language Learners - Term used to identify a non-english language background student who s reading, writing, listening, and speaking proficiency in English is below the average proficiency of their native English speaking counterparts, based on individual student language assessment. ESL - English as a Second Language - Specialized instruction to assist ELL students in attaining full proficiency in reading, writing, listening, and speaking of the English language. ESL is not to be confused with English language arts as taught to native speakers of English. EXIT - Term used to describe when an ELL student no longer has a need for TBE or TPI program and has meet all state and district requirements to exit. GENERAL EDUCATION - Term used to describe an educational program where most students are native or proficient speakers of English and as such instruction is delivered all in English without modification or adaptation for the ELL. INTEGRATION - Term used to describe the flexible grouping of English and non-english speaking students for non-academic subject areas. Not considered mainstreaming. ISAT - Illinois State Achievement Test - An annual standardized achievement measure LANGUAGE PROFICIENCY TEST a formalized procedure to determine proficiency in listening, speaking, reading, and writing, and which makes use of, with few exceptions, state approved nationally normed assessments LEP Limited English Proficiency Term used to identify a non-english language background student who s reading, writing, listening, and speaking proficiency in English is below the average proficiency of their native English speaking counterparts, based on individual student language assessment. MAINSTREAM - Term used to describe a time during the day when an ELL student begins the process of content instruction in a general English classroom. The teacher assumes responsibility for assessing and grading the ELL student. English proficiency is a consideration for mainstreaming. 31

32 NATIVE LANGUAGE - NL - also referred to as Home Language. The language normally used in the home by the student and/or by the student s parents/legal guardians/primary caretakers. Pre-IPT- The Pre-IPT Oral English Test is designed for the preschool child who is not used to taking tests. The test centers on a story, giving young students a low-anxiety context in which to demonstrate their language abilities. Designed to assist in the initial designation of 3-, 4-, and 5-yearolds as Non-, Limited, or Fluent English Speaking, it also provides information to help place students in the most appropriate instructional programs. In addition, it may be used for assessing a child s progress in English oral language PUSH-IN - Term used to describe a program model where a Bilingual teacher or a Para-professional works with an ELL student within the general education classroom. PULLOUT - Term used to describe a program model where a Bilingual teacher or a Paraprofessional works with an ELL student outside of the general education classroom. RESOURCE INSTRUCTION - Term used to describe a program model where a bilingual and general education teacher split instruction time and responsibility based on student s language proficiency. SHELTERED ENGLISH INSTRUCTION - An approach used to teach content area instruction in English to ELL students. In sheltering lessons, teachers increase the comprehensibility of lessons by modifying speech rate and tone, accessing prior knowledge and experiences, providing models, use of graphic organizers, and pre-teaching of necessary vocabulary. Along with content objective, language objectives are incorporated in the planning of lessons. SOLOM - Student Oral Language Observation Matrix - A rubric used by teachers to observe a student s oral language in the following areas: comprehension, fluency, vocabulary, pronunciation, and grammar in social and academic domains. TBE - Transitional Bilingual Education - A full- or part-time program of instruction via English and the student s home language, required of schools with 20 of more students of the same non-english language classification, inclusive of kindergarten. TPI - Transitional Program of Instruction - A program required of schools with less than 20 students of the same non-english language background, offering instruction in English and in the native language to the extent necessary based on an individual student assessment. WIDA MODEL- World-Class Instructional Design and Assessment (WIDA) is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English Language Learners (ELLs). Beginning in July 01, 2009 ( school year), all school districts in the State of Illinois are required to use the WIDA MODEL ; a new Pre-K/Kindergarten screener for ELLs, to determine students English language proficiency and identify students eligible to receive ELL services. The WIDA MODEL can be administered to children in Pre-K (minimum 4 years old), Kindergarten and the first semester of Grade 1. Pre-K children and children entering Kindergarten will only take the Listening and Speaking components of the assessment instrument. In the State of Illinois, students enrolling in the second semester of the Kindergarten year, or entering Grade 1 must take all four domains of the MODEL: Listening, Speaking, Reading, and Writing. If a child enrolls during the second semester of the Grade 1 year, then the W- APT Screener must be used. Those Pre-K children and children entering Kindergarten who score below a 4.8 on either the Speaking or Listening domain of the WIDA MODEL are considered limited English proficient and are eligible for language support services. Students in the second semester of Kindergarten or the first semester of Grade 1 who score below a 4.8 composite score are also considered limited English language proficient and eligible for ELL services. 32

33 Appendix WIDA Standards Literacy Belief Statements District Assessment Design Constructs for Effective Teaching of ELL with Disabilities Stages of Adaptation for Immigrant Children Learning English: The Stages Teaching Methods and Strategies: General Tips for Mainstream Teachers with English Language Learners Sheltered English: 6 Elements for Success Sample TPR Lesson Sample LEA Instruction Lesson Sample Word Sort Reading Strategy Higher Level strategy Prompts ISAT Test Key Points of the No Child Left Behind Act of 2001 (LIPLEPS) Can Do Descriptors 33

34 Articles The Grandparent Myth, prepared by Danette Erickson Meyer, Illinois Resource Center Why Bilingual Education, Krashen, Stephen. ERIC Digest Ten Common Fallacies About Bilingual Education, Crawford, James, Washington D.C. ERIC Digest What Reading Teachers Should Know about ESL learners, Drucker, Mary, International Reading Association Use of Children and Teachers as Interpreters, ISBE document, Chapter 6, Interpreters in the School Setting Documents and handouts English Language Proficiency Standards for English Language Learners Pre-K through Grade 12 DRAFT Spanish WIDA Standards: World Class Instructional Design and Assessment Tips for Reporting Grades to the parents of ELL students WIDA Can DO Descriptors Award and Honor Latino Children and YA Literature ( ) 34

35 Website Resources Center for Applied Linguistics Illinois Resource Center E-kits ELL Knowledgebase Illinois Administrative Code Illinois Resource Center Illinois State Board of Education National Clearing House for English Language Acquisition US Department of Education WCUSD 118 Curriculum Mapping and Resources

36 36

37 37

38 Tips for Reporting Grades to the parents of ELL students Please remember that our English Language Learners are working towards becoming proficient speakers, listeners, readers, and writers. Evidence of this complex process will surface in every subject area. When assigning grades, please consider the student s level of proficiency, effort, progress and years in program. ELL students should not receive below a C unless lack of effort is a large contributing factor in their grade. In order to explain the assigned grade, the following would be an appropriate note in the comment section of the report card. The above grades reflect your child s effort with the support of Transitional Bilingual Education or Transitional Program of Instruction (TPI/TBE) services and necessary accommodations as he/she moves toward English proficiency. Please refer to the attached diagram illustrating the Illinois English Language Proficiency Levels to better understand your students levels and the WIDA Can Do Descriptors for English Language Learners. 38

39 New Students Testing Procedures/Student Profile Cards To facilitate the testing of new students and placement of testing items, the following procedures should be implemented. These procedures should also ensure that new students are tested in a timely manner, placed in the appropriate program, and that all necessary documents are properly filed. All parents of new students entering District #118 will be required to complete a Home Language Survey as part of the registration packet (Form 1, 1a.). If the registration form and Home Language Survey indicate that the new student speaks a second language at home, the student must be assessed within 30 days of registration per the Assessment & Placement Procedures. To ensure proper placement in an ELL program, District 118 assesses new students with the Pre-IPT/W-APT/MODEL prior to placement in a full-time or part-time ELL program. The building secretary or ELL resource teacher will request information by fax from the student s prior school to determine if the student was in an ELL program (Form 5). New students are to be screened by the designated test administrator (ELL Resource teacher) using the state mandated Pre-IPT/ W-APT/MODEL screener. A new entrance criteria has been established to include Pre-IPT/W-APT/MODEL scores. Pre-IPT/W-APT/MODEL screening tests should then be placed in a yellow ELL folder, labeled with the student s name. The ELL Teacher will complete a New ELL Student Testing Information form (see form 4) and forward it to the building principal. This will include the student s test scores and information received after contacting the previous school. The building principal, test administrator, and the ELL district coordinator will collaborate and review the testing results, after which a placement decision will be made. A check mark should be placed next to the type of service the student will receive. Both the classroom and ELL teachers will be indicated on the form, along with the date services will begin. The test administrator will create the ELL Student Profile Yellow folder (complete front cover), enclose the W-APT tests within the folder, and include a copy of the New ELL Student Testing Information form. The ELL Resource teacher should complete information on the inside of the ELL Student Profile folder for the new student. The ELL Resource teacher will send the appropriate parent notification letter to the parents within 14 days of enrollment in the ELL program. The ELL Resource teacher should forward an Add Form (see form 6) to Sandra Moran ASAP so that this information can be entered into the case list database. The ELL Student Profile folder (with the enclosed tests) should be filed in the appropriate location. The signed parent notification letter (see forms 7-8a) should also be placed in the ELL Student Profile Folder SECTION A

40 Procedures: Assessment and Placement of ELL Students New move-in ELL students will be assessed by an ELL Resource teacher or designated ELL teacher within four weeks of their registration to determine if they are eligible to receive services in the TBE/TPI program (unless they are considered for full time placement in grades K-3- see below). New Kindergarten, 1 st, 2 nd, and 3 rd grade students registering during the summer should be assessed prior to the beginning of the school year to determine whether he/she qualifies for full time (FT) or part time (PT) placement in the ELL program. New Kindergarten, 1 st, 2 nd, and 3 rd grade students entering after the beginning of the year should be assessed prior to placement in a FT or PT program. Upon registering, parents will need to schedule a screening time and wait a decision on placement has been determined. New students will be assessed in English, using the Pre-IPT/W-APT/MODEL student screener, to determine listening, speaking, reading, and writing composite proficiency levels for program eligibility. Assessment in Spanish, using the EDL/ISEL or other Spanish assessment, may also be used to determine language dominance if they are to be placed in the FT native language program in Kindergarten, 1 st, 2 nd, and 3 rd grade. Test scores will be reviewed to determine appropriate FT or PT placement. The revised Criteria section of the Frameworks indicates Pre-IPT/W-APT/MODEL scores required for FT and PT placement. Parent will be notified of their child s placement in a TBE/TPI program no later than 10 days after enrollment in the program through a parent notification letter (available in English and Spanish). Other languages are available on ISBE website. This letter will include assessment results and a program description. Parents will also be informed of their right to withdraw their child from the program. Parents will also be informed that they will need to notify the district in writing and sign the bilingual refusal form within 30 days of receiving the parent notification letter if they decide for their child not to receive services. A conference will need to be held with the parent to discuss their concerns. Students can continue to receive services beyond 3 years as long as they continue to meet the district s and state s entrance/exit criteria and parents have given their approval in writing each year starting in year 4. Parents will be notified in writing if their child no longer qualifies for the program. Current tests will be placed in the ELL student folder and filed in or near the ELL students temporary folder. Students will be reassessed every winter (ACCESS proficiency test) to determine eligibility for the next school year and a new parent notification letter will be sent out. Section B

41 Procedures: ELL Add/Drop Form All new students must have information completed on the ELL Add/Drop form. This information should be filled out on the top half of this form under Adding a Student to Your Caseload (see form 6). In addition to the student s name, date of birth, grade and primary language, assessment information is required. Check the tests used and indicate both the score and level. Any new student entering after September 2006 must be assessed using the W-APT /MODEL/Pre-IPT student screener. Also check the type of service the student will be receiving. Other data needed is the date the student was tested and when services began. Check in the appropriate boxes to indicate that the Home Language Survey was placed in the Temp. File; that the Parent Notification Letter/Program Description (see form 7& 7a.) was sent; and also that the ELL Student Profile Card was completed. When a student exits the program, the bottom half of this form, Dropping Student from Your Caseload must be completed. A student may move from the district, transfer to another building in District 118, is on an IEP and no longer requires ELL services or has met the exit criteria. Check the appropriate box indicating why the student is being dropped from your caseload. Write in the last day of attendance for the student in the appropriate space. Mark with an X if the parent notification letter was sent and if the student has met the exit criteria and will no longer receive services. Exit information should be filled out on the ELL Student Profile folder (front cover). Check the appropriate box to indicate this was completed. An Exited Student Information Form (see forms 16-19) must be completed to ensure that the student has met the exit criteria. It is imperative to submit data for any new students or students who have exited the program as soon as possible using ELL Add/Drop Form (see form 6). This information will then be included on the case lists. The ELL Add/Drop Sheet (see form 6) should be forwarded to Sandra Moran (D.O.). Section C

42 Procedures: Parent Notification Letters Students enrolled in the ELL program take the state mandated ACCESS language proficiency test every winter/spring. ACCESS test results are available in May. The results are forwarded to the parents through the parent notification letters in May. The parent notification letters provide program recommendations and ACCESS test scores. The ELL program description provides an overview of the ELL programs in the district and additional information on ACCESS and the proficiency levels. This program description should be sent home with the notification letter. In addition to the notification letter and program description, the English ACCESS Parent Report and translated version (with no data indicated) for each student should be included. The Parent Report details specific information on the student s scores in listening, speaking, reading, writing and the overall composite score. If the Parent ACCESS Report is not sent with the parent notification letter, then it should be attached to the final report card in June. The following forms are in the ELL Teacher Frameworks Handbook. In addition to the 3-hole punch forms for the binder, there are originals that can be used to make copies. These can be placed in the TBE/TPI Bins and the previous letters can be discarded. TBE Parent Notification Letter (For Years 1-3) English & Spanish TBE Parent Notification Letter - Consent for Continued Placement (Over 3 years) English & Spanish TPI Program Parent Notification Letter (for Years 1-3) English TPI Parent Notification Letter Consent for Continued Placement (Over 3 years) English TBE - Exit Notification Letter English & Spanish TPI Program - Exit Notification Letter English ELL Parent Conference Summary English & Spanish Spanish versions of these letters should be included on the backside of the English forms for students enrolled in the TBE program. Students from other language groups use the TPI notification letters and do not have the Spanish form copied on the back. Parent Notification letters in other languages are available in the ISBE website if parent request the letter this their native language. Items that should be completed on the notification letters are as follows: Check the appropriate box at the top indicating new enrollment or continuing 2 nd /3 rd year. Write in the number of years in the program at the top of the continued placement letter. Fill out the top portion with the student s name, school, etc. Indicate School Year in the line next to Recommendation for School Year.

43 Parent Notification Letters (cont d) Check the appropriate box for full-time (FT) or part-time (PT) recommendation. Check appropriate boxes indicating instruction received in English or Spanish. Indicate all day or 600 minutes per week for FT students. Write in the number of minutes of ELL services the PT student receives each week. Fill in the test scores and levels for each domain in the table. Use the ACCESS summary sheet or ACCESS Teacher Report to obtain these scores. W- APT/Pre-IPT scores can be found on the New Student Information Sheet. Write in the school s phone number on the line under the testing score table. Highlight (not required, but recommended) Please put an X., Parent s Signature and Date so parents know what sections they need to complete.. Time will be set aside in May of each school year to review test scores and prepare parent notification letters. The notification letter, ELL program description and individual ACCESS Parent Reports should be sent home with each of your students by backpack. New students in Kindergarten and 1 st grade are tested with the W-APT new student screener and Spanish IPT may be used to determine language dominance for placement in the FT native language programs. The ELL teacher is responsible for sending out the parent notification letters to the parents of the new students they service as soon as possible. Parents must sign the notification letter (see forms 8 & 8a/11&11a) and return it to you. It may be necessary to follow up with additional letters if the letters have not been returned. After you receive the signed form, please place it in the ELL Student Profile Card (filed in the temporary file section), along with a copy of the ACCESS Teacher Report. Parents who indicate that they have additional questions should be contacted. If a parent indicates that they do not agree with the placement, a parent meeting must take place and an ELL Parent Conference Summary form (see forms 14 &14a) must be completed and signed by the parents. Parents will then be given the Parent Denial of Bilingual services form (see forms 15 &15a). The building principal or ELL District Coordinator can assist with setting up these meetings. D

44 Section E ELL FRAMEWORKS HANDBOOK FORMS

45 ELL FRAMEWORKS HANDBOOK FORMS Table of contents TOPIC PAGE # Home Language Survey - English 1 Home Language Survey - Spanish 1a Instructional Home Language Survey - English 2 Instructional Home Language Survey - Spanish 2a Student Temporary ELL file 3 New English Language Student Testing Information 4 ELL Student Information Fax Request 5 ELL Add/Drop Form 6 ELL Program TBE Description letter - English 7 ELL Program TBE Description letter - Spanish 7a Rationale for Placement in a Part-Time TBE Program 8 TBE Program Parent Notification Letter - English 9 TBE Program Parent Notification Letter - Spanish 9a TBE Parent Notification Letter for consent of Continued Services - English 10 TBE Parent Notification Letter for consent of Continued Services - Spanish 10a TBE Exit Notification Letter - English 11 TBE Exit Notification Letter - Spanish 11a ELL Program TPI Description Letter - English 12 ELL Program TPI Description Letter - Spanish 12a TPI Parent Notification Letter - English 13 TPI Parent Notification Letter - Spanish 13a TPI Parent Notification Letter/Consent of Continued services - English 14 TPI Parent Notification Letter/Consent of Continued services - Spanish 14a TPI Exit Notification Letter - English 15 TPI Exit Notification Letter -Spanish 15a ELL Parent Conference Summary - English 16 ELL Parent Conference Summary - Spanish 16a

46 English Language Learning Program 17 Denial of Bilingual/ELL services - English 18 Denial of Bilingual/ELL services -Spanish 18a Kindergarten Exited Student Information Form 19 1st Grade Exited Student Information Form 20 2nd-5th Grades Exited Student Information form 21 6th-12th Grades Existed Student Information form 22 K-12 Grade Level Articulation Form 23 Kindergarten Exited Student Monitoring Form 24 1st to 2nd Grade Exited Student Monitoring Form 25 3rd - 5th Grade Exited Student Monitoring Form 26 6th - 12th Grade Exited Monitoring Form 27 Wauconda High School Exited Monitoring Report 28 English Language Learning Program 29

47 Student ID# WAUCONDA COMMUNITY UNIT SCHOOL DISTRICT #118 HOME LANGUAGE SURVEY Today s Date: School: Grade: The Illinois School Code and the Emergency Immigration Act, Title VI, of the Education Amendments of 1984 (P.L ), states that each school district shall administer a home language survey to each and every student entering the district s schools for the first time. Your cooperation in reporting information accurately is essential in order for us to provide meaningful instruction for your child. Student name: Circle: Boy or Girl (Last) (First) Home Phone #: Birth Date: Month Day Year Place of Birth: (City) and (State) or (Country, If Not Born in U.S.A) What month, year and grade did your child start attending a U.S. school? (Month/Year) Grade The state requires the district to collect a Home Language Survey for every new student. This information is used to count the students whose families speak a language other than English at home. It also helps to identify the students who need to be assessed for English language proficiency. If the answer to either question #1 or #2 is Yes, the law requires the school district to assess your child s English language proficiency. The results of this assessment determine eligibility for English as Second Language (ESL) and/or native language instruction services and annual English language proficiency assessment. 1. Does your child speak a language other than English? No Yes - Language spoken is: (please write) a. Does your son/daughter speak this language fluently? Yes No b. Does your son/daughter read this language? Yes No c. Does your son/daughter write this language? Yes No 2. Is a language other than English spoken in your home? No Yes - Language spoken is: (please write) a. Does this person speak this language fluently? Yes No b. Does this person read this language? Yes No c. Does this person write this language? Yes No If the answer to questions #1 or #2 is Yes, please complete questions #3 - #8 below. 3. What was the first language your child learned to speak? English Spanish Polish Other (please write) 4. Which language does your child use most often when he/she speaks to his/her friends? English Spanish Polish Other (please write) 5a. What was the language of instruction at his/her previous school? English Spanish Polish Other (please write) 5b. Was this school in the United States? Yes No 6. Did your child receive English as Second Language (ESL) or bilingual services of instruction at his/her previous school? Yes No ESL Bilingual 7. Did the student s previous school determine that your child no longer needed English Language Support Services? Yes No Grade in which this was determined 8. I agree to receive all report cards/progress reports in English. Yes No If NO, please ONLY initial here if you would like report cards/progress reports sent to you in your native language. (initials) Signature of Parent or Guardian 1 Signature of Staff Member/Translator

48 Wauconda COMMUNITY UNIT SCHOOL DISTRICT #118 ENCUESTA SOBRE EL IDIOMA QUE SE HABLA EN CASA Fecha de hoy: Escuela: Grado: Los Códigos de Educación de Illinois y la ley de emergencia de inmigrantes, titulo VI, de la educación de las enmiendas de 1984 (P.L ), establece que cada distrito escolar debe administrar una encuesta sobre el idioma de origen a todos y cada uno de los estudiantes que entren al distrito escolar por primera vez. Su cooperación en la presentación de información es esencial para poder proporcionar una instrucción para su hijo/a. Nombre del Estudiante: (Apellido) (Nombre) Circule: Niño o Niña Número de Teléfono #: Fecha de Nacimiento: Mes Día Año Lugar de Nacimiento: (mes, día, año) (País, si no es nacido en los Estados Unidos) En qué mes y año empezó su hijo/hija la escuela en los Estados Unidos? (Mes, Año) Grado El estado requiere que el distrito recoja información en una Encuesta del idioma que sé Habla en el Hogar (Home language Survey o HLS por sus siglas en inglés) para cada estudiante nuevo. Esta información se usa para contar a los estudiantes cuyas familias hablan en el hogar un idioma que no es inglés. También ayuda a identificar a los estudiantes que necesitan ser evaluados para la fluidez en el idioma inglés. Si la respuesta a la pregunta #1 o #2 es Si, la ley requiere que el distrito escolar evalué la fluidez de su niño/a en el idioma inglés. Los resultados de esta evaluación determinarán elegibilidad para servicios Inglés como segundo idioma y/o instrucción en el idioma nativo y evaluaciones anuales en la aptitud del habla Inglés. 1. Habla su niño(a) un idioma que no es el Inglés? No Si Idioma que habla: (favor de escribir) a. Habla su hijo/hija este idioma con fluidez? Sí No b. Lee su hijo/hijas este idioma? Sí No c. Escribe su hijo/hija este idioma? Sí No 2. Se habla en su casa otro idioma que no es el inglés? No Si Idioma que habla: (favor de escribir) a. Habla esta persona este idioma con fluidez? Sí No b. Lee esta persona este idioma? Sí No c. Escribe esta persona este idioma? Sí No Si la respuesta para la pregunta #1 o #2 fue Si, favor de completar preguntas #3- #8 en el resto de esta forma. 3. Cuál es el idioma que su hijo/a aprendió a hablar primero? Ingles Español Polaco Otro (favor de escribir) 4. Cuál es el idioma que su hijo/a habla más frecuentemente con sus amigos? Ingles Español Polaco Otro (favor de escribir) 5a Cuál es el idioma de instrucción en la escuela anterior de su hijo/a? Ingles Español Polaco Otro (favor de escribir) 5b. Estaba esta escuela en los Estados Unidos? Sí No 6. Estuvo su hijo/a en un programa de Ingles Como Segundo Idioma (ESL) o en un programa Bilingüe en su escuela anterior? Sí No Ingles Como Segundo Idioma Bilingüe 7. Determino la escuela anterior del estudiante que ya no necesitaba servicios de Ingles como segundo Idioma? Si No Grado en que se determino que no necesitaba mas servicios 8. Estoy de acuerdo en recibir todos los boletines de calificaciones/informes de progreso en Ingles. Si NO Si NO, por favor de poner solo sus iniciales aquí si desea reportes/informes de progreso enviados a usted en su idioma nativo. (Iniciales) Firma del Padre o Tutor legal 1a Firma del Personal del la escuela/traductor

49 INSTRUCTIONAL LANGUAGE SURVEY Student Name: Grade: Teacher: Date: Age: School: (HLS) Home Language: Date of Birth: MM/DD/YYYY Country of Birth: Gender: Arrived in U.S.A.: Date Entered U.S.A. Schools: Date Entered District 118: MM/DD/YYYY MM/DD/YYYY MM/DD/YYYY REGULAR EDUCATION: TPI/TBE PROGRAM: 1. Was your child born in the U.S. or did your child arrive in the U.S. on or before his/her first birthday? Yes No 2. Parents born in the USA? Mom: Dad: Years in the USA? Mom: Dad: 3. Can the parents/caregiver speak English? Mom: YES NO Dad: YES NO 4. What language do you or the primary caregiver speak most often with your child? 5. Has your child resided continuously in the U.S. since birth? YES NO If no, how many years since arrival in the U.S.? Years: 6. Is there anyone else at home that speaks English (older siblings, cousins, etc.)? YES NO How many older siblings, cousins, etc.: Ages of those that speak English in home: 7. Do you speak mostly English with your child? YES NO 8. Does your child speak English more fluently than their native language? YES NO 9. Can someone assist your child with homework in English? YES NO 10a. Has your child attended school in another country? YES NO Academic Progress: Excellent Average Below Average Country: Grades Completed: 10b. Has your child had English classes in another country? YES NO 11. Does your child attend a Language School? YES NO Language: 12. If MIDDLE SCHOOL STUDENT, SKIP THIS QUESTION. Has the child attended a pre-k program or daycare in English? YES NO 13. If KINDERGARTEN STUDENT, SKIP THIS QUESTION How many years has your child attended U.S. schools (not counting pre-k)? years 14. Has your child been in an ESL/Bilingual program? YES NO This survey was conducted with: Parent Student Other By way of: Interpreter Phone Home School Examiner: 2 Date:

50 ENCUESTA EDUCATIVA DEL LENGUAJE Nombre del Estudiante: Grado: Maestra/o: Fecha: Edad: Escuela: (HLS) Lenguaje en hogar: Fecha de Nacimiento: País de Nacimiento: Sexo: Mes/Día/Año Llegada a EUA Fecha de Entrada a las Escuelas de EUA: Fecha de Entrada al Distrito #118: Mes/Día/Año Mes/Día/Año Mes/Día/Año Educación Regular: Programa TPI/TBE: 1. Nació el estudiante en EUA o llego el estudiante a EUA en o antes de su primer cumpleaños? SI NO 2. Nacieron los padres/tutores en EUA? Madre: Padre: Años en EUA: Madre: Padre: 3. Pueden los padres/tutores hablar inglés? Madre: SI NO Padre: SI NO 4. Qué lenguaje usted o el tutor primario hable más frecuentemente con el niño/niña? 5. Ha residido el estudiante continuamente en EUA desde su nacimiento? SI NO Si no, cuantos años continuos desde que llegó a los EUA? Años: 6. Hay alguna otra persona en el hogar que hable inglés (Hermanos/as mayores, primos, etc.)? Cuántos hermanos/as mayores, primos, etc.: Edades de las personas que hablen inglés en casa: 7. Le habla usted mayormente en inglés a su hijo/a? SI NO 8. Habla su hijo/a Inglés con más fluidez que en su idioma nativo? SI NO 9. Puede alguien asistir a su hijo/a con sus tareas en inglés? SI NO 10b. Ha asistido el estudiante a la escuela en otro país? SI NO Progreso Académico: Excelente Promedio Bajo Promedio País: Grados Completados: 10b. Asistió su hijo/a una escuela de lenguaje? SI NO 11. Asiste su hijo/a a una escuela de lenguaje? SI NO Lenguaje: 12. SI ES ESTUDIANTE DE INTERMEDIA, IGNORE ESTA PREGUNTA Ha asistido el estudiante a un programa PRE-escolar o cuidado de niños en Inglés? SI NO 13. SI ES ESTUDIANTE DE KINDERGARTEN, IGNORE ESTA PREGUNTA Cuántos años ha asistido el estudiante a escuelas en EUA (sin contar PREescolar)? Año: 14. Ha estado el estudiante en un programa Bilingüe/ESL? SI NO Esta encuesta se condujo con: Padre Madre Estudiante Otro Por medio de: Intérprete Teléfono Hogar Escuela Examinador: Fecha: 2a

51 WAUCONDA CUSD #118 STUDENT TEMPORARY ELL FILE STUDENT S NAME: ID#: (First) (Last) GENDER: BIRTHDATE: NATIVE LANGUAGE: COUNTRY BORN: DATE ENTERED U.S. SCHOOL: ORIGINAL ENROLL DATE IN DIST. #118: IMPORTANT ENTRY/TRANSFER/TRANSITION DATA: Home Language Survey date: In-District School Transfer (School From) Out-of-District School Transfer (date) (School From) (City, State) (date) Parent Notification of Enrollment Letter Parent Notification of Enrollment Letter Parent Notification of Enrollment Letter Parent Notification of Enrollment Letter Parent Notification of Enrollment Letter ELL Program Exit ELL Program Refusal by Parent Date: Date: Date: Date: Date: Date: Date: STUDENT S EDUCATIONAL HISTORY: SCHOOL ELL MAINSTREAM PROGRAM FULL-TIME/ MONTH YEAR GRADE ATTENDED TEACHER TEACHER PARTICIPATION PART-TIME BILINGUAL/ELL 3

52 DISTRICT #118 NEW ELL STUDENT TESTING INFORMATION School: Student s Name: Grade: Date test administered: Administered by: Areas Test Name of Test (check one) Student s Score (CL) English Proficiency Level (PL) Listening Speaking Reading Writing Composite Level Literacy W-APT Screener ACCESS Pre-IPT MODEL W-APT Screener ACCESS Pre-IPT MODEL W-APT Screener ACCESS Pre-IPT MODEL W-APT Screener ACCESS Pre-IPT MODEL W-APT Screener ACCESS Pre-IPT MODEL W-APT Screener ACCESS Pre-IPT MODEL Before a student can be placed in a self-contained K-3 classroom, language dominance may be determined through EDL/ISEL or other Spanish assessment. Fill out if applicable. Areas Tested Name of Test Student s Score Spanish Proficiency 4

53 The previous school was contacted (by phone or fax) to determine if the student was enrolled in an ELL program: YES NO The following information was obtained: Name of previous school, city, state: Type of Program: FT native language PT ESL resource Attendance: Excellent Good Poor Academic Performance: Above Average Average Below Average Prev. School Test Scores: W-APT ACCESS Other None Other information (i.e. family background): Classroom Teacher: (determined after review of tests) ELL Resource Teacher: Date student will begin services: Type of ELL Service (check appropriate service): Full-time TBE Program (K-3) in self-contained classroom Full-time TBE Program (4th-5th) for minutes per week Full-time TBE Program (6th-12th) for minutes per week Part-time TBE/TPI Program (1st-5th) for minimum of 225 minutes per week Part-time TBE/TPI Program (K) for minimum of 150 minutes per week Part-time TBE/TPI Program (6th-12th) for minimum of 225 minutes per week No Bilingual/ELL services recommended (did not meet program entrance requirements) No Bilingual/ELL services due to Parental refusal 4 continued

54 Date: New ELL Student Information Request by Fax The following student,, Grade recently transferred from your district to Wauconda CUSD # 118. According to his/her Home Language Survey, a second language is spoken in the home. We would like the following information to make an informed decision about the appropriate placement for ELL instruction. Please circle the appropriate response. 1. Was the student enrolled in an English language Learner program? Yes No 2. Was the student in a self-contained native language program? Yes No 3. Was the student in a mainstream classroom receiving part-time English Yes No Learner resource services? 4. How many years of ELL service did the student receive in your District? yrs+. 5. Please indicate Language Proficiency Score/Level Test Used: ACCESS W-APT MODEL Pre-IPT Date Administered: Listening: Speaking: Literacy: Reading: Writing: Composite: 6. If the student had been exited from the program, when was he/she exited? School year 7. How was the student s attendance? Excellent Good Poor 8. How was the student s academic performance? Above Average Average Below Average 9. Additional comments/concerns: (i.e., pertinent family background information): Information should indicate previous placement. Please fax this form back to us to the attention of at School. Fax#:. 5

55 ELL Add/Drop Form Date: ELL Teacher Completing Form: School: ADDING A STUDENT TO YOUR CASELOAD Student s Name: Date of Birth: Grade: Home Language Survey Placed in Temp. File (Mark X to indicate it s filed) Primary Language: Date Tested: Test Administered: (circle one) W-APT Pre-IPT WIDA MODEL Speaking Test Score: Level: Listening Test Score: Level: Reading Test Score: Level: Writing Test Score: Level: Combined Test Score: Level: Literacy Test Score: Level: Recommended Services: ELL Services Start Date: Full-Time TBE FT Bilingual Self-Contained Classroom Full-Time TBE FT Resource Minutes Per Week: Part-Time TBE PT Resource Minutes Per Week: TPI PT Resource Minutes Per Week: Program Description and Notification Letter sent to parents on: Copy placed in student s Temp. File (Mark X to indicate you did this) ELL Student Profile Folder completed: (Mark X to indicate you did this) DROPPING A STUDENT FROM YOUR CASELOAD Student s Name: Date of Birth: Grade: Reason Student Dropped Student moved (last day of attendance ) Student transferred to another building in District 118 Student is on an IEP and the IEP Team has determined that the student no longer requires Bilingual/ELL Services Student met the State s exit criteria (last day of attendance ) Notification Letter sent to parents on Copy placed in student s Temp. File: (Mark an X to indicate you did this) ELL Student Profile folder completed with exit info: (Mark X to indicate you did this) Parent Refused ELL services 6

56 Program Description TBE Transitional Bilingual Education Program Description The Transitional Bilingual Education program is for non-native English speaking students who have difficulty with written or spoken English. The program provides instruction in the student s native language with transition into English. The program helps students to succeed in academic subjects and learn English. The classes count toward graduation requirements. Instructional Goals: To meet academic achievement standards for grade promotion and to become proficient in English. Program Components: You son/daughter will receive instruction in the areas checked: Reading and writing Reading and writing in native language Specialized instruction in English (ESL) Mathematics in English Mathematics in native language Science in English Social Studies in English Social Studies in native language American history in English American history in native language Consumer education in English Consumer education in native language Health in English Health in native language Driver s Education in English Driver s Education in native language History and culture of your country and the United States Exit Procedures Students remain in the Transitional Bilingual Education program until they reach proficiency in academic English. Our districts expected rate of transition into the mainstream is 7% annually. The expected rate of graduation for high school students in this program is _98%. Special Education Services For disabled students requiring specialized services, language instruction meets the objectives of the student s Individualized Education Program (IEP). Other Programs Offered at the School Regular instruction for students who are fluent in English. Instruction is in English at all times. Native language is not used. No English as a Second language instruction is offered. The instructional goal is to meet grade appropriate academic achievement standards for grade promotion and graduation. 7

57 Educacion Bilingue Transitorio Descripción del Programa El Programa de Educación Bilingüe Transitorio es para estudiantes que no hablan ingles que tienen dificultad escribiendo o hablando ingles. El programa provee instrucción en el idioma nativo del estudiante con transición al ingles. El programa ayuda estudiantes a tener éxito en las materias académicas y aprender ingles. Las clases cuentan hacia los requisitos de graduación. Metas Instruccionales: Lograr las metas de aprovechamiento académico para promoción de grado y hacerse proficiente en ingles. Componentes del Programa: Su hijo/hija recibirá instrucción en las áreas señaladas: Lectura y Escritura Lectura y Escritura Idioma Nativo Instrucción Especializada en Ingles (ESL) Matemáticas en Ingles Matemáticas en Idioma Nativo Ciencia en Ingles Estudios Sociales en Ingles Estudios Sociales Idioma Nativo Historia Americana en Ingles Historia Americana en el Idioma Nativo Educación del Consumidor en Ingles Educación del Consumidor Idioma Nativo Salud en Ingles Salud en Idioma Nativo Educación de Conductor en Ingles Educación de Conductor Idioma Nativo Historia y cultura de su país y de los Estados Unidos Procedimientos de Salida (Información en esta sección varia de distrito a distrito.) Los estudiantes se mantienen en el Programa de Educación Bilingüe Transitorio hasta que alcancen proficiencia académica en Ingles. Nuestra proporción esperada de transición al programa regular es 7 % anual. Nuestra proporción de graduación para estudiantes de escuela superior en este programa es 98%. Servicios de Educación Especial Para estudiantes con impedimentos que requieren servicios especializados, el lenguaje de instrucción cumple con los objetivos del Programa Individualizado de Educación (IEP). Otros Programas Ofrecidos en la Escuela. Instrucción regular para estudiantes que tienen fluidez en ingles. La instrucción es en ingles en todo momento. El lenguaje nativo no es utilizado. No se ofrece instrucción de Ingles como Segundo Idioma. El objetivo instruccional es lograr las metas de aprovechamiento académico apropiadas para la promoción y graduación del grado. 7a

58 English Language Learning Program Rationale for Placement in a Part-Time TBE Program was placed in a part-time TBE Program for the following reasons: The student s scores on the MODEL, W-APT, Pre-IPT, or ACCESS for ELLs indicate that he/she meets the state minimum score for placement in a part-time program. The student s proficiency in the home language, prior performance in English coursework, and/or current academic performance indicate that the child would benefit from a part-time program. The part-time TBE program consists of daily instruction in the home language and English based upon the educational needs of the student. ELL Teacher Date 8

59 TBE PROGRAM- PARENT NOTIFICATION LETTER (PROGRAM ENROLLMENT YEAR 1-3) Student s Name: School: ELL Teacher: Date of Letter: Recommendation for School Year: Current School Year Grade: Dear Parent or Legal Guardian: The purpose of this letter is to inform you that based on the ACCESS assessment; your son/daughter qualifies to receive ELL services in the Transitional Program of Instruction (TPI) in our school. This program provides support to help students succeed in academic subjects and become more proficient in English. Your son/daughter will receive instruction in the areas checked: Spanish Reading and Writing Social Studies Mathematics Science/Health Other English Reading and Writing Social Studies Mathematics Science/Health English as a Second Language Other Full-time TBE Program: Your child will receive services all day/ 600 minutes per week. Part-time TBE Program: Your child will receive services minutes per week. This placement is based on your child s English formal and informal assessment measures. A more detailed description of the English tests used and an explanation of the levels can be found on the attached program description sheet. Your child s English language proficiency test scores, based on the W-APT assessment, are as follows: Domain Tested on W-APT/ACCESS English Proficiency Level (Possible ) Description of Proficiency Levels Listening Level 1 Entering Speaking Level 2 Beginning Reading Level 3 Developing Writing Overall (Composite) Level 4 Expanding Level 5 Bridging Literacy Level 6 -- Attained You may accept or reject our recommendation to place your child in this program. To accept or reject our recommendation, indicate with an X on the appropriate line below and return the form to the school. Return this form to the school no more than 30 days after receiving this letter. In response to your request, we will arrange a meeting with you. At the meeting, the school staff will discuss the ELL program. We invite you to visit the program and meet with the staff at our school to learn more about this program. If you have any questions, please call the school at. Please put an X on the appropriate line and sign below: I have read the above and agree with the school s recommendation. I have additional questions about the placement of my child. Please contact me to discuss these concerns. My contact number is. I do not agree with the placement decision and would like to request a meeting to discuss this further. My contact number is. Parent s Signature 9 Date:

60 PROGRAMA DE TPE- Carta de Notificación a los Padres (para los años de 1-3) Primer Año/ Inscripción Nu Continuando (2do/ 3er año) Nombre del Alumno: Escuela: Maestra/o Bilingüe/ELL: Fecha de la Carta: Recomendación para el Ano Escolar: Grado de Este Ano Escolar: Estimado Padre o tutor Legal: El propósito de esta carta es para informale que a base de los resultados del examen ACCESS ; su niño/a califica para recibir servicios bilingües/ell de tiempo completo/ tiempo parcial en el programa de Educación Bilingüe de Transición (TBE). El programa ayuda a los alumnos a aprender las materias del programa académico y el ingles. Su niño/a recibirá instrucción en las áreas que se han marcado: Español Lectura y Composición Ciencias Naturales/Salud/Higiene Otro Matemáticas Ciencias Sociales Inglés Lectura y Composición Ciencias Naturales/Salud/Higiene Inglés como Segundo Idioma Matemáticas Ciencias Sociales Otro Programa TBE de tiempo completo: Su niño/a recibirá servicios todo el dia/ 600 minutos por semana. Programa TBE de tiempo parcial: Su niño/a recibirá servicios minutos cada semana. La ubicación del alumno en este programa se determina de acuerdo a evaluaciones formales e informales que su niño/a ha tomado. En la hoja adjunta encontrará una descripción en detalle de los exámenes en inglés utilizados y una explicación de los diferentes niveles de acuerdo al puntaje que él/ella obtuvo. Los puntajes y niveles de competencia en inglés de su niño/a, basados en la prueba W-APT/ACCESS, aparecen a continuación: Sección de la prueba W- APT/ACCES Escuchar Hablar Leer Escribir Puntaje General Nivel de Competencia en Ingles ( Posible ) Nivel de Competencia en Ingles (posible Nivel 1 Preprincipinte Nivel 2 principiante Nivel 3 En desarrollo Nivel 4 En expansión Nivel 5 Enlace Literatura Nivel 6 -- Completo Usted tiene el derecho a aceptar o rechazar nuestra recomendación de incorporar a su niño/a a este programa. Para aceptar nuestra recomendación, indíquelo escribiendo una x en la línea apropiada en la parte inferior de esta hoja y devuélvala a la escuela dentro de 30 días después de haber recibido esta carta. Como respuesta a su carta, lo invitamos a que asista a una reunión. Durante esta reunión, el personal de la escuela hablara, en el idioma que usted domine mejor y explicara el programa bilingüe. Le invitamos a que visite nuestro programa de educación bilingüe y a que se reúna con el personal de nuestra escuela. Si tiene alguna pregunta, por favor llame a la escuela al. Por favor escribe una x en la línea apropiada y firme en la línea: He leído esta información y estoy de acuerdo con la recomendación de la escuela. Tengo preguntas adicionales acerca de esta información. Por favor comuníquese conmigo para hablar acerca de ellas. Mi numero de teléfono es. No estoy de acuerdo con la información/recomendación que he leído y me gustaría solicitar una reunión para hablar más. Mi numero de teléfono es. Firma de Padre/Tutor Fecha: 9a

61 Yrs. In Program TBE Parent Notification Letter Consent for Continued Placement in ELL Program Student s Name: School: Bilingual/ELL Teacher: Date of Letter: Recommendation for School Year: Current School Year Grade: Dear Parent or Legal Guardian: The purpose of this letter is to inform you that based on the ACCESS assessment your son/daughter qualifies to continue ELL services in the district s Transitional Bilingual Education Program (TBE) beyond a three-year period during the above-mentioned school year. This program provides support to help students succeed in academic subjects and become more proficient in English. Your son/daughter will receive instruction in the areas checked: Spanish Reading and Writing Mathematics Social Studies Science/Health Full-time TBE Program: Your child will receive services all day / 600 minutes per week. Part-time TBE Program: Your child will receive services minutes per week. English Reading and Writing Social Studies Mathematics Science/Health English as a Second Language This placement is based on your child s English formal and informal assessment measures. A more detailed description of the English tests used and an explanation of the levels can be found on the attached program description sheet. Your child s English language proficiency test scores, based on the ACCESS assessment, are as follows: Domain Tested on ACCESS Listening Speaking Reading Writing Overall (Composite) Literacy Scale Score (Possible ) English Proficiency Level (Possible ) We need your written approval to enroll your child in this program beyond three years. You may accept or reject the recommendation to place your child in this program. To accept this recommendation, indicate with an X on the appropriate line below. If you do not agree with the suggested placement or if you wish to remove your child from the ELL program, indicate below and return this sheet to the school no more than 30 days after receiving this letter. In response to your request, we will arrange a meeting with you. At the meeting, the school staff will discuss the ELL program. We invite you to visit the program and meet with the staff at our school to learn more about this program. If you have any questions, please call the school at. Please put an X on the appropriate line and sign below. Please return this form as soon as possible, I give the school permission to place my child in the program checked above beyond the three-year period. I have additional questions about the placement of my child. Please contact me to discuss these concerns. My contact number is. I do not agree with the placement decision and would like to request a meeting to discuss this further. My contact number is. Parent s Signature Date: 10

62 Años en el Programa Carta de Notificación a los Padres - Permiso para Continuar en el Programa Bilingüe Nombre del Alumno: Escuela: Maestra/o Bilingüe/ELL: Fecha de la Carta: Recomendación para el Año Escolar: Grado de Este Año Escolar: Estimado Padre o Tutor Legal: El propósito de esta carta es para informarle que a base de los resultados del examen ACCESS su niño/a califica para continuar recibiendo servicios bilingües/esl en el Programa de Educación Bilingüe de Transición (TBE) sobre tres años en nuestro distrito durante el año escolar mencionado arriba. El programa ayuda a los alumnos a aprender las materias del programa académico y el inglés. Su niño/a recibirá instrucción en las áreas que se han marcado: Español Lectura y Composición Ciencias Naturales/Salud/Higiene Matemáticas Ciencias Sociales Inglés Lectura y Composición Ciencias Naturales/Salud/Higiene Inglés como Segundo Idioma Programa TBE de tiempo completo: Su niño/a recibirá servicios todo el día / 600 minutos por semana. Programa TBE de tiempo parcial: Su niño/a recibirá servicios minutos cada semana. Matemáticas Ciencias Sociales La ubicación del alumno en este programa se determina de acuerdo a evaluaciones formales e informales que su niño/a ha tomado. En la hoja adjunta encontrará una descripción en detalle de los exámenes en inglés utilizados y una explicación de los diferentes niveles de acuerdo al puntaje que él/ella obtuvo. Los puntajes y niveles de competencia en inglés de su niño/a, basados en la prueba ACCESS, aparecen a continuación: Sección de la Prueba ACCESS Puntaje (Posible ) Nivel de Competencia en Inglés (Posible ) Escuchar Hablar Leer Escribir Puntaje General Literatura Necesitamos su aprobación para inscribir a su niño/a en este programa por más de tres años. Usted tiene el derecho a aceptar o rechazar nuestra recomendación de incorporar a su niño/a a este programa. Para aceptar nuestra recomendación, indíquelo escribiendo una X en la línea apropiada en la parte inferior de esta hoja. Si usted no está de acuerdo con la ubicación recomendada o para retirar a su niño/a del programa bilingüe, indíquelo en la parte inferior de la hoja y devuélvala a la escuela dentro de 30 días después de haber recibido esta carta. Como respuesta a su carta, lo invitaremos a que asista a una reunión. Durante esa reunión, el personal de la escuela hablará, en el idioma que usted domine mejor sobre el programa bilingüe para que usted pueda tomar una decisión contando con mayor información. Le invitamos a que visite nuestro programa de educación bilingüe y a que se reúna con el personal de nuestra escuela. Si tiene alguna pregunta, por favor llame a la escuela al. Por favor escriba una X en la línea apropiada y firme en la línea: Estoy de acuerdo que mi niño/a participe en el programa indicado por la X en la parte anterior por más de 3 años. Tengo preguntas adicionales acerca del programa. Por favor comuníquese conmigo para hablar acerca de ellas. Mi numero de teléfono es. No estoy de acuerdo que mi niño/a participe en el programa indicado por la X en la parte anterior y me gustaría solicitar una reunión para hablar más acerca del programa. Mi numero de teléfono es. Firma del Padre/Tutor Fecha: 10a

63 Transitional Bilingual Education Program (TBE) Exit Notification Letter Student s Name: School: Recommendation for School Year: Current School Year Grade: Date : Bilingual/ELL Teacher: Dear Parent or Legal Guardian: The purpose of this letter is to inform you that based on the ACCESS assessment your son/daughter no longer qualifies to receive ELL services in the district s Transitional Bilingual Education Program (TBE). The recommendation for exiting your child from the program is based on formal and informal assessment measures in English. Your child s ACCESS s English language proficiency test scores are as follows: Domain Tested on ACCESS Scale Score (Possible ) English Proficiency Level ( Possible ) Listening Speaking Reading Writing Overall (Composite) Literacy You may accept or reject the recommendation to exit your child from this program. To accept this recommendation, indicate with an X on the appropriate line below. If you do not agree with the recommendation, indicate below and return to the school no more than 30 days after receiving this letter. In response to your request, we will arrange a meeting with you. At the meeting, the school staff will discuss the criteria used to determine if a student will be exited from the program. If you have any questions, please call the school at. Please put an X on the appropriate line and sign below: I have read the above and agree with the school s recommendation. I have additional questions about my child exiting the program. Please contact me to discuss these concerns. My contact number is. I do not agree with decision to exit my child from the program and would like to request a meeting to discuss this further. My contact number is. Parent s Signature Date: 11

64 Programa de TBE - Carta de Notificación para Retirar al Alumno del Programa Nombre del Alumno: Escuela: Recomendación para el Año Escolar: Grado de Este Año Escolar: Fecha de la Carta: Maestra/o Bilingüe/ESL Estimado Padre o Tutor Legal: El propósito de esta carta es para informarle que a base de los resultados del examen ACCESS su niño/a ya no califica para recibir servicios bilingües/esl en el Programa de Educación Bilingüe de Transición(TBE) en nuestro distrito. La recomendación para retirar a su niño/a de este programa se determina basada en evaluaciones formales e informales en inglés que su niño/a ha tomado. Los puntajes y niveles de competencia en inglés de su niño/a, basados en la prueba ACCESS, aparecen a continuación: Sección de la Prueba ACCESS Puntaje (Posible ) Nivel de Competencia en Inglés (Posible ) Escuchar Hablar Leer Escribir Puntaje General Literatura Usted tiene el derecho a aceptar o rechazar nuestra recomendación de retirar a su niño/a de este programa. Para aceptar nuestra recomendación, indíquelo escribiendo una X en la línea apropiada en la parte inferior de esta hoja. Si usted no está de acuerdo con la recomendación recomendada, indíquelo en la parte inferior de la hoja y devuélvala a la escuela dentro de 30 días después de haber recibido esta carta. Como respuesta a su carta, lo invitaremos a que asista a una reunión. Durante esa reunión, el personal de la escuela hablará, en el idioma que usted domine mejor, si usted lo prefiere, sobre el criterio usado para retirar al alumno del programa TBE. Si tiene alguna pregunta, por favor llame a la escuela al. Por favor escriba una X en la línea apropiada y firme en la línea: He leído esta información y estoy de acuerdo con la recomendación de la escuela. Tengo preguntas adicionales acerca de esta información. Por favor comuníquese conmigo para hablar acerca de ellas. No estoy de acuerdo con la información/recomendación que he leído y me gustaría solicitar una reunión para hablar más. Firma del Firma Padre/Tutor 11a Fecha:

65 Program Description TPI Transitional Program of Instruction Program Description The Transitional Program of Instruction is for non-native English speaking students who have difficulty with written or spoken English. The program provides support to help students succeed in academic subjects and learn English. The classes count toward graduation requirements. Instructional Goals: To meet academic achievement standards for grade promotion and to become proficient in English. Program Components: You son/daughter will receive instruction in the areas checked: Classes or tutoring in English in: English as a Second Language Reading and writing Mathematics Science American History Consumer Education Health Driver s Education Social studies Classes or tutoring in your child s native language in: Reading and writing Mathematics Science Social studies American History Consumer Education Health Driver s Education Exit Procedures (Information in this section varies from district to district.) Students remain in the Transitional Bilingual Education program for three years or until they reach proficiency in academic English. Our districts expected rate of transition into the mainstream is 7% annually. The expected rate of graduation for high school students in this program is 98%. Special Education Services For disabled students requiring specialized services, language instruction meets the objectives of the student s Individualized Education Program (IEP). Other Programs Offered at the School Regular instruction for students who are fluent in English. Instruction is in English at all times. Native language is not used. No English as a Second language instruction is offered. The instructional goal is to meet grade appropriate academic achievement standards for grade promotion and graduation. 12

66 Programa de Instrucción Transicional Descripción del Programa El Programa de Instrucción Transicional es para estudiantes que no hablan ingles que tienen dificultades escribiendo o hablando ingles. El programa provee apoyo para ayudar a los estudiantes a tener éxito en las áreas académicas y a aprender ingles. Las clases cuentan para los requisitos de graduación. Metas Instrucciónales: Lograr metas de rendimiento académico para promoción de grado y lograr preeficiencia en ingles. Componentes del Programa: Su hijo/hija recibirá instrucción en las áreas marcadas: Clases o tutoría en ingles en: Ingles como Segundo Idioma Lectura y Escritura Matemáticas Ciencia Historia Americana Educación de Consumidores Salud Educación de Conductores Estudios Sociales Clases o tutoría en el idioma nativo de su niño(a) en: Lectura y Escritura Matemáticas Ciencia Historia Americana Educación de Consumidores Salud Estudios Sociales Educación de Conductores Procedimientos de Salida (La información en esta sección varia de distrito a distrito). Los estudiantes se mantendrán en el Programa Transicional Bilingüe hasta que logren proficiencia académica en ingles. Nuestra proporción esperada de transición al programa regular es 7 % anual. Nuestra proporción de graduación para estudiantes de escuela superior en este programa es 98%. Servicios de Educación Especial Para estudiantes con impedimentos que requieren servicios especializados, el lenguaje de instrucción cumple con los objetivos del Programa Individualizado de Educación (IEP). Otros Programas Ofrecidos en la Escuela Instrucción regular para estudiantes que tienen fluidez en ingles. La instrucción es en ingles en todo momento. El lenguaje nativo no es utilizado. No se ofrece instrucción de Ingles como Segundo Idioma. El objetivo instrucción al es lograr las metas de aprovechamiento académico apropiadas para la promoción y graduación del grado. 12a

67 TPI Program - Parent Notification Letter 1st Year/New Enrollment Continuing (2nd/3rd yr) Student s Name: School: ELL Teacher: Date of Letter: Recommendation for School Year: Current School Year Grade: Dear Parent or Legal Guardian: The purpose of this letter is to inform you that based on the ACCESS assessment; your son/daughter qualifies to receive ELL services in the Transitional Program of Instruction (TPI) in our school. This program provides support to help students succeed in academic subjects and become more proficient in English. Your son/daughter will receive instruction in the areas checked: English Reading and Writing Social Studies Mathematics English as a Second Language Science/Health Other Your child will receive services minutes per week in the TPI program. This placement is based on your child s English formal and informal assessment measures. A more detailed description of the English tests used and an explanation of the levels can be found on the attached program description sheet. Your child s English language proficiency test scores, based on the W-APT assessment, are as follows: Domain Tested on W-APT/ACCESS/Pre- IPT/MODEL English Proficiency Level (Possible ) Description of Proficiency Levels Listening Speaking Reading Writing Overall (Composite) Literacy Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Attained You may accept or reject our recommendation to place your child in this program. To accept our recommendation, indicate with an X on the appropriate line below and return the form to the school. If you do not agree with the suggested placement or to remove your child from the ELL program, you must indicate below and return this form to the school no more than 30 days after receiving this letter. In response to your request, we will arrange a meeting with you. At the meeting, the school staff will discuss the ELL program. We invite you to visit the program and meet with the staff at our school to learn more about this program. If you have any questions, please call the school at. Please put an X on the appropriate line and sign below: I have read the above and agree with the school s recommendation. I have additional questions about the placement of my child. Please contact me to discuss these concerns. My contact number is. I do not agree with the placement decision and would like to request a meeting to discuss this further. My contact number is. Parent s Signature Date: 13

68 PROGRAMA DE TPI- Carta de Notificación a los Padres (para los años de 1-3) Primer Año/ Inscripción Nu Continuando (2do/ 3er año) Nombre del Alumno: Escuela: Maestra/o Bilingüe/ELL: Fecha de la Carta: Recomendación para el Ano Escolar: Grado de Este Ano Escolar: Estimado Padre o tutor Legal: El propósito de esta carta es para informale que a base de los resultados del examen ACCESS; su niño/a califica para recibir servicios de Ingles Como Segundo Idioma(TPI) en nuestra escuela. El programa ayuda a los alumnos a aprender las materias del programa académico y en ingles. Su niño/a recibirá instrucción en las áreas que se han marcado Ingles Lectura y composición Ciencias Sociales Otro Ingles como segundo Idioma Matemáticas Ciencias naturales/salud/higiene Programa TPI: Su niño/a recibirá servicios minutos cada semana. La ubicación del alumno en este programa se determina de acuerdo a evaluaciones formales e informales que su niño/a ha tomado. En la hoja adjunta encontrara una descripción en detalle de los exámenes en Ingles utilizados y una explicación de los diferentes niveles de acuerdo al puntaje que el/ella obtuvo. Los puntajes y niveles de competencia en ingles de su niño/a, basados en la prueba W-APT/ACCESS, aparece a continuación: Sección de la prueba W- APT/ACCES Escuchar Hablar Leer Escribir Puntaje General Literatura Nivel de Competencia en Ingles ( Posible ) Nivel de Competencia en Ingles (posible Nivel 1 Preprincipinte Nivel 2 principiante Nivel 3 En desarrollo Nivel 4 En expansión Nivel 5 Enlace Nivel 6 -- Completo Usted tiene el derecho a aceptar o rechazar nuestra recomendación de incorporar a su niño/a a este programa. Para aceptar nuestra recomendación, indíquelo escribiendo una x en la línea apropiada en la parte inferior de esta hoja y devuélvala a la escuela dentro de 30 días después de haber recibido esta carta. Como respuesta a su carta, lo invitamos a que asista a una reunión. Durante esta reunión, el personal de la escuela hablara, en el idioma que usted domine mejor y explicara el programa bilingüe. Le invitamos a que visite nuestro programa de educación bilingüe y a que se reúna con el personal de nuestra escuela. Si tiene alguna pregunta, por favor llame a la escuela al. Por favor escribe una x en la línea apropiada y firme en la línea: He leído esta información y estoy de acuerdo con la recomendación de la escuela. Tengo preguntas adicionales acerca de esta información. Por favor comuníquese conmigo para hablar acerca de ellas. Mi numero de teléfono es. No estoy de acuerdo con la información/recomendación que he leído y me gustaría solicitar una reunión para hablar más. Mi numero de teléfono es. Firma de Padre/Tutor Fecha: 13a

69 TPI Program Parent Notification Letter- Consent for continued services Yrs. In Program Student s Name: School: ELL Teacher: Date of Letter: Recommendation for School Year: Current School Year Grade: Dear Parent or Legal Guardian: The purpose of this letter is to inform you that based on the ACCESS assessment; your son/daughter qualifies to receive ELL services in the Transitional Program of Instruction (TPI) in our school. This program provides support to help students succeed in academic subjects and become more proficient in English. Your son/daughter will receive instruction in the areas checked: English Reading and Writing Social Studies Mathematics English as a Second Language Science/Health Other Your child will receive services minutes per week in the TPI program. This placement is based on your child s English formal and informal assessment measures. A more detailed description of the English tests used and an explanation of the levels can be found on the attached program description sheet. Your child s English language proficiency test scores, based on the W-APT assessment, are as follows: Listening Speaking Reading Writing Domain Tested on W- APT/ACCESS Overall (Composite) Literacy English Proficiency Level (Possible ) Description of Proficiency Levels Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Attained You may accept or reject our recommendation to place your child in this program. To accept our recommendation, indicate with an X on the appropriate line below and return the form to the school. If you do not agree with the suggested placement or to remove your child from the ELL program, you must indicate below and return this form to the school no more than 30 days after receiving this letter. In response to your request, we will arrange a meeting with you. At the meeting, the school staff will discuss the ELL program. We invite you to visit the program and meet with the staff at our school to learn more about this program. If you have any questions, please call the school at. Please put an X on the appropriate line and sign below: I have read the above and agree with the school s recommendation. I have additional questions about the placement of my child. Please contact me to discuss these concerns. My contact number is. I do not agree with the placement decision and would like to request a meeting to discuss this further. My contact number is. Parent s Signature 14 Date:

70 PROGRAMA DE TPI- PERMISO PARA CONTINUAR EN EL PROGRAMA Años en el Program Nombre del Alumno: Escuela: Maestra/o Bilingüe/ELL: Fecha de la Carta: Recomendación para el Ano Escolar: Grado de Este Ano Escolar: Estimado Padre o tutor Legal: El propósito de esta carta es para informale que a base de los resultados del examen ACCESS; su niño/a califica para continuar recibiendo servicios de Ingles Como Segundo Idioma (TPI) en nuestra escuela. El programa ayuda a los alumnos a aprender las materias del programa académico y en ingles. Su niño/a recibirá instrucción en las áreas que se han marcado Ingles Lectura y composición Ciencias Sociales Otro Ingles como segundo Idioma Matemáticas Ciencias naturales/salud/higiene Programa TPI: Su niño/a recibirá servicios minutos cada semana. La ubicación del alumno en este programa se determina de acuerdo a evaluaciones formales e informales que su niño/a ha tomado. En la hoja adjunta encontrara una descripción en detalle de los exámenes en Ingles utilizados y una explicación de los diferentes niveles de acuerdo al puntaje que el/ella obtuvo. Los puntajes y niveles de competencia en ingles de su niño/a, basados en la prueba W-APT/ACCESS, aparece a continuación: Sección de la prueba W- APT/ACCESS Nivel de Competencia en Ingles ( Posible ) Nivel de Competencia en Ingles (posible ) Escuchar nivel 1 Preprincipinte Hablar Nivel 2 principiante Leer Nivel 3 En desarrollo Escribir Nivel 4 En expansión Puntaje General Nivel 5 Enlace Literatura Nivel 6 -- Completo Usted tiene el derecho a aceptar o rechazar nuestra recomendación de incorporar a su niño/a a este programa. Para aceptar nuestra recomendación, indíquelo escribiendo una x en la línea apropiada en la parte inferior de esta hoja y devuélvala a la escuela dentro de 30 días después de haber recibido esta carta. Como respuesta a su carta, lo invitamos a que asista a una reunión. Durante esta reunión, el personal de la escuela hablara, en el idioma que usted domine mejor y explicara el programa bilingüe. Le invitamos a que visite nuestro programa de educación bilingüe y a que se reúna con el personal de nuestra escuela. Si tiene alguna pregunta, por favor llame a la escuela al. Por favor escribe una x en la línea apropiada y firme en la línea: He leído esta información y estoy de acuerdo con la recomendación de la escuela. Tengo preguntas adicionales acerca de esta información. Por favor comuníquese conmigo para hablar acerca de ellas. Mi numero de teléfono es. No estoy de acuerdo con la información/recomendación que he leído y me gustaría solicitar una reunión para hablar más. Mi numero de teléfono es. Firma de Padre/Tutor Fecha: 14a

71 TRANSITIONAL PROGRAM OF INSTRUCTION (TPI) PROGRAM - EXIT NOTIFICATION LETTER Student s Name: School: ELL Teacher: Date: Recommendation for School Year: Current School Year Grade: Dear Parent or Legal Guardian: The purpose of this letter is to inform you that your son/daughter no longer qualified to receive ELL services in the District s Transitional Program of Instruction (TPI). The recommendation for exiting your child from the program is based on formal and informal assessment measures in English. A more detailed description of the English tests used and an explanation of the levels are on the attached program description sheet. Your child s English language proficiency test scores are as follows: Domain Tested on ACCESS Scale Score (Possible ) English Proficiency Level (Possible ) Listening Speaking Reading Writing Overall (composite) You may accept or reject the recommendation to exit your child from this program. To accept this recommendation, indicate with an X on the appropriate line below. If you do not agree with the recommendation, indicate below and return to the school no more than 30 days after receiving this letter. In response to your request, we will arrange a meeting with you. At the meeting, the school staff will discuss the criteria used to determine if a student will be exited from the program. If you have any questions, please call the school at. Please put an X on the appropriate line and sign below: I have read the above and agree with the school s recommendation. I have additional questions about my child exiting the program. Please contact me to discuss these concerns. My contact number is. I do not agree with decision to exit my child from the program and would like to request a meeting to discuss this further. My contact number is. Parent s Signature: Date: 15

72 PROGRAMA DE TPI - CARTA DE NOTIFICACIÓN PARA RETIRAR AL ALUMNO DEL PROGRAMA Nombre del Alumno: Escuela: Maestra/o Bilingüe/ELL: Fecha de la Carta: Recomendación para el Año Escolar: Grado de Este Año Escolar: Estimado Padre o tutor Legal: El propósito de esta carta es para informale que a base de los resultados del examen ACCESS; su niño/a ya no califica para recibir servicios en el Programa de Inglés como segundo idioma (TPI) en nuestro distrito. La recomendación para retirar a su niño/a de este programa se determina basada en evaluaciones formales e informales en inglés que su niño/a ha tomado. Los puntajes y niveles de competencia en inglés de su niño/a, basados en la prueba ACCESS, aparecen a continuación: Sección de la Prueba ACCESS Puntaje (Posible ) Nivel de Competencia en Inglés (Posible ) Escuchar Hablar Leer Escribir Puntaje General Usted tiene el derecho a aceptar o rechazar nuestra recomendación de retirar a su niño/a de este programa. Para aceptar nuestra recomendación, indíquelo escribiendo una X en la línea apropiada en la parte inferior de esta hoja. Si usted no está de acuerdo con la recomendación recomendada, indíquelo en la parte inferior de la hoja y devuelvala a la escuela dentro de 30 días después de haber recibido esta carta. Como respuesta a su carta, lo invitaremos a que asista a una reunión. Durante esa reunión, el personal de la escuela hablará, en el idioma que usted domine mejor, si usted lo prefiere, hablaremos sobre el criterio usado para retirar al alumno del programa. Si tiene alguna pregunta, por favor llame a la escuela al. Por favor escriba una X en la línea apropiada y firme en la línea: He leido esta informacion y estoy de acuerdo con la recomendación de la escuela. Tengo preguntas adicionales acerca de esta información. Por favor comuniquese conmigo para hablar acerca de ellas. No estoy de acuerdo con la información/recomendación que he leido y me gustaria solicitar una reunión para hablar más. Firma del Firma Padre/Tutor Fecha: 15a

73 ELL Parent Conference Summary Student s Name: Current Grade: School: School Year: This is to verify that in response to the attached Parent Notification Letter, the following action was taken: A conference was held on via: phone in person (Date) (check one) The following staff member(s) were involved in this parent conference: I do not wish to participate in a conference. I have decided on the following: I agree with the district s original recommendation for my child. I do not want my child to receive any ELL services. Parent Signature: Date: PLEASE KEEP ONE COPY FOR YOUR RECORDS AND RETURN ONE COPY TO THE SCHOOL 16

74 Resumen de Conferencia con los Padres - Programa ELL Nombre del Estudiante: Grado: Escuela: Año Escolar: Esta forma verifica que se ha tomado la siguiente acción en respuesta a la Carta de Notificación a los Padres acerca del Programa ELL que se encuentra adjunta: Asistí a una conferencia el vía: teléfono ó en persona (Fecha) (chequear una) La(s) siguiente persona(s) del personal escolar estuvo/estuvieron involucrados en esta conferencia para los padres: No deseo participar en una conferencia. He decidido lo siguiente: Estoy de acuerdo con la recomendación inicial hecha por el distrito para mi hijo/a. No deseo que mi hijo/a reciba servicios ELL. Firma del Padre/Madre: Fecha: MANTENGA UNA COPIA PARA SU RÉCORD Y DEVUELVA LA OTRA COPIA A LA ESCUELA 16a

75 English Language Learning Program In order to provide the most appropriate educational environment for our ELLs, it is imperative that ELL and classroom teachers work collaboratively. In order to foster that collaboration, and ELL Teacher Name met on. Date Classroom Teacher Name The ELL teacher provided the classroom teacher with a folder containing: List of current and recently exited ELLs Schedule of services for ELL students Instructional and Assessment Accommodations sheet Shared Responsibilities sheet ACCESS Scores for each returning ELL Initial Assessment Scores for each new ELL Can Do descriptors for each ELL The ELL teacher discussed the contents of this folder, appropriate expectations based upon each student s levels of English language proficiency, and the necessary instructional and assessment accommodations for all the ELLs. The classroom teacher understands what his/her responsibilities are, the language levels of the ELLs in his/her class, appropriate expectations for each student based upon the Can Do descriptors, and the instructional and assessment accommodations necessary to create an equitable educational experience for the ELLs in his/her class. 17

76 DENIAL OF BILINGUAL/ENGLISH LANGUAGE LEARNER EDUCATION RIGHTS School Year: Student Name: Grade Level: I have read and understand the parent information form provided to me regarding the current English language proficiency level for my son/daughter this school year proficiency level for my son/daughter this school year. I,, fully understand that has been assessed and (Name of parents/guardians) (name of student) identified as being limited English proficient. After reviewing English test results, I do not want my child to be placed in a Transitional Bilingual Education Program (TBE)/Transitional Program of Instruction Program (TPI). I understand that my child will not receive any other English Language Support services. I understand that there may be present and future implication of my decision, and I take full responsibility. Any questions can be addressed to your child s building principal or the District 118 s ELL Program Coordinator, Sandra Moran at extension 137. Your Child s English Test Results Areas Tested Name of the Test Student s Score (Possible ) English Proficiency Level (Possible ) Listening Speaking Reading Writing Overall Composite Literacy ACCESS/WAPT/Pre- IPT/MODEL ACCESS/WAPT/Pre- IPT/MODEL ACCESS/WAPT/Pre- IPT/MODEL ACCESS/WAPT/Pre- IPT/MODEL ACCESS/WAPT/Pre- IPT/MODEL ACCESS/WAPT/Pre- IPT/MODEL Parent/Guardian s Signature Date Teacher Principal 18

77 DISPENSA DE DERECHOS DE EDUCACION BILINGUE/INGLES COMO SEGUNDO IDIOMA Año Escolar: Nombre del Estudiante: Grado: Yo he leído y entiendo la forma de información a padres que me ha sido proveída con relación al presente nivel de proficiencia en el lenguaje ingles de mi hijo/hija. Yo,, entiendo completamente que ha sido evaluado y _ (Nombre de los Padres o Tutores) (Nombre del Estudiante) Identificado como limitado en su proficiencia en ingles. Después de estudiar los resultados de los exámenes de ACCESS, yo solicito que mi niño(a) no sea colocado en un Programa Transitorio de Educación Bilingüe (TBE) / Programa Transicional de Instrucción (TPI). Yo entiendo que mi niño(a) no recibirá ningún otro tipo de servicios de Ingles como segundo idioma. Yo entiendo que pude haber implicaciones presentes y futuras de mi decisión, y tomo completa responsabilidad por esta decisión educativa. Cualquier pregunta del programa bilingüe o ingles como segundo debe ser dirigida al principal de la escuela o la Coordinadora del Programa ELL del Distrito 118, Sandra Moran al (847) , extensión 137. Los Resultados del Examen de Ingles de su Niño(a) Áreas Examinada Nombre del Examen Escuchando ACCES/W-APT/Pre-IPT/Model Hablando Leyendo Escribiendo Literatura Puntaje General ACCESS/W-APT/Pre-IPT/MODEL ACCESS/W-APT/Pre-IPT/MODEL ACCESS/W-APT/Pre-IPT/MODEL ACCESS/W-APT/Pre-IPT/MODEL ACCESS/W-APT/Pre-IPT/MODEL Anotación del Estudiante (Posible ) Nivel de Proficiencia Ingles (Posible ) Director/a/Principal Maestro/a Firma de padre/tutor Fecha 18a

78 KINDERGARTEN: EXITED STUDENT INFORMATION FORM Name of Student: School: Date: Grade: Current Classroom Teacher: Current ELL Teacher: The above student has met the district s exit criteria and will be exited from the ELL program. Even though the student will not receive ELL services next year, he/she will be monitored quarterly throughout the school year to ensure academic success after exiting from the program. The following details testing data on this student: Scored above 4.8 overall composite and 4.2 Literacy composite on ACCESS: ACCESS Composite Score and Literacy score: Parents were sent exit letter (filed in ELL Student folder) Front cover of ELL Student folder was completed with exit information This student entered the ELL program during Grade on. Years in program. Research indicates that it may take 6+ years for a person to acquire proficiency in content areas in a second language. Proficiency is usually achieved in this order: listening comprehension, oral expression, reading comprehension and writing skills. The following provides additional information (check appropriate response): Reading Below Average Average Above Average Attendance Below Average Average Above Average Attitude Below Average Average Above Average Parental Support None Some Average Parents speak English Yes No This student has been exited from the ELL program and should perform successfully in the regular academic program. This student has been exited from the ELL program and should perform with some degree of success in the regular education program with modifications. This student has been exited from the ELL program and will require modifications and supportive services (remedial math, etc). 19

79 1st GRADE: EXITED STUDENT INFORMATION FORM Name of Student: School: Date: Grade: Current Classroom Teacher: Current ELL Teacher: The above student has met the district s exit criteria and will be exited from the ELL program. Even thought the student will not receive ELL services next year, he/she will be monitored quarterly throughout the school year to ensure academic success after exiting from the program. The following details testing data on this student: Scored above 4.8 overall composite and 4.2 Literacy composite on ACCESS: ACCESS Composite Score and Literacy score: Parents were sent exit letter (filed in ELL Student folder) Front cover of ELL Student folder was completed with exit information This student entered the ELL program during Grade on. Years in program. Research indicates that it may take 6+ years for a person to acquire proficiency in content areas in a second language. Proficiency is usually achieved in this order: listening comprehension, oral expression, reading comprehension and writing skills. The following provides additional information (check appropriate response): Reading Below Average Average Above Average Attendance Below Average Average Above Average Attitude Below Average Average Above Average Parental Support None Some Average Parents speak English Yes No This student has been exited from the ELL program and should perform successfully in the regular academic program. This student has been exited from the ELL program and should perform with some degree of success in the regular education program with modifications. This student has been exited from the ELL program and will require modifications and supportive services (remedial math, etc). 20

80 2nd-5th GRADES: EXITED STUDENT INFORMATION FORM Name of Student: School: Date: Grade: Current Classroom Teacher: Current ELL Teacher: The above student has met the district s exit criteria and will be exited from the ELL program. Even thought the student will not receive ELL services next year, he/she will be monitored quarterly throughout the school year to ensure academic success after exiting from the program. The following details testing data on this student: Scored above 4.8overall composite and 4.2 Literacy composite on ACCESS: ACCESS Composite Score and Literacy score: Parents were sent exit letter (filed in ELL Student folder) Front cover of ELL Student folder was completed with exit information This student entered the ELL program during Grade on. Years in program. Research indicates that it may take 6+ years for a person to acquire proficiency in content areas in a second language. Proficiency is usually achieved in this order: listening comprehension, oral expression, reading comprehension and writing skills. The following provides additional information (check appropriate response): Reading Below Average Average Above Average Attendance Below Average Average Above Average Attitude Below Average Average Above Average Parental Support None Some Average Parents speak English Yes No This student has been exited from the ELL program and should perform successfully in the regular academic program. This student has been exited from the ELL program and should perform with some degree of success in the regular education program with modifications. This student has been exited from the ELL program and will require modifications and supportive services (remedial math, etc). 21

81 6th-12th GRADES: EXITED STUDENT INFORMATION FORM Name of Student: School: Date: Grade: Current Classroom Teacher: Current ELL Teacher: The above student has met the state s exit criteria and will be exited from the ELL program. Even though the student will not receive ELL services next year, he/she will be monitored quarterly throughout the school year to ensure academic success after exiting from the program. The following details testing data on this student: Scored above 4.8overall composite and 4.2 Literacy composite on ACCESS: ACCESS Composite Score and Literacy score: Parents were sent exit letter (filed in ELL Student Profile Card) Front cover of ELL Student File was completed with exit information This student entered the ELL program during Grade on. Years in program. Research indicates that it may take 6+ years for a person to acquire proficiency in content areas in a second language. Proficiency is usually achieved in this order: listening comprehension, oral expression, reading comprehension and writing skills. The following provides additional information (check appropriate response): Reading Below Average Average Above Average Attendance Below Average Average Above Average Attitude Below Average Average Above Average Parental Support None Some Average Parents speak English Yes No This student has been exited from the ELL program and should perform successfully in the regular academic program. This student has been exited from the ELL program and should perform with some degree of success in the regular education program with modifications. This student has been exited from the ELL program and will require modifications and supportive services (remedial math, etc). 22

82 K-12 GRADE LEVEL ARTICULATION FORM School: Grade: ELL Teacher: DATE TOTAL NUMBER OF STUDENTS ON MONITOR NUMBER READING AT GRADE LEVEL NUMBER RECEIVING READING SUPPORT First Articulation Comments: Second Articulation Comments: Third Articulation Comments: Students: Teachers: Other Staff: 23

83 Check boxes if exited student continues to meet exit criteria: Student s Name: KINDERGARTEN: EXITED STUDENT MONITORING FORM 1st Quarter: Is at grade level on English reading benchmarks Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 2nd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 3rd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 4th Quarter: Passed 75% of the district continuums in English Scored above 50% on English ISEL Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 24

84 1st to 2nd GRADE: EXITED STUDENT MONITORING FORM Check boxes if exited student continues to meet exit criteria: Student s Name: 1st Quarter: Scored satisfactory on Unit Reading Test Scored satisfactory on Unit Math Test: Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 2nd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 3rd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 4th Quarter: Scored satisfactory on Unit Reading Test Scored satisfactory on Unit Math Test: Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 25

85 3rd-5th GRADES: EXITED STUDENT MONITORING FORM Check boxes if exited student continues to meet exit criteria: Student s Name: 1st Quarter: Scored satisfactory on Unit Reading Test Scored satisfactory on Unit Math Test: Scored either Meets or Exceeds on previous year s ISAT Reading Test: Scored either Meets or Exceeds on previous ISAT Math Test: Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 2nd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 3rd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 4th Quarter: Scored satisfactory on Unit Reading Test Scored satisfactory on Unit Math Test: Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 26

86 Check boxes if exited student continues to meet exit criteria: Student s Name: 6th-12th GRADES: EXITED STUDENT MONITORING FORM 1st Quarter: Scored satisfactory on Unit Reading Test Scored Satisfactory on Math Unit Test: Scored either Meets or Exceeds on previous year s ISAT/PSAE Reading Test: Scored either Meets or Exceeds on previous ISAT/PSAE Math Test: Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 2nd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 3rd Quarter: Continues to perform at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 4th Quarter: Scored satisfactory on Unit Reading Test Scored satisfactory on Unit Math Test: Is performing at or above grade level in the mainstream classroom Receives satisfactory grades Good attendance Other comments: 27

87 Date consult began: ELL MONITORING REPORT - WAUCONDA HIGH SCHOOL Quarter 1 Quarter 2 Quarter 3 Student: Monitoring ELL Teacher: MATH Current Grade SCIENCE Current Grade SOCIAL STUDIES Current Grade READING Current Grade LANGUAGE ARTS Current Grade Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Unable to Determine at this time Unable to Determine at this time Unable to Determine at this time Unable to Determine at this time Unable to Determine at this time Failing Failing Failing Failing Failing Teacher Initials Teacher Initials Teacher Initials Teacher Initials Teacher Initials Indicate issues by labeling areas with subject name: Homework is: Student demonstrates: Student behavior: Consistently completed with A great deal of effort Usually follows rules and accuracy directions in class Completed, but demonstrates Some effort Demonstrates occasional poor mastery of concepts disruptive behavior Not completed Poor effort Is constantly disruptive Conference requested with ELL teacher (please circle): Yes No Teacher Signature: Comments: 28

88 ENGLISH LANGUAGE LEARNING PROGRAM In order to provide the most appropriate educational environment for our ELLs, it is imperative that ELL and classroom teachers work collaboratively. In order to foster that collaboration, and ELL Teacher Name Classroom Teacher Name met on. Date The ELL teacher provided the classroom teacher with a folder containing: List of current and recently exited ELLs Schedule of services for ELL students Instructional and Assessment Accommodations sheet Shared Responsibilities sheet ACCESS Scores for each returning ELL Initial Assessment Scores for each new ELL Can Do descriptors for each ELL The ELL teacher discussed the contents of this folder, appropriate expectations based upon each student s levels of English Language proficiency, and the necessary instructional and assessment accommodations for all the ELLs. The classroom teacher understands what his/her responsibilities are, the language levels of the ELLs in his/her class, appropriate expectations for each student based upon the Can Do descriptors, and the instructional and assessment accommodations necessary to create an equitable educational experience for the ELLS in his/her class. 29