Northeast Community Schools English Language Learner Plan Fall, 2009

Transcription

1 Northeast Community Schools English Language Learner Plan Fall, 2009 i

2 DISTRICT ELL COORDINATOR The District ELL Coordinator for the Northeast Community School District is the Curriculum Director. IDENTIFICATION AND PLACEMENT This section describes the procedures for appropriate identification and placement of ELL students in the Northeast Community School District Step 1: The Home Language Survey The first step in the process of identifying an ELL/LEP student is to conduct a Home Language Survey (Appendix A). The Home Language Survey will be completed by the parents or guardians of all new students in the district, including kindergartners, transfer students, refugees, migratory children, and immigrants. Information gathered from the survey becomes part of the student s permanent records and is available to the student s teachers. If a response on the Home Language Survey indicates a language other than English in the student s background, then an initial assessment is conducted. Step 2: Initial Assessment In order to select the appropriate placement for a student, district personnel first assess the student s English language proficiency and academic skills, and examine other relevant personal information. English Language Proficiency Successful academic performance depends on proficiency in listening, speaking, reading, and writing English. The Northeast Community School District utilizes the IDEA Individual Proficiency Test (IPT). The IPT tests, forms E & F, measure students basic interpersonal communication skills in listening, speaking, reading, and writing. The ELL coordinator from the AEA will be contacted to administer this assessment. Academic Skills Academic skills will be assessed utilizing local assessments in reading and math including, but not limited to, chapter and unit assessments, end of semester assessments, and the Basic Reading Inventory. When possible, these assessments will be administered by the classroom teacher, with assistance from an interpreter. Other Pertinent Information The building administrator will also collect pertinent information regarding such topics as family and academic background, language experience (number of languages spoken by the student and his/her family), health, length of time in the United States, cultural and developmental 2

3 information, and other relevant material. Such material will provide a comprehensive overview of the student s past and present life and school experiences. The Iowa Title III - Enrollment Status Descriptors document (Appendix B) provides specific guidance for placing students in educational programs based on both English language proficiency and general achievement levels. This document will be utilized to determine initial placement. Step 3: Program Placement Upon entering the school system, ELLs will be placed in mainstream classes, with at least 30 minutes of daily tutoring in English Language Development. ELL students will be placed in, or as close as possible to, the grade in which other students of the same age are placed. Interactions with same-age peers encourage ELL students to use oral English and to make social and cultural adjustments. Tutoring services will be provided through appropriate school personal, such as the district Spanish teacher, or a paraeducator working under the supervision of a certified teacher in English Language Arts. When appropriate, neighboring districts will be contacted to request services from a certified ELL teacher. The student s progress will be evaluated frequently, and an appropriate program change should be made as soon as need is determined. Step 4: Parent Notification Parents will be notified of the assessment results and program placement in a timely manner by the building administrator (Appendix C). ANNUAL ASSESSMENT, TRANSITION, AND EXIT Each Spring, the Northeast Community School District will administer the Iowa ELDA assessment to all ELL students. The Spanish teacher has received training in the administration of the assessment and will conduct the assessment with all ELL students. The Northeast Community School District utilizes the following definitions for the purpose of consistently identifying, properly serving, and exiting English Language Learners (ELLs) from services. Proficient refers to a level of English language development that a student has achieved. It is also an indication that such a student might be moved from a regular ELL program into a Transitional phase (a point in the ELL program), in which the student is monitored until school personnel are confident that an ELL student is able to progress on their own. The Transitional phase can last up to two years, after which a decision is made to Exit the student into the general education program with no ELL support, or to reclassify the student as needing additional support. Proficient A student will be considered proficient when he/she achieves a composite Iowa ELDA (I- ELDA) level of 5 or 6. Transitional 3

4 A proficient student (scoring a 5 or a 6 on the I-ELDA) will be considered transitional when he/she receives minimal ELL support in the form of academic monitoring, and sustained academic progress is evidenced for a period of up to 2 years. Transitional students must take the I-ELDA as part of a demonstration of English language proficiency. During the transition period, this student receives no accommodations for language in the mainstream classroom (Appendix D). Exited A student may be able to be exited after sufficient input from teacher, parents, and other staff and a composite level 6 on the I-ELDA, and meets 3 out of the 4 of the following criteria: Success in a regular classroom ELL support not required Sustainability of success Score proficient on district-wide and state wide assessments such as ITBS, ITED (Appendix D). Once students have formally exited the English language instructional program, parents will be notified upon exit of their child from the ELL program (Appendix E). PROGRAM EVALUATION Every three years the ELL program for the Northeast Community School District will be evaluated through the District/Building Self-Study Guide (see Appendix F). This document will be completed by the ELL District Coordinator and appropriate personnel and be shared with the School Improvement Advisory Committee. 4

5 APPENDIX A 5

6 HOME LANGUAGE SURVEY Student Name: First Last Address: School: Phone: Grade: Person completing survey: Mother Father Guardian Other Dear Parent or Guardian: In order to assist school districts to provide an equal opportunity for a meaningful education to all students, the state of Iowa requires that schools identify and report the primary language of their students. Primary Language is defined as the language the student learned when he or she first began to talk; the language that usually is spoken in the student home, or the language that the student usually speaks. Directions: For each of the six questions, please mark an X in the appropriate box. Please specify the language if the box is marked as OTHER into space provided. 1. What language did your child speak when he or she first began to English talk? Other language 2. What language does your child speak most often at home? English Other language 3. What language does your child speak most often with his or her English friends? Other language 4. What language do you use most often when speaking to your child? English Other language 5. What language do you use most often when speaking to your English friends? Other language 6. What language do other family members in your home usually English use when speaking to each other? Other language Parent Signature Date 6

7 ENCUESTA DE IDIOMA EN CASA Nombre Completo del Estudiante: Nombre Apellido Domicilio: Escuela: Teléfono: Grado: Persona que hace la encuesta: Madre Padre Guardián Otro Estimado Padre o Guardián de Familia: Para ayudar a los distritos escolares en proveer igualdad de oportunidades para una educación significativa a todos los estudiantes, la ley de Iowa exige que las escuelas identifiquen y reporten los idiomas primarios de sus estudiantes. El idioma primario se define como el idioma que el estudiante aprendió a hablar; el idioma que generalmente se habla en la casa del estudiante, o el idioma que el estudiante usualmente habla. Direcciones: Para cada una de las seis preguntas, ponga una X en la línea que indica la repuesta apropiada. Por favor indique el idioma en particular si marca Otro. 1. Qué idioma habló su hijo(a) cuando primero aprendió a hablar? Inglés Espanol Otro 2. Que idioma habla su hijo(a) en casa? Inglés Espanol Otro 3. Qué idioma habla su hijo(a) cuando habla con sus amigos? Inglés Espanol Otro 4. Qué idioma habla usted con su hijo o hija? Inglés Espanol Otro 5. Que idioma habla usted amistades suyas? Inglés Espanol Otro 6. Qué idioma hablan el uno con el otro los otros familiares en su casa? Inglés Espanol Otro Firma del Padre/Guardián Fecha 7

8 APPENDIX B 8

9 ELL Participation in District-Wide Assessments Systems Student s language Descriptors English Language Fluency Levels English Language Proficiency Testing Instructional Services General Achievement Levels Accommodations in assessment and delivery of instruction CURRENT ELL STUDENTS Appendix A: Title III - Enrollment Status Descriptors Identification/Placement or Growth measure Pre-production/Early Production/ Speech Intermediate Fluency Emergence Scores non-english proficient (NEP) on ANY part of the assessment Scores non-english proficient (NEP) on ANY part of the assessment Receive/Participate in: Newcomer/Orientation Two-Way Bilingual Education, Dual Language Instruction, Bilingual Immersion, or Developmental Bilingual Education (DBE) Transitional Bilingual Education (TBE) Foreign Language Immersion Direct ESL Services (ESL pullout, ESL class period, or ESL resource center) Special Alternative Instructional Program (SAIP) (Also known as Structured Immersion, Immersion Strategy, Sheltered English Instruction, Specially Designed Alternative Instruction in English (SDAIE), or Content-Based Programs) Inclusion Model/Push-in Content area support Tutor/Native language support Mainstream classroom instruction (to the extent practicable) Performance in content areas may be below grade level Scores limited English proficient on ALL parts of the assessment or a COMBINATION of limited and proficient Scores limited English proficient on ALL parts of the assessment or a COMBINATION or limited and proficient Receive/Participate in: Some ESL support Flexible scheduling and instruction In-class support Tutoring Etc. Performance in content areas may be near to or at grade level. TRANSITIONED ELLs Up to 2 years Scores proficient on an English language proficiency test English Fluency Levels: Proficient in the 4 domains (reading, writing, listening, speaking) No English language proficiency testing. LEA monitors the student s work for up to 2 years Receive/Participate in: Full participation in district classes- same guidelines as general education students Flexibility for re-entry Differentiated instruction as needed Performance in content areas is at grade level. ACCOMMODATIONS decisions are made on an individual basis. If no accommodations are needed, include in the assessments as general education students. EXITED There is NO need for additional second language support. Satisfies the District s exit criteria and has been exited from the transitional stage. The student is NO longer classified as an ELL at the LEA. Performance in content areas is AT grade level. Participates in the Districtwide assessments WITHOUT accommodations 9

10 APPENDIX C 10

11 Northeast Community School District th Ave. Goose Lake, Iowa / English As A Second Language (ESL) Programs Notification of Services with Parent Options To the Parents of Entry Date Test Date School Northeast Elementary Grade Date of Birth Student ID# When you registered your child for school, you filled out the Home Language Survey and indicated that a language other than English is either spoken by the student or is spoken in the home. Based on this information, the school assessed your child to determine his/her eligibility for the school district s English as a Second Language (ESL) Program. Utilizing the criteria checked below, we: _X Recommend ESL tutoring services for your child Do not recommend ESL services for your child Criteria used for recommendation: _X 1. Norm referenced tests in: Listening Speaking X Reading Writing Comprehension (Students in grades 3-12); scored at Level on the IDEA IPT Oral Test for English Proficiency. 2. Other criteria such as prior education and social experiences; written recommendations and observations by current and previous instructional and supportive service staff LEP Committee meeting; level of mastery of basic competencies or skills in English and home language according to appropriate local, state and national criterionreferenced standardized tests; and/or grades from current or previous years. Placement: Your child will be placed into: _X 1. A regular grade level classroom with tutoring in English Language 2. An ESL, self-contained classroom 3. A regular grade level classroom, but will receive instruction by an ESL trained teacher 4. A Pullout ESL Program 5. A Transitional Bilingual or a Two-Way Immersion (Dual Language) classroom (where option exists) Exit criteria: Your child will exit the program when he/she tests fluent in Listening, Speaking, Reading, Writing, and Comprehension and demonstrates average or better classroom performance. Notification of exit will be sent to parents/guardian. If you have any questions, please call: _ _ Principal/Designee Diane Schumacher Please sign and return to the Principal/Designee. Parent/Guardian Signature Date 11

12 Northeast Community School District th Ave. Goose Lake, Iowa / Inglés Para Hablantes De Otros Idiomas (ESL) Notificación De Servicios Con Opciones Para Los Padres A los padres de Fecha de inscripción Fecha de evaluación Escuela Northeast Elementary Grado Fecha de nacimiento Número de identificación del estudiante Cuando usted matriculó a su hijo en la escuela, llenó un cuestionario del idioma que hablan en la casa. Indicó que el idioma hablado en la casa o que habla su hijo/a es otro idioma que ingles. Según la información del cuestionario, la escuela evaluó a su hijo/a para determinar su elegibilidad para el programa de inglés para habladores de otros idiomas (ESL). Utilizando el criterio que encuentra abajo: _ X Recomendamos servicios de ESL a su hijo/a No recomendamos servicios de ESL a su hijo/a Criterio utilizado para la recomendación: _ X 1. Pruebas estándares de: Comprensión Auditiva Oral X Lectura Escritura Comprensión (Estudiantes en grados 3-12); scored at Level on the IDEA IPT Oral Test for English Proficiency. 2. Otro criterio como educación previa y experiencias sociales; recomendaciones escritas y observaciones del personal docente- Reuniones de LEP; nivel de aptitud y habilidad en ingles y el idioma de la casa según pruebas estándares del estado y la nación; y/o calificaciones corrientes o previas. Colocación: A su petición, su hijo/a estará en: _ X 1. Una aula regular con su grado 2. Una aula auto independiente de ESL (Inglés para los que hablan otros idiomas) 3. Una aula regular con servicios de ESL de un maestro formado en ESL 4. Un programa de ESL afuera de aula regular. 5. Un programa bilingüe transicional o un programa de inmersión de dos idiomas (Dual Language). Criterio para salir del programa: Su hijo/a saldrá del programa cuando compruebe con fluidez las pruebas de comprensión auditiva, hablar, leer, y escribir y cuando demuestre cumplimiento regular o mejor en su clase regular. Si tiene preguntas, favor de llamar: Directora Diane Schumacher Favor de firmar y devolver a la Directora. Firma de Padre/ Guardián Fecha 12

13 APPENDIX D 13

14 Northeast Community School District 3-12 ELL Promotion to Transitional Status Student Name: Date: An ELL may be promoted to transitional status if the student has: 1. A minimum composite score of 5 on I-ELDA 2. Demonstrated success in classroom content learning, earning a C or better grade ELL support not required 3. Attained proficiency on district, grade level assessments that all students take 4. Until a transitional student is fully exited from ELL services, he/she must take the I-ELDA as part of a demonstration of English language proficiency 1. Iowa English Language Development Assessment (I-ELDA) Score Level Composite Level Listening (K-12) /5 4 or more Speaking (K-12) /5 4 or more Reading (K-12) /5 4 or more Writing (K-12) /5 16 or more, no 3s Composite is 5 Total (K-12) /20 18 or more, no 3s Composite is 6 Student s I-ELDA composite level is 2. Classroom Performance (Report academic achievement for each subject area) Language Arts Reading Math Social Studies Science GPA (minimum 2.0 for grades 6-12) Grade Ave. minimum of C (Average) for grades 3-5 a. ELL support not required in regular classroom: Agree Disagree 3. Data showing Proficiency on District, Grade Level Assessments Assessment: Score Assessment: Score Assessment: Score ESL Teacher Classroom Teacher Comments: ELL Coordinator (Copy of promotion to ELL transitional status is to be placed in the student s cum folder, original stays in ESL folder until full exit is completed.) 14

15 Northeast Community School District 3-12 ELL Full Exit from ELL Services Student Name: Date: An ELL student may be fully exited from ELL services if the student has: 1. Attained a composite score of 6 on the I-ELDA assessment, demonstrating English proficiency in listening, speaking, reading, and writing equal to that of native English speaking, grade level peers 2. Demonstrated success in classroom content learning, earning a C or better grade during transitional status ELL support not required 3. Attained proficiency on district, grade level assessments that all students take (The I- ELDA yearly assessment will no longer be given to this student.) 1. Iowa English Language Development Assessment (I-ELDA) Score Level Composite Level Listening (K-12) /5 4 or more Speaking (K-12) /5 4 or more Reading (K-12) /5 4 or more Writing (K-12) /5 16 or more, no 3s Composite is 5 Total (K-12) /20 18 or more, no 3s Composite is 6 Student s I-ELDA composite level is ITBS/ITED score is 2. Classroom Performance (Report academic achievement for each subject area) Language Arts Reading Math Social Studies Science GPA (minimum 2.0 for grades 6-12) Grade Ave. minimum of C (Average) for grades 3-5 a. ELL support not required in regular classroom: Agree Disagree 3. Data showing Proficiency on District, Grade Level Assessments Assessment: Score Assessment: Score Assessment: Score ESL Teacher Classroom Teacher Comments: ELL Coordinator (Original ELL transitional and full exit forms (a front to back page of forms) are to be placed in student s cum folder along with a copy of the exit notice sent to parents.) 15

16 APPENDIX E 16

17 LETTER OF EXIT FROM ELL PROGRAM Student Name: Address: School: Phone: Dear Parents, Your child has been in transition of the English Language Learner (ELL) program and the following levels of achievement have been maintained: At least two levels of English language skills, such as speaking, listening, and writing are at the advanced level (5) with a proficiency level of 6 according to the Iowa English Language Development Assessment Reading/Writing on or near grade level Scoring at or near grade level in district-wide achievement tests Teacher s recommendation / parent s consent Next school year, your child will be fully mainstreamed in his/her classes. We are grateful for having had the opportunity to assist your child in learning English. ELL Teacher Date Principal Date Please sign this letter to show that you have been informed and have your child return this letter to the ELL teacher. Thank you. Parent Signature Date 17

18 CARTA PARA TERMINAR LOS SERVICIOS DEL PROGRAMA DE ELL Nombre de Estudiante: Dirección: Escuela: Teléfono: Estimados Padres. Su hijo/a ha estado en transición en el programa de Inglés como Segundo Idioma (ELL) y los siguientes niveles de logro han sido mantenidos: Cuando menos dos niveles de habilidad del Lenguaje Inglés, tales como hablar, escuchar, y escribir, estan en el nivel avanzado(5) con un nivel de desempeño de 6 De acuerdo a Iowa ELDA (Evaluación de Desarroyo del Idioma Inglés) Lectura/Escritura en o cerca de su nivel de grado Obtiene resultados en o cerca de su nivel de grado en exámenes de desempeño de todo el distrito. Recomendación del maestro / permiso del padre. El próximo año escolar, su hijo/a estará por completo en su salón de clases. Estamos muy agradecidos de haber tenido la oportunidad de ayudar a su hijo a aprender inglés. Maestro/a de ESL Director/a Fecha Fecha Por favor firmen esta carta para demostrar que se le ha dado esta información y regrésela con su hijo para que se la entregue a la maestra de ELL. Gracias. Firma de Padre/Representante Fecha The letter has been sent home on by 18

19 APPENDIX F 19

20 ENGLISH LANGUAGE LEARNERS (ELL) DISTRICT/BUILDING SELF-STUDY GUIDE This Guide is designed to provide the district/building with a comprehensive overview of its practices and procedures. Please mark the answer next to each statement that best describes your district or building. In this selfstudy guide, the term English Language Learners (ELLs) will be used instead of Limited English Proficiency (LEP). For definitions of terms, please see the final two pages. IDENTIFICATION 1. The district has a procedure to identify all students who have a primary or home language other than English. Please attach a copy of the procedures. 2. District staff is knowledgeable of the procedures for identifying students who have a primary language other than English. 3. School/district staff that work directly with parents and students in the identification of students, who have a primary or first language other than English, speak and understand the appropriate language(s). 4. Documentation regarding each student s primary or home language is maintained in student s file. Yes Yes Yes Yes No No No No ASSESSMENT AND EVALUATION 5. The district assesses on a yearly basis the English language proficiency of all students identified as having a Yes No primary or home language other than English in the four language areas (oral/speaking, reading, writing, and listening). 6. The district conducts language proficiency assessments for students who have a primary or home language other Yes No than English, using: 6a. Formal assessments (e.g., tests). Name of test(s) used: 6b. Informal assessments (e.g., teacher interviews, observations). Yes No 7. Students who have a primary or home language other than English are assessed for language proficiency in their Yes No primary or home language. 8. The district has developed procedures to determine the effectiveness of its informal assessment procedures. Yes No Please attach a copy of it. 9. The district has determined the level of English-language proficiency at which students are considered English Yes No proficient. Please attach copy of description. 10. The district assesses ELLs academic skills in relation to their grade or age level. Yes No Name(s) of instrument(s) used to assess ELL s academic skills: 11. ELLs who have been in the U.S. for 3 consecutive years are tested in English in reading/language arts. Yes No 12. The district assesses ELL in the language and form most likely to yield accurate and reliable results. Yes No Language(s) used: 13. The district uses the Guidelines for the Inclusion of English Language Learners in Your District-wide Assessment Program or similar documents to guide decision-making. 13a. Total number of ELLs included in your district wide assessment 13b. Number of ELL included in the district wide assessment with ELL District/Building Self-Study Guide CPS 8/04 20 Yes No

21 NO accommodations With accommodations Please attach documentation on accommodations used. 13c. Number of ELLs NOT included in your district-wide assessment. 14. The district has established qualifications for individuals who administer language or academic assessments to ELL. PROGRAM (e.g., ESL, Bilingual, etc.) 15. Programs are available for ELLs at each grade level. Yes No 16. There are no substantial delays (e.g., more than 30 days from the beginning of the year or more than Yes No two weeks if the student arrives later in the year) in placing ELL into an appropriate educational program. 17. There is coordination of curriculum between teachers for ELL and teachers in the regular program. Yes No 18. ELLs in the high school program earn credits toward graduation. Yes No 19. Instructional materials are adequate to meet the English language and academic needs of ELLs. Yes No 20. Parents are involved in the process of placing ELL in an appropriate educational program Yes No Yes No 21. The district has a system to evaluate the success of their ELL program. Please attach a copy of the description of the evaluation plan. 22. Label the program(s) at each level or attach a copy of description. Level Program (see definitions) Teachers with ESL endorsement Paraprofessionals/aides Elementary Middle school High school Yes No STAFF 23. The district has established qualifications for teachers who teach ELLs. Yes No 24. The district has established qualifications that the teachers' aides and/or paraprofessionals must Yes No meet. 25. The district has teachers with ESL endorsement to teach ELLs. Yes No 25a. Number of ELLs 25b. Number of teachers with ESL endorsement 26. The district provides high-quality professional development to classroom teachers and other district Yes No personnel. 26a. Number of mainstream teachers that participated. 26b. Number of ESL teachers that participated. 26c. Number of paraprofessionals/teacher aides that participated 27. The district provides training for interpreters and translators. Yes No 28. Professional development activities are designed to improve instruction and assessment of ELLs; Yes No enhance teachers ability to understand and use curricula, assessment measures, and instructional strategies for ELLs; are based on scientifically based research; and are of sufficient intensity and duration to have a lasting impact on teachers performance. 29. Teachers of ELLs are fluent in English and, when appropriate, in any other language(s) used for Yes No instruction, including having written and oral communication skills. CPS 8/04 ELL District/Building Self-Study Guide 21

22 30. The district has provided training to staff who administer, evaluate, and interpret the results of the assessment methods used. Yes No EXIT CRITERIA 31. The district has established an exit criterion. Yes No Please attach a description of it. How many ELL exit the program after: 31a. less than 1 year 31b. 1 to 3 years 31c. 3 to 5 years 31d. 5 years or more 32. The exit criteria ensures that ELL can: Yes No 32a. Speak English sufficiently well to participate in the district s general educational program. 32b. Read English sufficiently well to participate in the district s general educational Yes No program. 32c. Write English sufficiently well to participate in the district s general educational Yes No program. 32d. Comprehend English sufficiently well to participate (meaningfully) in the district s Yes No general educational program. 33. The district monitors the academic progress of ELLs who have exited the program. Yes No 33a. Average years of monitoring 34. The school district determines whether ELL are performing at a level comparable to their Yes No English-speaking peers? Please attach documentation (e.g., disaggregated results from ITP). 35. The district has established procedures for responding to deficient academic performance of Yes No ELL. Please attach a copy of procedures. 36. ELL re-enter the alternative language program if they experience academic difficulties in the Yes No regular program. Please describe under what conditions. 37. Achievements, honors, awards, or other special recognition rates of ELL are similar to those Yes No of their peers. 37a. Percent of English-monolingual students in Talented and Gifted programs 37b. Percent of ELL in Talented and Gifted programs 37c. Percent of ELL in district PROGRAM EVALUATION 38. The district conducts a formal evaluation of its program for ELLs to determine its effectiveness. Yes No Please attach a copy of the report. 39. The district disaggregates data of ELLs: Yes No 39a. grade retention Yes No 39b. graduation Yes No 39c. dropout rates Yes No 39d. gender Yes No 39e. English proficiency Yes No 39f. economically disadvantaged Yes No 39g. ITBS/ITED achievement levels Yes No 39h. multiple measures of academic achievement Yes No Please attach copies of disaggregated data. ELL District/Building Self-Study Guide CPS 8/04 22

23 EQUITABLE ACCESS 40. The quality of facilities and services available to ELLs are comparable to those available to all other Yes No students. 41. The quality and quantity of instructional materials in the program are comparable to the instructional Yes No materials provided to all other students. 42. ELLs participate in classes, activities, and assemblies with all the other students Yes No 43. ELLs have access to the full school curriculum (both required and elective courses, including Yes No vocational education) while they are participating in the language program. 44. Counseling services provided to ELLs are comparable to those available to all other students. Yes No 45. ELLs have opportunities for full participation in special opportunity programs, (e.g., Gifted & Yes No Talented, Advanced Classes, Title I, Special Education programs, etc.) 46. ELL are not segregated while taking their classes Yes No 47. In general, ELL are integrated in classes such as P.E. music, arts, etc. Yes No SPECIAL EDUCATION 48. The district utilizes procedures for identifying ELL who may be in need of special education services. Please attach copy. Yes No 49. The district s procedures for identifying and assessing ELL for special education takes into account Yes No language and cultural differences. Please attach a copy. 50. Testing instruments used to assess ELL for special education placement are valid and reliable for these Yes No specific students. 51. Persons who administer special education assessment tests to ELL are specially trained in Yes No administering the tests. 52. Staff who conducts special education assessments for ELL are fluent in the student s primary Yes No language. 53. The instructional program for ELL in special education takes into account the student s language Yes No needs. 54. The district ensures coordination between the regular and the special education programs in meeting Yes No the particular needs of ELL who are in special education. 55. The district identifies and places all ELL who need special education services in a timely manner. Yes No 56. The parents or guardians of special education ELL are notified of their rights and responsibilities in a language they can best understand. Yes No NOTICES TO PARENTS 57. The district communicates with parents/guardians of students with a primary home language other than English, in a meaningful way (a form that parents can understand). For example, school forms are translated or school district uses TransACT Language Library. Yes No 58. Parents of ELL are notified no later than 30 days after the beginning of the school year of their child Yes No identification, participation, and students and parental rights. 59. The district uses interpreters or translators to assist in communicating with parents/guardians who do Yes No not speak English. 60. Parents/guardians of ELL are well informed of the district s special educational programs. Yes No This self-study is based on data from the academic year. CPS 8/04 ELL District/Building Self-Study Guide 23

24 District or Building: Address: Administrator: Completed by: Date Title: Phone #: Please add comments as needed. CPS 8/04 ELL District/Building Self-Study Guide 24

25 CPS 8/04 ELL District/Building Self-Study Guide 25