Table of Contents. Entrance...page 3. Placement/Testing/ESL Services...page 3. Grading, Testing, Accommodations...page 4. ESL Accountability...

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2 Table of Contents Entrance...page 3 Placement/Testing/ESL Services...page 3 Grading, Testing, Accommodations...page 4 ESL Accountability...page 5 Instructional Program...page 6 Staff Development...page 8 Decision making Committee...page 9 Helpful Hints and Resources...page 10 2

3 LEP Plan and Guidelines ENTRANCE Many parents of English as a Second Language Students do not speak or understand minimal English; therefore, the Home Language Survey and registration form are translated into the native language of the parents. Many school handbooks have been translated into Spanish, since that is the dominant language in Wayne County. Other languages are translated upon request. The Second Language staff at each site, TRANSACT, and translators who are hired, assist in these translations. To further improve communication with parents, two handbooks will be placed in each school entitled Step Into English and Going Home with Spanish. These handbooks will enable teachers to utilize generic translated forms to send home to parents. Copies of the Home Language Survey (figure1) should be readily available by each school s receptionist/secretary for each child entering school. A tour of the school should follow. It is our responsibility to make all children and their parents as comfortable and reassured as possible. PLACEMENT/TESTING/ESL SERVICES The following guidelines for placement of students are standard: 1. Once a student s age and grade level have been verified, grade placement should be as closely related as possible to his/her age and previous placement. Student s grade level should be determined by using age and social development rather than academic standards, since it is more feasible and beneficial to the success of the learner and the speed of the language learning process 2. A pre-assessment of each student that utilizes the WAPT Proficiency Test are assessed in all domains (Listening, Speaking, Reading and Writing) and will be administered within the first 30 days of enrollment as per STATE guidelines. The result of the WAPT indicates the following proficiency levels: Entering, Beginning, Developing, Expanding, Bridging. (Figure 2) This assessment will be administered by a trained ESL teacher and will be utilized to determine the strengths and needs of the student. An annual ACCESS will be administered to all LEP s during the period of February 1 April Students in K-12 who are identified, as LEP will be placed in ESL classes that meet daily. The ESL Department will provide the following services: In verifying age, please be aware that in some Asian or South American countries, the child is considered one year old at birth. In many Asian countries the new school year begins in April; therefore, if a student enrolls in the US after April 1, he/she should be placed in the grade just completed since the student had only completed three months of school. 3

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6 Elementary ESL, K-5, is a pullout program that meets minutes daily. Middle School ESL, 6-8, receives instruction during a scheduled class period for minutes daily. High school students are scheduled in 1-½ hour elective classes for which they will receive credit. Consultative services will be employed for two years after exiting ESL classes. ESL teachers will consult with teachers to ascertain academic status of students. If a student needs assistance, the ESL teacher will provide the remediation. 4. Parents are notified of their child s placement through an ESL parent notification letter. (figure 3) Parent/guardian may decline services by submitting a signed statement giving reasons for declining services. To exit ESL classes a student must achieve superior in all domains. 5. ESL teachers will make contact with parents to inform them of testing results, PTO meetings, teacher conferences and parent staff development opportunities. GRADING, TESTING, ACCOMMODATIONS Our Wayne County Public School s report card is not appropriate for LEP students during the first semester of entrance. No letter or number grade should be given on anything except Math during the first semester. There should be as many anecdotal comments as possible being positive. Describe what the student does in class with acknowledgements of effort and courage. Students should never receive failing grades on the basis of being Limited English Proficient. LEP students are not demoted or failed based on language proficiency. If however, skills would be enhanced through remediation for another year, then a student should repeat a given grade level. This process should be explained to each parent involved. Maintaining a portfolio of student work will assist in sharing progress of students during conferences with parents. LEP students should have special consideration in classroom testing. Tests should be: 1. Multiple-choice, true/false, and matching 2. Read to students until they are able to read fluently. 3. Have fewer questions and extra time to complete them. Require fewer questions for a top score. 4. Test can be translated; however, it should not be expected to be the responsibility of the ESL teacher. 6

7 6 de Deciembre 2011 Estimados padres, En el estado de Carolina del Norte un estudiante limitado en inglés debe obtener superior en el examen WAPT en las partes Oral (incluye escuchar), Lectura, Escritura antes de salir del programa de ESL. Si el estudiante o sus padres deciden no participar en el program del ESL antes de lograr Superior en todas las partes del WAPT, el/la estudiante no puede recibir acomodaciones en los examenes del estado, ejemplo: EOG, EOC, El examen de aptitud de Carolina del Norte. Favor de indicar su deseao marcando ( ) una de las siguientes oraciones y firme su nombre en la línea. Gracias por su asistencia. Las Calificaciones de su hijo/a son: Oral Escuchar Lectura Escritura Maestra de ESL y fecha Mi hijo/a,, continuará participando en las classws de ESL. Mi hijo/a, desea salir de las clases de ESL Y entiende que el/ella no recibirá acomodaciones en examenes del estado. Firma del Padre Fecha 7

8 When correcting tests/papers, comments should be written to explain errors with the inclusion of positive comments. Letter grades should be no lower than a C. Too many F s are too disheartening for LEP students. When a peer buddy is assigned an LEP student in high school or middle school, it is recommended that this assignment should only last for one month. It is also recommended that the peer buddy be given instruction in how to tutor and assist the LEP student. For example, the tutor should not assist on a test, discuss instructions while teacher is talking, etc. Permit a partner to assist the student in correcting errors or mistakes. Wayne County LEP students will follow the state mandated guidelines for testing. (EOG, WAPT, ACCESS) Testing Accommodations approved by the NC DPI Division of Accountability during State mandated tests in grades 3-12 are as follows: - English/Native language dictionary or electronic translator - multiple testing sessions - scheduled extended time - student reads test aloud to self - test administrator reads test aloud in English - testing in separate room ESL ACCOUNTABILITY In 2001 the NO CHILD LEFT BEHIND Legislation brought reform to K-12 education and the role of the federal government in education. Schools were held accountable for results, providing research-based programs and practices of more parental options. Title III of the NCLB requires: English Language Learners (ELL) be assessed annually to measure proficiency. Schools must provide high quality language instruction that is scientifically research-based. Classroom teachers must be highly qualified. Districts/states are accountable for meeting annual measurable achievement objectives and making adequate yearly progress for LEP students. 8

9 The following are targets of Annual Measurable Achievement Objectives: 1. Making AYP (Adequate Yearly Progress) for LEP subgroups. 2. Growth in English language proficiency from year to year (Progress AMAO) 3. Attainment of English language proficiency within five years of enrollment in a US school (the Proficiency AMAO.) (figure 4) If a school district fails to meet the objectives, sanctions will be employed: For two consecutive years, it must develop an improvement plan. For four consecutive years, it must modify its programs and methods of instruction, and replace educational personnel. At that time, it will be determined whether funds can continue to be received. INSTRUCTIONAL PROGRAM According to federal guidelines, teachers of ELL s must highly qualified and fluent in speaking and writing of the English language. The ESL Director will interview teacher candidates and utilize a rubric to score fluency. (figure 5) Wayne County s goals for the English Language Learner in ESL classes are: to develop English Language proficiency, both oral and written. to develop academic proficiency in all content areas. to promote cultural understanding of the school and the community. The instructional program s model of delivery is ESL Sheltered English Pull-out in K-8 and an elective in 9-12 that uses English as a medium for providing content area instruction and language development. (Virginia Collier-Wayne Thomas! Research from US Schools in 1991 and 1996: TESOL (Collier/Thomas). A Spanish for Native Speakers class is offered at the High School that provides a Spanish language instructor for native speakers who wish to strengthen their language skills and cultural heritage. According to Cummins (1984) and Peale (1991), developing ELL S literacy skills in the first language facilitates the acquisition of the language skills in the second language. Each ESL teacher will utilize results of the IPT Assessment to determine the needs of each student designing their instructional plan. Every three weeks, the classroom and ESL teacher will communicate to discuss content needs, strategies, accommodations, and progress of students. A form will be utilized to document contacts and results.(figure 6) 9

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13 In the ESL classroom, the teacher will integrate content areas and language proficiency deficiencies in daily lesson plans. The trend in language development has shifted from the grammar approach to more authentic language use. English language learners must have opportunities to hear and use language for real purpose. (Echevarria & Graves, 1998). We therefore, do not instruct in isolated skills but look at a more wholistic approach in the listening and speaking process. Resources and strategies to assist in the individualization process are as follows: The English Language Development Standard Course of Study Cooperative learning strategies- Documented results include improved academic achievement, motivation, increased self confidence, and better inter-groups relations (Slavin, 1987) Reading orally Total Physical Response Guided Reading-Tunnel and Jacobs (1989) found several studies, which support the success of a literature-based approach for all students, including LEP s. Pre-reading, during reading, and after reading strategies Software program- Rosetta Stone Imagine Learning Textbook- Elementary AVENUES Middle/High- VISIONS Textbooks are used only as a resource. Pacing/Curriculum Guides Sample EOG assessments in the form of Nine week benchmark assessments PORTFOLIOS-- A portfolio will be maintained by the ESL teacher for each student. The portfolio will contain the following: Home Language Survey Copy of WAPT and ACCESS Assessments, etc. Parent Notifications Copy of report card Samples of student work Accommodations shared with classroom teacher and individual PEP s Classroom teacher and modifications contact form Monitoring Form 13

14 STAFF DEVELOPMENT Classroom Teachers To assist the classroom teaching staff in providing the best possible educational environment for LEP s, principals and central office will schedule opportunities for in-service by: Utilizing the system-wide Needs Assessment survey for scientifically based staff development Utilizing the expertise of ESL teachers for on going in-house workshop Inviting other experts from other schools, nearby counties, or DPI to share. ESL Teachers ESL teachers will be provided the following staff development: Parents Opportunities from the Needs Survey Conferences State, regional workshop, i.e. SIOP Local in-service with invited speakers on needed topic, i.e. Cultural Diversity English language classes will be scheduled for ESL parents at schools in each of the geographical sections of the county. Staff Development in How to Help your child with Homework will be offered at select schools. DECISIONMAKING COMMITTEES Individual Schools- Each school has an LEP committee composed of Principal/Assistant Principal, Counselor, ESL teacher and classroom teacher. This committee will make decisions on placement, promotion/retention, waivers, etc. System-wide ESL Task Force- This committee is composed of LEP Director, Lead Teacher, one ESL teacher from elementary, middle, high levels, two principals, Community College Representative, two parents. This committee s responsibility will be to evaluate the strengths and areas of concern for the ESL Program and make recommendations for improvement. (See chart for composition of the TASK FORCE). The group will meet each August, January, May, beginning January,

15 Task Force Selection North South East West Central Principal Teacher Parent North South East West Central Principal Teacher Parent 15

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18 Academic Achievement Assessment Based on proficiency level, he/she must participate in the EOG with the following modifications (if applicable): extended time, separate setting, Spanish/English dictionary, multiple test sessions, student reads aloud to self. Both the assessments will demonstrate his/her academic learning and be used to determine academic promotion, graduation or retention. These assessments will help teachers individualize instruction and meet the federal No Child Left Behind requirement. In addition, your child s ESL teacher will determine his/her academic strengths and provide suggestions to meet his/her needs (PEP/SST) Parent s Rights Based on the No Child Left Behind Act, Title III (sec 3203 (a) you have the right to: Have your child removed from the ESL program request. Right to decline ESL services, but your child still must participate in either the NCEOG with modifications if they are classified as LEP based on the proficiency test. Select programs based on what is available by your Local Education Agency (LEA) Parent Agreement Section You have the right to decline the alternative assessment proposed above, but your child still must participate in the EOG/EOC statewide testing system based on federal policy (No Child Left Behind Act, 2002). Please one) YES, I agree to the recommendation for the assessment described above for my child, and I am aware of the information this assessment will provide. If I decide to change, I will contact the school immediately. NO, I do not want my child to participate in the assessment recommended above. He/she will participate in the multiple choice EOG/EOC assessment with/without modification. Parent signature ESL Teacher Date Date School 18

19 Estimados Padres: Las Escuelas Públicas del Condado de Wayne están cometidas a satisfacer las necesidades educativas de todos los estudiantes. Hemos trabajado para proveer guía y ayuda en el desarrollo de programas académicos para satisfacer las necesidades de estudiantes con inglés limitado (LEP). Trabajamos juntos para educar a todos los estudiantes para que ellos puedan cumplir las metas y objetivos del estado. De acuerdo con el Acta de Ningun Niño Dejado Atrás, nosotros hemos desarrollado esta carta para informar a los padres en una manera clara y organizada. Identificación de LEP Basado en los resultados del examen de inglés (Oral, Lectura, Escuchando y Escritura) de estamos complacidos en informarles que su hijo/a esta matriculado/a en nuestro programa de Inglés como Segundo Lenguaje (ESL). Esto significa que él/ella recibirá los servicios de ESL por minutos al día para ayudarlo(a) lograr el nivel avanzado en el idioma de ingles. Este programa enfocará en el desarrollo de ingles oral del idioma así como también ayudará a que su hijo/a alcanze las metas del estado en leer y escribir por la instrucción de ingles simplificado. The ACCESS (escala de lenguaje) fue usado y él/ella logró lo siguiente: Oral Lectura Escritura Escuchando El nivel de la habilidad alcanzada de su hijo/a es : Los Requisitos Para Completar Este Programa Basado en la recomendación del estado, multiples criterias se han usado para determinar cuando su hijo/a estará listo/a para completar el programa de ESL. Las medidas siguientes seran usadas: La escala de habilidad del idioma de inglés, la recomendación del maestro y el desempeño y cooperación en la sala de clase. (Por favor escoja uno) Sí, estoy de acuerdo con los servicios descritos arriba para mi niño. No, rechazo los servicios de ESL. Firma del Padre/Guardián Fecha Maestra de ESL Fecha Escuela Asignada 19

20 September 7, Dear Parents: The Wayne County Public Schools is committed to meeting the educational needs of all children, We have worked to provide guidance and assistance in the development of academic programs to meet the needs of Limited English Proficient (LEP) students, We are working together to educate all children so they can meet the state's goals and objectives. In accordance with the No Child Left Behind Act, we have developed this letter to inform parents in a clear and organized manner. Limited English Proficient identification Based on ( ) English proficiency test score (Oral, Reading, Listening, and Writing), we are pleased to inform you that he/she is enrolled in our English as a Second Language program. This means that he/she will receive ESL pullout services for minutes a day to help him/her achieve proficiency in the English language. This program will focus on oral English language development as well as help your child meet statewide standards in Reading and Writing through Sheltered English Instruction. The IPT (Idea Proficiency Test) was used and he/she scored the following: Oral Reading Listening Writing Level of Proficiency Exit Requirements Based on the State's recommendation, multiple criteria are used to determine when your child is ready to exit the ESL program. The following measures will be used: Language proficiency score, teacher recommendation and classroom performance. (Please one) YES, I agree to the ESL services descried above for my child. NO, I decline ESL services. Parent signature ESL Teachers Date Date School 20

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