ESOL Program Evaluation and Handbook

Transcription

1 ESOL Program Evaluation and Handbook Dr. Jim Rollins Superintendent Dr. Mary Bridgforth ESOL Program Coordinator

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3 Table of Contents Introduction District Goals and Objectives... 1 District ESOL Program Staff... 2 ESOL Staff by School... 3 Section 1: Identification of PHLOTES Introduction... 6 Procedures for Identification of PHLOTES... 6 Students Missed During Initial Enrollment... 7 Re-enrollment of PHLOTES in the District... 7 Section 2: Initial Assessment of PHLOTES Introduction Procedures for Initial Assessment Parent Notification Notifying Schools of Assessment Results Section 3: Placement of ELLs Introduction The Language Proficiency Assessment Committee Members of the LPAC Ensuring Appropriate Placement LPAC Guidelines Section 4: Curriculum and Instruction ESOL Programming Elementary Services and Resources (K-5) Middle School Services and Resources (6-7) Secondary Services and Resources (8-12) ESOL Program Curriculum English Language Development Tool Strategy Cards Springdale Instructional Model Section 5: Assessment of ELLs Required Assessments for ELLs Alternative Grading Procedures iii

4 Section 6: Staffing and Professional Development Introduction Staff Requirements for Serving ESOL Students District ESOL Support Services District-Wide Leadership for Learning Initiative Obtaining an ESL Endorsement Section 7: Exiting and Monitoring Introduction Criteria for Exiting Students Procedures for Exiting Students Monitoring Academic Success of Exited Students Section 8: Communication with Parents Procedures for Communicating with Parents Community Volunteers Section 9: Access to All District Programs Introduction Special Education Programs Gifted/Talented Education, Pre-AP and AP Courses Extracurricular and Other Programs Section 10: Maintenance of Records Maintaining Records Monitoring of Data Section 11: Program Evaluation and Modification District Demographics Initial Assessment of PHLOTES State and Federal Accountability District Accountability Staffing and Professional Development Exiting and Reclassifying Access to All District Programs iv

5 Appendix ESOL Acronyms Home Language Survey (HLS) Parent/Student Interview Form (PSI) MAC II English Competency Level Clusters (ECL) Parent Notification Form (PNF) Alternative Language Placement Waiver Form ELL Placement Form (K) ELL Placement Form (1-5) ELL Placement Form (6-12) Initial Placement Form (IPF) for Kindergarten Initial Placement Form (IPF) for Elementary Initial Placement Form (IPF) for Middle Schools Initial Placement Form (IPF) for Secondary Schools Annual Review Form (ARF) for Grades Annual Review Form (ARF) for Grades Annual Review Form (ARF) for Grades Teacher Scaffolding and Assessment Accommodations (K only). 89 Teacher Scaffolding and Assessment Accommodations (1-2) Teacher Scaffolding and Assessment Accommodations (3-8) Teacher Scaffolding and Assessment Accommodations (9-12) Placement and Modification Form for Grades K-2 93 Placement and Modification Form for Grades Placement and Modification Form for Grades Placement and Modification Form for Grades 8 th only 96 Placement and Modification Form for Grades FEP Classification Form M1 and M2 Monitoring Form ELL Placement Flowchart ELL Academic Update Form (Blue Form) ELL Report Card ELDA Descriptors Interpreter/Translator Request Log Community Volunteer Interpreter Confidentiality Agreement v

6 Community Volunteer Interpreter Parent Permission Form vi

7 ESOL PROGRAM HANDBOOK Introduction In 1995, English Language Learners (ELLs) comprised 4% of the total student population of Springdale Public Schools. As of October 1, 2012, 43.7% percent of our students are ELLs. The purpose of this handbook is to support the work of teachers and administrators of the Springdale School District in their service toward ELLs. Set-forth in this document is information regarding appropriate and effective services for ELLs as well as a clear statement of our responsibilities in educating students for whom English is not the first language. The appendix includes forms used in the identification, assessment, placement, exiting, and monitoring progress of ELLs. A list of common ESOL acronyms can also be found in the appendix. SPRINGDALE S ESOL PROGRAM GOALS The Springdale School District will provide a research-based ESOL program for students who are identified as English Language Learners. This program will enable: 1. Acquisition of English language proficiency. 2. Academic achievement in English. SPRINGDALE S ESOL PROGRAM OBJECTIVES 1. Students will attain full English proficiency, gaining one proficiency level each year, as measured by the English Language Development Assessment (ELDA). 2. Students will achieve grade level academic performance as measured by the Arkansas Benchmark and End of Course Assessments. 1

8 ESOL Office Contact Information E. Emma Ave. Springdale, AR Phone: (479) Fax: (479) District ESOL Staff Members Name Dr. Mary Bridgforth Mendi Hayter Jaime Miller Christen Graham Marsha Layer Joye Ryan-Jones Faviola Inzunza Carmen Parks Luz Grajales Elizabeth Jones Rosa Nevarez Debbie Ashby Allison Bersi Lisa Fisk Denise Franklin Cathy Glover Cindy Lovette Sara Breathitt Tammie McFerrin Herthy Yamane Jose Torres Al Lopez Lumon Benjamin Linda Carnes Elizabeth Baez Position Program Director Elementary/Middle School Program Specialist Elementary/Middle School Program Specialist Junior High Program Specialist ALE Program Specialist Senior High Program Specialist Registrar/Interpreter Registrar/Interpreter Assessor/Interpreter/Translator Assessor/Registrar/Interpreter/Translator Translator Records Specialist Records Specialist Records Specialist Records Specialist Records Specialist Records Specialist Records Specialist Office Manager File Clerk Community Liaison Community Liaison Community Liaison Migrant Recruiter Migrant Clerk 2

9 ESOL Staff by School School ESOL Designee ESOL Program Specialist ESOL Records Specialist Bayarri Elementary Christina Meister Mary Bridgforth Debbie Ashby Elmdale Elementary Stephanie Hinsey Mary Bridgforth Cindy Lovette George Elementary Heather Cooper Mary Bridgforth Allison Bersi Harp Elementary Jacob Sherwood Mendi Hayter Debbie Ashby Hunt Elementary Lynda Hicklin Mary Bridgforth Allison Bersi Jones Elementary Christy Norwood Mary Bridgforth Cindy Lovette Lee Elementary Molly Smith Mary Bridgforth Cindy Lovette Monitor Elementary Andi Acuff Mendi Hayter Lisa Fisk Parson Hills Elementary Darrell Bolin Mary Bridgforth/Jaime Miller Allison Bersi Shaw Elementary Shelly Bewley Mary Bridgforth Lisa Fisk Smith Elementary Tonya Woods Mary Bridgforth Lisa Fisk Turnbow Elementary Alison Washkowiak Mendi Hayter Debbie Ashby Tyson Elementary Shannon Passmore Mary Bridgforth Debbie Ashby Walker Elementary Joy Shirley Mendi Hayter Allison Bersi Westwood Elementary Nandra Campbell Mary Bridgforth Allison Bersi Young Elementary Stacey Plumlee Mary Bridgforth Lisa Fisk J.O. Kelly Middle School Eric Hipp Mendi Hayter Sara Breathitt Hellstern Middle School Annette Scogin Mendi Hayter Sara Breathitt Helen Tyson Middle School Stephanie McConnell Mary Bridgforth/Jaime Miller Sara Breathitt Sonora Middle School Lynn Ryan Mendi Hayter Sara Breathitt Central Junior High Ann Marfeld Christen Graham Denise Franklin George Junior High Rosie Spaulding Christen Graham Denise Franklin Southwest Junior High Kimberly Lewis Christen Graham Denise Franklin Har-Ber High School Shannon Tisher Joye Ryan-Jones Lisa Fisk Springdale High School LaDena Eads Joye Ryan-Jones Cathy Glover ALE Tim Weiss Marsha Layer Lisa Fisk 3

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11 ESOL PROGRAM HANDBOOK Section 1 Identification of Students with a Primary Home Language Other than English (PHLOTES) 5

12 Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and ultimately placed in the district s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Survey (HLS) is required for all students. Moreover, the HLS assists the district in identifying all national origin minority students who have a primary (first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of identifying PHLOTE students. Introduction The district is required to have procedures for identifying students having a primary home language other than English (PHLOTEs), for identifying students who were missed during the initial enrollment process, and for re-enrollment of PHLOTEs to the district. PHLOTEs make up more than 49 percent of the total student population in Springdale. Within the student population identified as PHLOTEs, over 38 home languages are represented. A majority of the PHLOTE students in Springdale have a home language of Spanish. Procedures for Identifying PHLOTE Students in Springdale 1. The Home Language Survey (HLS): As part of the enrollment process in Springdale School District ALL students complete a seven question HLS. This survey is a tri-lingual form in English, Spanish, and Marshallese. [A copy of the HLS can be found on page 65 of the appendix.] When one or more of the questions on the HLS indicates a language other than English, the student is identified as a PHLOTE. The school registrar then contacts the ESOL Office to schedule an assessment of the enrolling student s English proficiency. This assessment must be completed in a timely manner. o At the opening of the school year, parents and guardians of students who have been identified as an ELL and placed in the district s ESOL program must be notified within 30 days of their child s identification and placement. o After the school year begins, parents and guardians of students should be notified within two weeks of their child s identification and placement. The HLS is filed in the student s permanent record file. Copies are kept in the student s yellow ESOL folder at school sites and at the ESOL office. The HLS should only be filled out by the parent/guardian upon initial enrollment. A student reenrolling in the district should not complete a second HLS. A second HLS may not be completed in order to exit a child from the ESOL program. 6

13 Procedures for Identifying Students Not Identified During the Initial Enrollment Process 1. If staff is concerned with a student s performance and suspects that the student may have been missed during the initial enrollment process, the school should first review the student s permanent file to see if the HLS form has been completed. If the HLS has not been completed, the student s parent/guardian must be contacted to complete the HLS with the help of the school s registrar. If the HLS has been completed and indicates a language other than English, the school s ESOL Designee informs the ESOL office. The ESOL office will schedule a time to assess the student s English proficiency. 2. If the HLS form does not indicate a language other than English, a conference is scheduled with the student s parents to determine if there has been a misunderstanding regarding the HLS. If this conference results in the HLS being revised to indicate that the student is a PHLOTE, the building ESOL Designee should make arrangements with the ESOL office to have the student s English proficiency assessed. If this conference results in no changes to the HLS, building staff should look at other potential causes for the lack of student success. Language may not be the cause of the student s problem. However, if the building staff believes that the parent/guardian is not accurately answering the seven questions based on the conference conducted, the teachers must still provide the same classroom scaffolding recommended for otherwise identified ELL students. Procedures for Re-enrollment of PHLOTES in the District 1. When a student re-enrolls in the district, the school registrar informs the ESOL office of the student s re-enrollment. 2. The registrars at the ESOL office are able to provide the schools with information regarding the student s ELL status and the most current English proficiency assessment data. The ESOL registrar will inform the school if there is a need for the student to be retested. Students may not be identified or served as an ELL based on English language proficiency assessment scores that are more than one year old. 7

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15 ESOL PROGRAM HANDBOOK Section 2 Initial Assessment of PHLOTE Students 9

16 Title VI of the Office of Civil Rights requires a district to objectively assess the English language proficiency of all PHLOTE students in order to determine which PHLOTE students are limited English proficient (LEP). Moreover, the assessment should evaluate whether PHLOTE students can speak, read, write, and comprehend English, if all four-language skills are expected of their grade-level peers. At a minimum, assessments should be designed to determine whether PHLOTE students possess sufficient English language skills to participate meaningfully in a district s program without specialized language assistance. Furthermore, Title VI requires that all staff designated to administer the assessment instrument should be provided formal training to ensure proper test administration and interpretation of test results. Introduction Initial assessment of ELLs is critical to correctly placing and providing appropriate services. The ESOL office assesses the student s English proficiency. Other tests may also be administered to determine basic math skills and native language literacy. All assessments are administered by a core group of trained staff to ensure consistency of administration, scoring and interpretation of results. Procedures for Assessing Potential ELL Students 1. Parent Student Interview: An interview is conducted with the student s parents or guardians and recorded on a Parent Student Interview (PSI) form. [A copy of the PSI can be found on pages of the appendix.] ESOL Registrars place a copy of the PSI in the student s yellow ESOL folder. Information gathered about the student by the PSI includes: Previous schools attended. Length of enrollment in U.S. schools. Parents assessment of the student s native language literacy. Parents assessment of the dominant language of the student. The student s special education history, if applicable. The educational experiences of a student s parents or guardians. Student s extracurricular and career interests (for students enrolling in grades 9-12). 2. Initial English Language Proficiency Assessment: Every student enrolled in the district and identified as a PHLOTE student is assessed with the grade level appropriate MAC IIA English Proficiency Test to determine the student s level of English language proficiency in listening, speaking, reading, and writing. [The MAC II English Competency Level Clusters (ELC) can be found on pages of the appendix.] 10

17 3. Basic Math Assessment: Every student in grades 2 12 is administered a basic math test, the Entry Assessment Mathematics Evaluation (EAMEs). The language in which the EAMEs is administered (English or Spanish) is determined by the Parent Student Interview. 4. Native Language Assessment: Students in grades 2 12 who have indicated Spanish on the HLS are administered the Spanish Language Assessment Scales (LAS) to determine their Spanish language literacy. Parent Notification of Initial Assessment Results and Rights Parent communication is provided in a language that parents can understand when possible. 1. Once a student has completed all assessments, an ESOL Assessor meets with the parent and student to review the results of the assessments. 2. The ESOL Assessor provides the parent/guardian with information about the individual ESOL programs available to their child. 3. The Parent Notification Form (PNF) includes the parent s rights as a parent of a PHLOTE/ELL student, including the right to be notified of their child s progress in acquiring English. [A copy of the PNF can be found on pages of the appendix.] 4. Parents are informed by the ESOL Registrar of their right to decline supplemental English language acquisition assistance for their child. If parents choose to waive services, an Alternative Language Program Placement Waiver Form (ALP) is completed and signed by the parent/guardian. [A copy of the ALP Waiver Form can be found on page 78 of the appendix.] The student is still required to participate in the annual English Language Proficiency Assessment. 5. Parents receive copies of all pertinent forms. Procedures for notifying the school of assessment results 1. The ESOL Assessor faxes the ESOL/ELL Student Placement form to the school. At the school, this form is copied and distributed to the staff indicated on the form. [A copy of the ELL Student Placement form can be found on pages 79-81of the appendix.] 2. The ESOL/ELL Student Placement Form includes the MAC IIA results, the EAMEs results and the Spanish LAS results (if applicable). 11

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19 ESOL PROGRAM HANDBOOK Section 3 Placement of ELL Students into Appropriate Alternative Language Programs 13

20 Title VI of the Office of Civil Rights (OCR) requires the development, adoption, and implementation of a district-wide policy stating all LEP students will be provided alternative language services through its alternative language program (except where parents have denied placement in the alternative language program). Title VI further requires the district to have a continued obligation to provide language services to students whose parents have denied services by encouraging monitoring of students academic progress and other support language services for such students. Furthermore, Title VI of OCR requires the district to ensure appropriate placement of all LEP students into the alternative language program. Specifically, the district will establish one or more placement committees (i.e., language proficiency assessment committee (LPAC)) based on need at each of the school sites. The members of the language proficiency assessment committee will, at a minimum, be composed of an ESOL teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee will review pertinent LEP students information and make placement determinations into the district s alternative language program (ESOL). Moreover, each school will adhere to the objective assessment criteria for determining a student s LEP status. In isolated cases where subjective criteria override objective criteria, the language proficiency assessment committee will develop a written explanation detailing the reasons(s) for deviating from the objective criteria. Furthermore, all LEP students shall be placed in the appropriate alternative language program. Notification of the placement and the benefits derived from participation in the alternative language program will be provided to each LEP student s parent. However, a student may be removed from the alternative language program upon receipt of a written request from the parent/guardian. Introduction All decisions regarding placement of students into the appropriate alternative language program are made by the Language Placement and Assessment Committee (LPAC). The LPAC consists of school and district representatives who are familiar with the student and can advocate for the best possible services. The LPAC ensures that students receive appropriate services based on objective data. The LPAC s decisions are essential to the proper placement of students into the alternative language program. Language Placement and Assessment Committee (LPAC) The purpose of the Language Placement and Assessment Committee (LPAC) is to: Determine services and course placement for ELL students. Determine teacher scaffolding and assessment accommodations needed in the classroom. Monitor formerly sheltered students as they transition to mainstream classrooms. Determine the standardized testing accommodations needed. 14

21 Make recommendations for exiting the ESOL Program. Monitor students for two years after they have been exited from the ESOL Program. Members of the LPAC The LPAC should consist of an administrator (or ESOL designee), a counselor, an ESOL teacher, a classroom teacher, and other support personnel as needed (e.g., G/T teacher, special education teacher). Participation of a parent/guardian or parent advocate is welcomed but not required. The ESOL Program Specialist reviews all placement decisions made by the LPAC. LPAC members receive training in LPAC duties, pertinent OCR requirements, interpreting assessment data and confidentiality of student records. Ensuring Appropriate Placement 1. Initial Placement Decisions: The LPAC decides the least restrictive and optimal setting for each student based on the initial MAC IIA assessment data, academic records from prior school(s), and other available information. Initial placement decisions are recorded on an Initial Placement Form (IPF). [A copy of the IPF can be found on pages of the appendix.] 2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the services offered to ELLs. Decisions are made concerning placement, instruction and assessment. Decisions are based on ELDA results, any achievement test data available, classroom performance and teacher observation. The forms used for this include the Annual Review Form and Teacher Scaffolding and Accommodations Form. [Copies of the ARFs and the Teacher Scaffolding and Accommodations Form can be found on pages of the appendix.] 3. Placement in Sheltered Classes: Placement of students into sheltered classes should be determined based on English language proficiency and the number of years the student has been instructed in English. LPACs should refer to the ELL Placement Flowchart for guidance in making these decisions. [A copy of the ELL Placement Flowchart can be found on page 100 of the appendix.] 4. Classroom Teacher Concerns: If a classroom teacher has concerns about the performance of an ELL, the LPAC meets to discuss possible solutions. The ELL Academic Update Form (Blue Form) can be used to gather information from teachers regarding the student s performance in the classroom. [A copy of the ELL Academic Update Form (Blue Form) can be found on page 101 of the appendix.] 5. Use of Subjective Criteria: If the committee uses subjective criteria (e.g., classroom performance, parent request) to override objective criteria in making placement decisions, the LPAC will develop a written explanation detailing the reasons for deviating from the objective criteria. This documentation will be placed in the student s permanent file and copies will be sent to the ESOL office. 15

22 LPAC Guidelines 1. Scheduled LPAC Meetings: Each school has a standing committee that meets weekly as needed to make placement decisions for new students and/or review student services. LPAC meetings should take place with all committee members present. If a committee member cannot attend, an alternate should attend in their place. 2. Special Education/ESOL Students: LPAC decisions made concerning special education/esol students should include a representative from the special education department. 3. Deadlines for Notification of Parents: At the beginning of the school year, parents should be notified of LPAC decisions within thirty days of the first day of school. After the school year begins, parents should be notified of LPAC decisions within two weeks of enrollment. 4. Annual Notification of Parents: Following the annual review of student progress, an Annual Review Form is sent home to notify the parents of the progress their child has made towards attaining fluency in English and services that will be provided. [Copies of the ARFs can be found on pages of the appendix.] 5. Changes to Student Placement and Assessment Accommodations: No change can be made on an ELL student s placement without approval of the LPAC. Any changes made are documented on the Placement and Accommodation Modification Form. Schools request modification forms through their designated Records Specialist. 6. Removal from ESOL Program by Parent Request: A student may be removed from the ESOL program if the parent/guardian signs an Alternative Language Program (ALP) Placement Waiver Form. [A copy of the ALP Placement Waiver Form can be found on page 78 of the appendix.] The parents/guardians are informed of their right to waive placement of their child in an Alternative Language Program by ESOL Office Staff during the initial enrollment process. If services are waived, the student will still be given the English Language Proficiency Assessment until they demonstrate proficiency in English. The LPAC continues to monitor the student s academic progress and determines other language support services. 16

23 ESOL PROGRAM HANDBOOK Section 4 Curriculum and Instruction for ELLs 17

24 Title VI of Office of Civil Rights requires the district to implement an alternative language service model selected (e.g., ESOL) that is considered research based and recognized by experts to be sound as a second language acquisition theory. The alternative language service model should provide LEP students with equal educational opportunities. Furthermore, the district is required to align its curriculum at the elementary, middle, junior high, and high school levels. Additionally, all schools should be provided with basic guidance and information about the model, resources, materials, and expectations that will ensure LEP students equal access to the district s general academic curriculum. Moreover, along with the implementation of the alternative language service model, the district is required to formulate goals and objectives for the program. Additionally, a district needs to have instructional materials to properly carry out its selected alternative language service model (e.g., ESOL) for the instruction of LEP students. Such materials should be appropriate to the curriculum and comparable in quality, availability, and grade level to materials provided for the instruction of non-lep students. ESOL Programming The instructional model adopted by the district is English as a Second Language (ESL) in which the language of instruction in classrooms is English. Textbooks and other supplementary materials primarily in English will be used. Elementary Services (K-5) All services are designed to enable ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state grade level content area frameworks. The ELP frameworks can be found on the district ESOL website ( under Teacher Resources. All teachers are certified and many are ESOL Endorsed or at a minimum, trained in ESOL methodology. A student s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC). Students receive one or more of the services below: Mainstream classroom- primary instruction for all ELL students. Co-Teach- Instructional facilitators and classroom teachers work closely together to plan and execute an instructional program that is most beneficial for the language and academic needs of each student. ESOL Push-in Services- designed to provide students with immediate supplemental assistance in small groups to lower teacher-to-student ratio. This support is provided by an instructional assistant and/or an instructional facilitator in the classroom. 18

25 ESOL Pullout Services- designed for ELLs who need supplemental instruction in literacy to help them function in the mainstream classroom more effectively. This support is provided by certified, ESOL endorsed teachers and/or ESOL Instructional Assistants, Migrant Aides or Title I staff. Elementary Resources (K-5) ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning. The following resources are used in elementary schools: Almada, P. (2000). English In My Pocket. Rigby. Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. Fisher, D. & Rothenberg, C. (2007). Teaching English Language Learners: A differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: Association for Supervision and Curriculum Development. Freeman, D., Freeman, Y., McCloskey, M. L., & Gottieb, M. (2002). On our way to English. Rigby. Gould, E. J. & Judith S. (1999). Four square writing method for grades 1-3: A unique approach to teaching basic writing skills. Dayton, Oh: Teaching & Learning. Gould, Evan Jay, & Judith S. (1999). Four square writing method for grades 4-6: A unique approach to teaching basic writing skills. Dayton, Oh: Teaching & Learning. Springdale Public Schools (2009). English language development tool: Differentiating instruction for ELLs: Accessing the curriculum while developing language. Secondary Services Middle School (6-7) All services are designed to enable ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state content area frameworks. The ELP frameworks can be found on the district ESOL website ( under Teacher Resources. All teachers are certified, and many are ESOL Endorsed or at a minimum, trained in ESOL strategies. A student s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC). Students are served in one or more of the classes listed below: Mainstream Classrooms offered as the primary placement for all ESL students. 19

26 Teachers are trained to modify instruction for ESL students until they can demonstrate that language is no longer a barrier to their learning. Co-Teaching Classes - offered to students who are non-speakers, limited speakers and/or limited in reading and writing in English. Classes are co-taught by a highly qualified content teacher, who may be ESL certified or endorsed, and a highly qualified ESL teacher. The co-teaching classroom is comprised of students in the process of learning English and students who are native English speakers and/or fully proficient in English. ESL methodologies are employed to scaffold and differentiate instruction for ELLs in the inclusion classroom. Sheltered Classes - offered to students and designed for ELLs who are nonspeakers, limited speakers and/or limited in reading and writing in English. Students may attend up to two blocks of English daily, as well as at least one block of sheltered social studies, science, and/or math. New Arrival Center a specialized sheltered class offered to students who are new to the U.S. and are ELL 1. These students receive English language development in a 2 or 3 block English class and may participate in sheltered or co-taught social studies, science, and/or math. Secondary Resources Middle School (6-7) ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning. The following resources are used on the secondary level: Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. Fisher, D. & Rothenberg, C. (2007). Teaching English Language Learners: A differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: Association for Supervision and Curriculum Development. HELP math: Teaching math to English language learners. (2009) Digital Directions International Inc. Moore, D.W., Short, D.J., Tatum, A.W. & Villamil-Tinajero, J. (2009). Inside: Language, literacy and content. Carmel, CA: Hampton-Brown/National Geographic School Publishing. Read 180: Reading intervention program. Scholastic. Soar to success reading program. (1999). Houghton Mifflin. Springdale Public Schools (2009). English language development tool: Differentiating instruction for ELLs: Accessing the curriculum while developing language. The Basics Bookshelf. (2005). Carmel, CA: Hampton-Brown/National Geographic School Publishing. 20

27 Secondary Services Junior High and High School (8-12) All services are designed to enable ELL students to meet the same academic standards as all other students. Students are scheduled into classes to meet their needs according to their level of English proficiency and other criteria determined to be indicators by the LPAC. All teachers are certified in their respective content areas and many are ESOL endorsed or at a minimum, trained in ESOL strategies. Classroom teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state content area frameworks. The ELP frameworks can be found on the district ESOL website ( under Teacher Resources. Students in grades 9-12 receive credit for every class in which they are enrolled if successfully completed. Students are placed in one or more of the following classes: 1. Mainstream Classes offered as the primary placement for all ESL students. Teachers are trained to modify instruction for ESL students until they can demonstrate that language is no longer a barrier to their learning. 2. Sheltered Classes offered to ELL 1s, 2s, and 3s as determined by the LPAC. These core and elective classes are designed to give support to the ELL student so that language is not the barrier to developing academic skills. Teachers in these classes are certified in their content areas and are ESOL endorsed. Bilingual instructional assistants are available in these classes as needed. 3. English 3 Classes offered to students beginning their fourth year in U.S. schools. These students are scheduled for one period in English in a sheltered environment using grade level standards and curriculum. This is a transitional class to prepare the students for mainstream English. 4. English 1 and 2 Classes offered to students beginning their second and/or third years in U.S. schools. These students are scheduled for two periods daily in a block class which emphasizes English language acquisition in all four areas listening, speaking, reading and writing. Teachers in these classes are certified and ESOL endorsed. Bilingual instructional assistants are available to these classes as needed. 5. Language Academy offered at Har-Ber High School for one year to all students age 15 or older who are new to the U.S. and are ELL 1. Students receive English language development in three core block classes (English, math, and science). In addition, the students attend two elective classes. Teachers in these areas are certified in their core content and are ESOL endorsed. Bilingual instructional assistants are available for all classes and assist as needed. Secondary Resources - Junior High and High School (8-12) ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning. The following resources are used on the secondary level: Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 21

28 Fisher, D. & Rothenberg, C. (2007). Teaching English language learners: A differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Fisher, D., Frey, N., & Rothenberg, C. (2008). Content-area conversations: How to plan discussion-based lessons for diverse language learners. Alexandria, VA: Association for Supervision and Curriculum Development. Gould, J. & Gould, E.J. (1999). Four square writing method for grades 7-9: A unique approach to teaching basic writing skills. Carthage, IL: Teaching and Learning Company. HELP math: Teaching math to English language learners. (2009) Digital Directions International Inc. High-Point. National Geographic/ Hampton Brown. Moore, D.W., Short, D.J., Smith, M.W., & Tatum, A.W. (2009). Edge: reading, writing, & language. Carmel, CA: Hampton-Brown/National Geographic School Publishing. Read 180: Reading intervention program. Scholastic. Soar to success reading program. (1999.) Houghton Mifflin. Springdale Public Schools (2009). English language development tool: Differentiating instruction for ELLs: Accessing the curriculum while developing language. ESOL Program Curriculum The curricula for ELLs at all levels of English language proficiency follows both the Arkansas Department of Education Frameworks for English Language Proficiency (2006) and Arkansas Department content frameworks. The ELP Frameworks have been aligned to the English Language Arts and Mathematics Frameworks and are currently being aligned to the Science and Social Studies content frameworks. The ELP frameworks can be found on the district ESOL website ( under Teacher Resources. English Language Development Tool (ELDT) Developed by teachers in the Springdale School District, the English Language Development Tool (ELDT) serves to guide teachers in providing effective differentiation for ELLs so that they may have equal access to grade-level curriculum. Student descriptors, derived from the ELDA Score Interpretation Guide, in the four domains of language at each ELL level are provided in the ELDT. In addition, the ELDT contains teacher behaviors and instructional routines to assist teachers in moving students to the next level of English development in each domain. This tool was designed to be used in conjunction with content area frameworks/tia to enhance the implementation of the Gradual Release of Responsibility (GRR). After establishing the goal of learning and how the goal will be assessed, teachers refer to this tool as they develop instructional routines to meet the instructional goal. The ELDT serves as a guide in making all phases of the lessons accessible to English Language Learners in their classrooms. In addition, the ELDT can be used to assess and chart the growth of students language proficiency in each domain. 22

29 The ELDT has three distinct parts to help teachers in planning. 1. The teacher first identifies students stages of English development in each the four domains of language (listening, speaking, reading and writing). 2. The teacher then uses the tool to identify the behaviors and instructional routines that can be implemented to appropriately overcome the language barrier allowing all students to equally participate. 3. A glossary of instructional routines and a quick reference guide are also included to support teacher planning. Strategy Cards The Strategy Cards are a companion to the ELDT. As teachers refer to the ELDT in order to make curriculum accessible to English Language Learners, the Strategy Cards are available to assist teachers in finding an appropriate instructional routine that works with their educational goal. The Strategy Cards have four parts to help teachers plan instruction: 1. Describe commonly used strategies found in our work with the Gradual Release of Responsibility Instructional Model. 2. List steps in implementing the instructional routine. 3. Differentiations are provided with each strategy to impact a variety of learners. 4. Modifications are provided with each strategy to provide variations to reach all students. Springdale Instructional Model The instructional model used in the district is the Gradual Release of Responsibility (GRR). It is comprised of four phases: focus lesson, guided instruction, collaborative learning, and independent learning. The Gradual Release of Responsibility Model Stages of the Gradual Release of Responsibility Focus Lesson Purpose is established with both content and language goals. The teacher uses I statements to model thinking. Questioning is used to scaffold instruction, not to interrogate students. The lesson includes a decision frame for when to use the skill or strategy. 23

30 The lesson builds metacognitive awareness, especially indicators of success. Focus lessons move to guided instruction, not immediately to independent learning. Guided Instruction Small group arrangements are evident. Grouping changes throughout the semester. The teacher has an active role in guided instruction, not just circulating and assisting individual students. There is a dialogue between learners and the teacher as they begin to apply the skill or strategy. The teacher uses cues and prompts to scaffold understanding when a student makes an error, and does not immediately tell the student the correct answer. Collaborative Learning Small group arrangements are evident. Grouping changes throughout the semester. The concepts students need to complete collaborative tasks have been modeled by the teacher. Students have received guided instruction of the concepts needed to complete collaborative tasks. Independent Learning Students have received modeled, guided, and collaborative learning experiences related to concepts needed to complete independent tasks. Independent tasks extend beyond practice to application and extension of new knowledge. The teacher meets with individual students for conferencing about the independent learning tasks. From: Fisher, D., & Frey, N. (in press). Gradual release of responsibility: An instructional framework for building student independence. Alexandria, VA: Association for Supervision and Curriculum Development. 24

31 ESOL PROGRAM HANDBOOK Section 5 Assessment of ELLs 25

32 Title I of the No Child Left Behind Act of 2001 states that states shall provide an annual assessment of English proficiency of all students with limited English proficiency. Title III of the No Child Left Behind Act of 2001 states that districts must meet annual measurable achievement objectives (AMAOs) for limited English proficient students through development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards. Such annual measurable achievement objectives shall reflect the amount of time an individual child has been enrolled in a language instruction educational program and use consistent methods and measurements to reflect at a minimum, annual increases in the number or percentage of children making progress in learning English, at a minimum, annual increases in the number or percentage of children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency, and making adequate yearly progress for limited English proficient children. Districts that do not meet AMAO are required to notify parents of ESL student of the district s status in achieving AMAOs. Required Assessments for ELLs Criterion Referenced Assessment (Arkansas CRTs-Benchmark and EOC) Assessment is required by Federal law (NCLB, 2001). ELL students who have been in the United States less than one year from the previous year s test date may be exempt. Students must be identified as an ELL to receive accommodations. Literacy and Math are assessed each year in grades 3 8. Science is assessed in grades 5 and 7. Algebra I, Geometry, Algebra II, Biology, and Literacy EOCs are assessed in grades Results are used to measure Adequate Yearly Progress (AYP). Students who have attended U.S. schools for less than one year may have their scores excluded from counting towards AYP. M1 and M2 students (students in the first and second year of monitoring) may be included in the LEP sub-population in making AYP determinations. Norm Referenced Assessments (ITBS, ITED, MAT 8) Assessment is required by state law (Act 35, 2003) for grades K-9. ELL 1s and 2s in grades K-1 can be exempt from the test. ELL 1s in 2 nd grade can be exempt from the test. ELL 1s and 2s in 9 th grade and in U.S. schools for less than two full years can be exempt from the test. ELL students in grades 3-8 participate in a combined CRT and NRT assessment. Students must be identified as an ELL to receive accommodations. 26

33 Annual Assessment of English Language Proficiency (ELDA) Assessment is required to be given annually by Federal law (NCLB, 2001). Required of all ELL students regardless of ESOL services. Administered with accommodations ONLY to students who have specific accommodations outlined in an Individualized Education Plan (IEP). Used to measure the progress of ELL students and to evaluate a district s ESOL program. Used to measure Annual Measurable Achievement Objectives (AMAOs). Descriptors for each language domain of the ELDA can be found on pages of the appendix. Alternative Grading Procedures: When students are in the process of learning English, it is not appropriate to assign grades that indicate failure or needs improvement if language is the only reason. At the same time, it is not appropriate to assign grades that indicate they are doing grade level or satisfactory work if they are not meeting grade level standards. This sends mixed signals to parents and other staff making assessment and placement decisions. Below are the guidelines that should be used when assigning grades to ELLs. English Language Learner Report Cards (K-7) The purposes of the ELL Report Cards are to track and report English acquisition quarterly to parents, teachers, and students throughout all four domains. They supplement the regular report card when English acquisition is not sufficient for student success in the regular classroom. They also provide a reference point for discussing a student s academic standing, act as a diagnostic tool for teachers to use in planning instruction and serve as an addition to permanent records. [A copy of the ELL Report Card can be found on pages of the appendix.] Guidelines and Procedures for ELL Report Cards Should only be used for the first year of education in the United States (except on a case-by-case basis). Use for students who are level 1 or 2, based on MACII or ELDA, when language hinders the classroom teacher from assigning an appropriate grade in a content area other than math. All ELL students get a grade in math. The ELL Report Card is not to be used in math. Use when a student has an N, U, D or F and the student s language is clearly the reason for this unsatisfactory grade. Use with, not in place of, a standard report card. It is not appropriate to assign an E, A, or B for modified work. Students should not be assigned letter grades that signify above grade level work unless they are performing likewise without modifications. Mark ALL areas that are mastered on the report card. For example, with an ELL 1, you would also look for things on the ELL 2 list that a student can do and mark it. Our goal is to move them to the next level in one school year. 27

34 Use the Key at the bottom of the Language Acquisition Report: (+) student is proficient, (-) student is not proficient, and ( ) concept has not been introduced to the student. Mark a (+) in the area above their ELL level when applicable. Do not mark a (-) in the area that is above their ELL level. The ESOL Designee maintains a record of students who have received a D or an F and documentation of failure justification. A copy is placed in the student s permanent file at the end of the year. Staple the ELL report card to the regular report card. [A copy of the ELL report card can be found on page of the appendix.] Grading Guidelines and Procedures for Grades 8-12 A grade of D or F can only be assigned when the student s language is not a barrier to meeting grade level standards. If language is not the barrier, the teacher s lesson plans must reflect that appropriate scaffolding has occurred before assigning a D or F. If the student receives a D or F for their quarterly or semester grade, documentation should be made to show that the appropriate accommodations and scaffolding were provided to the student. The ESOL Designee maintains a record of students who have received a D or an F and documentation of failure justification. A copy is placed in the student s permanent file at the end of the year. 28

35 ESOL PROGRAM HANDBOOK Section 6 Staffing and Professional Development 29

36 Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected alternative language program. 1. All Teachers (e.g., Regular, Special Education, etc.): The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP students in the formal alternative language program, the regular program, the special education program, or any other academic program will receive the training and skills necessary to carry out the selected alternative language program (ESOL). All teachers instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESOL strategies). 2. Alternative Language Program Teachers (ESOL): The district shall staff its alternative language program with teachers certified and endorsed by the state to teach in these programs. Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers and will concurrently require them to work towards full certification or endorsement. Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP students at each school and grade level. Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of alternative language services (i.e., ESOL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing services that are consistent with the district s alternative language (i.e., ESOL) curriculum and academic objectives. Moreover, Title VI requires the district to ensure that any teacher assistants who assist in providing alternative language services will work under the direct supervision of a certified teacher. Training will be provided to the aides on ESOL instructional methodologies where there is heavy reliance on the aide to provide language services or instruction, (i.e., selfcontained special education teachers). Introduction The district is required to ensure that all staff working with ELLs are trained in how to provide appropriate instruction for ELLs. Staff members who serve as the primary teacher in the alternative language program (sheltered, co-taught and pull-out classes) must be have an ESOL endorsement. 30

37 Staff Requirements for Serving ESOL Students 1. ESOL Teachers: Teachers must be highly qualified and ESOL endorsed by the State of Arkansas to teach in the ESOL Program (sheltered, pull-out, and inclusion). Administrative staff assigned to evaluate the performance of ESOL teachers are trained in ESOL methodologies. 2. ESOL Instructional Assistants (IAs): ESOL IAs who assist in providing ESOL services must work under the direct supervision of an endorsed ESOL teacher and receive professional development in effectively working with ELLs. District ESOL Support Services Instructional Facilitators- provide academic support for teachers through professional development, planning, coaching, and reflection on district wide and building level initiatives. Instructional Assistants- provide academic support designed for ELL students needing extra assistance in reading and writing development. Assistance is provided within small groups of students by a classified staff member who works closely with and under the direct supervision of a classroom teacher. Bilingual Assistants- provide academic support to students for brief instructional clarification, support schools in providing communication in the native language to parents/guardians, and are available to assist in school emergencies. Community Liaisons- serve as a link between the community and schools to assist in connecting parents to schools, provide support to students, parents, teachers and administrators, and facilitate community outreach and involvement. ESOL Record Specialists- provide support to schools and designees with ELL record maintenance and the collection and organization of data. ESOL Translators/Interpreters- provide translation and interpretation in Spanish and Marshallese for all schools as needed for parent communication. ESOL Assessors- assess the English proficiency of new and re-enrolling students who have a primary home language other than English so that they may be properly placed in the Springdale School District s educational system. ESOL Registrars- schedule appointments for families of students with a primary home language other than English and help families complete and understand enrollment and assessment materials. ESOL Program Specialists- provide district-level instructional and program support for teachers and administrators in observing, planning, implementing, and reflecting on instructional curricula, district initiatives, and policies pertaining to the ESOL program. ESOL Designees- provide building level support concerning initiatives/policies for ELL students and ESOL data analysis. Designees work closely with Instructional Facilitators, ESOL Program Specialists, and the ESOL Coordinator. District ESOL Program Coordinator oversees District ESOL program. 31

38 District-Wide Leadership for Learning Initiative Since January of 2007, the Springdale School District has been involved in a district-wide initiative that includes all certified staff members and instructional assistants. The initiative is centered on research-based instructional practices and routines that develop English language skills along with content knowledge. We have learned from consultants, Dr. Doug Fisher and Carol Rothenberg, the Gradual Release of Responsibility (GRR), a framework of instructional strategies that is designed to promote academic talk among students in our classrooms. As students talk about their learning and work collaboratively with others, the learning of all students increases. Teachers also meet periodically in small groups, Professional Learning Committees (PLCs), to talk about what they are learning, how they are implementing strategies in the classroom, and how they can improve their instructional skills. All new teachers to the district receive training in implementing the instructional model. Obtaining an ESL Endorsement ESL Academy Springdale participates in the Arkansas Department of Education s (ADE) ESL Academy initiative. The ESL Academy is the last two full weeks of June for 13 consecutive days (103 contact hours) and is conducted from 9:00 a.m. 8:00 p.m. Teachers earn 12 graduate hours 3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language Acquisition and 3 hours of Assessment of English Language Learners. All costs for the Academy are sponsored by the Springdale School District and ADE through federal and state monies. These graduate credits are awarded to the teachers through Arkansas Tech University. In addition to attending the academy, teachers must: Complete a project that demonstrates their understanding of ESOL based on the rubric provided by the university rewarding credit. Pass the ESL Praxis assessment. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license. Once the project is completed and scored, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license. Project Rise Project Rise is implemented by the Department of Curriculum and Instruction in the College of Education and Health Professions at the University of Arkansas with the support of the Arkansas Department of Education. The project provides participating teachers with a staterecognized endorsement in English as a Second Language and pays for tuition and materials for the teachers. Teachers must: Complete four courses spread out over two years. Participate in an on-site program conducted at the teacher s home school. Engage in supervised practicum that is embedded in courses and classroom experiences. 32

39 Be observed by program faculty and receive feedback as they provide services to their LEP students. Pass the Principles of Learning and Teaching test. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license. Once the requirements of the program are completed, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license. University Coursework Teachers may obtain their ESL Endorsement through coursework at universities with an ADE approved program of study. Teachers must: Complete four courses required for ESL Endorsement. Pass the ESL Praxis assessment. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license. Once the necessary courses have been completed, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license. 33

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41 ESOL PROGRAM HANDBOOK Section 7 Exiting and Monitoring of ELLs 35

42 Title VI of Office of Civil Rights requires the district to identify, implement into its policy, and describe the criteria that it will use to determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESOL) services. At a minimum, these criteria should provide for the following: 1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and 2. That students exiting alternative language services (e.g., ESOL) can read, write, speak, and comprehend English well enough to participate meaningfully in the district s program. Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district s program. Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a year. In addition, the language proficiency assessment committee should monitor students who have exited the alternative language program for a two year period and demonstrate that the students are academically successful in the regular classroom. If the student is not performing adequately academically (by objective measurement), the student should be placed back into an appropriate alternative language program. Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have fallen behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district s alternative language program momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited prematurely. Introduction The academic progress of ELL students is monitored yearly by an LPAC at each school. The decisions made by an LPAC are recorded on an Annual Review Form (ARF). When assessment data indicate that a student has reached full English language proficiency, then the ELL may qualify to exit the ESOL program. Once a student meets all exit criteria, their academic progress is monitored for at least two years. 36

43 Criteria for Exiting Students In order for an ELL to be exited from the alternative language program and be reclassified as a Monitored (M1) student, the student must meet the following criteria: Scores of Level 5 in all domains of the English language proficiency assessment. Grades of C or above in core content areas (reading, math, science, English, and social studies) without modifications. A score of proficient in Literacy on the CRT or 40 th percentile on the NRT in Total Reading. Recommendations from two mainstream teachers. Procedures for Exiting Students After the ESOL Record Specialists generate an Annual Review Form (ARF) and collect classroom performance and standardized assessment data, then the LPAC convenes to make a decision about the student s reclassification. If a student meets the exiting criteria and the LPAC determines that the students is to be exited from the ESOL program, the student will be designated an M1, showing that the student is in the first year of monitoring. The ESOL Record Specialist will send a letter notifying parents that their child has met exiting criteria and will be monitored for two years. If a student does not meet the exiting criteria, the student remains classified as an ELL 5. The decision is recorded on the Annual Review Form. A copy of the ARF is sent to the parents by the ESOL Records Specialist. Monitoring Academic Success of Exited Students Procedures for Monitoring M1 and M2 Students The LPAC will convene each fall to monitor the progress of students using a Monitoring Form. [A copy of the Monitoring Form can be found on page 98 of the appendix.] The LPAC will review the following factors: o The student has continued to maintain C or better in core content classes. o The student has continued to maintain CRT literacy assessment scores of Proficient/Advanced or NRT score of higher than 40 th percentile in literacy. If student meets the above factors, the student is considered M2 and will be monitored for an additional year. If a student does not meet the above factors, the LPAC will gather information from the student s teachers using the ELL Academic Update Form (Blue Form). [A copy of the ELL Academic Update Form (Blue Form) can be found on page 100 of the appendix]. If the LPAC determines that a monitored student should be reclassified as an ELL, an intervention plan will be developed and the parents will be notified in writing. 37

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45 ESOL PROGRAM HANDBOOK Section 8 Communication with Parents 39

46 Title VI of Office of Civil Rights requires the district to provide timely notice to the parents or guardian of PHLOTE students of school activities, progress reports and other matters that are brought to the attention of other parents. Specifically, the notices should be provided in a language understood by the parents. Procedures for Communicating with Parents All information, both oral and written, should be given to parents in a language they understand. Only qualified staff members who have been screened at the district level should be translating communication to parents. Building designees are responsible for knowing the proficiency tier of the staff in their building. If the proficiency tier of the staff member is not known, contact the ESOL Office for assistance. Written and Oral Communication: All District forms will be translated into Spanish and Marshallese through the ESOL Office when practical. Forms may be translated in other languages as these resources become available and there is a need. Parents have indicated on the HLS their preference for home language communication. This information can be found on DS1 and on the student enrollment card. Parents may access translated information about district programs and services on the district website. Written communications at each building may be translated by a bilingual building staff member who has been screened at the district level. Requests for district translations may be submitted to the ESOL Office. Allow two weeks for forms to be translated. The ESOL Office has Spanish and Marshallese bilingual staff available from 7:30 a.m. 4:30 p.m., Monday Friday to help with interpretation as necessary. Using students or non-qualified personnel to translate and/or interpret can raise privacy concerns, as well as result in inadequate translations. Therefore, do not use students or adults in this manner. Schools must make available the option of a trained bilingual interpreter for all face to face communication. Tiers of Translation (Written Communication) Services: Tier One Tier Two Tier Three Translator can do simple notes home to parents. In this case, communicating to the parent does not have to be perfect. The purpose of the note can be understood to the degree that the student s meaningful participation in school will not be hampered. Translator has adequate skills to translate most documents to parents but must have someone from Tier Three to proof their work before it is distributed to parents. Translator has the skills to translate all documents to parents and to proof the work of Tier One and Tier Two translators. 40

47 Tiers of Interpretation (Oral Communication) Services: Tier One Tier Two Tier Three Interpreter has the basic skills to communicate with the parents or students on simple matters or situations (i.e. directions, time, social situations). The purpose of the interpretation can be understood to the degree that the student s meaningful participation in school will not be hampered. Interpreter has the skills to interpret in all situations which do not involve serious discipline, special education issues, school suspension or expulsion, and medical/health matters. Interpreter has the skills to interpret in the most sensitive situations. However, training for specific situations will be necessary for the interpreter to be able to communicate the message thoroughly (i.e. special education terminology, suspension appeals terminology and medical terminology). Community Volunteers for Parent Teacher Conferences and Other Events Community Volunteer Interpreters provide assistance during Springdale School District s Parent Teacher Conferences as well as other school activities. Interpreter volunteers are expected to have a command of English as well as the other language they are serving to interpret. All volunteers are introduced to the procedures and expectations of serving as an interpreter for the Springdale School District at the district s Volunteer Interpreter Program (VIP) training. The training prepares interpreters to: Interpret idioms and other forms of English for which a direct translation might not be possible. Serve as a bridge to enhance the communication between teacher and parents. Respect the confidentiality of the topics that will be addressed during conferences and other activities. Volunteers must sign a confidentiality agreement that all information discussed at the conference is to remain confidential. [A copy of the Community Volunteer Interpreter Confidentiality Agreement can be found on page 118 of the appendix.] Offer parents their services as an interpreter. Parent must sign an agreement that they are giving permission for the volunteer to serve as their interpreter. [A copy of the Community Volunteer Interpreter Parent Permission Form can be found on page 119 of the appendix.] This training is provided twice yearly for members of the community volunteering to serve as interpreters for language minority students and their families. The training is conducted by the ESOL Community Volunteer Coordinator. Community volunteers serving as interpreters include parents and family members of students, business leaders, and other concerned citizens. The district s Community Liaisons and building administrators make known the need for interpreters through outreach to the Springdale Chamber of Commerce, the University of Arkansas, local businesses, work places and community and civic organizations. Volunteers wishing to serve as an interpreter in the Springdale School District may contact the ESOL Office at

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49 ESOL PROGRAM HANDBOOK Section 9 Access to All District Programs and Services 43

50 Title VI of Office of Civil Rights requires the District to ensure that LEP students with disabilities (SPED LEP students) are appropriately placed and served with special education or related aids and services and alternative language services. Also, Title VI requires the District to ensure that prior to, or upon the referral of a PHLOTE student for a special education services needs evaluation, the student have a current (i.e., within one year) objective proficiency assessment in the four language areas. Additionally, the district is required to consider language proficiency and cultural background by an appropriate group of people, including at least one person who is knowledgeable about the student s culture (e.g., parent, ESOL teacher, or counselor). Title VI also requires the district to test or evaluate for special education in the language in which the student is objectively known to be proficient (whenever possible). Moreover, the district is required to ensure that parents and guardians of all PHLOTE students needing or believed to need special education or related aids and services are informed about the student s services and rights in a language they can understand. The district is also required under Title VI that LEP students with a disability will receive alternative language services by qualified and appropriately trained staff unless the placement committee determines and documents that such alternative language services are clearly inconsistent with the students identified needs to ensure that the student will have a meaningful education. Title VI requires the district to ensure that LEP students have equal access to the Gifted and Talented (G/T) programs as well as any other programs that are available throughout the district. Introduction It is important to understand that by law ELL students shall have the same access as the general population to all district programs and services, no matter English language proficiency level or number of years in the United States. Special Education Programs ELLs with disabilities will be appropriately placed and served with both special education and ESOL services. Before an ELL student may be referred for special education, the student must have a current (within one year) English language proficiency assessment. 44

51 The following are the district s policies for referring and serving ELLs in a special education setting: At least one person who knows the student and is knowledgeable about English language development and the student s cultural background is involved in the decisions relating to special education referrals and placement. There is no waiting period required before referring an ELL student for a special education evaluation. ELLs in need of special education services, as well as ESOL, receive both services concurrently. ELLs with a disability receive ESOL services by qualified and appropriately trained staff unless the placement committee determines and documents that such services are clearly inconsistent with the student s identified needs. The placement document for every ELL student with disabilities specifies the amount and kind of ESOL services to be received to ensure that the student has a meaningful education. Gifted/Talented Education, Pre-AP and AP Courses PHLOTE and ELL students have equal access to the Gifted and Talented programs, Pre-AP and AP courses at all levels throughout the district. The district provides parents of PHLOTE students the same information (in a language they can understand) about opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP courses that is provided to the parents of native English speakers. Extracurricular and Other Programs PHLOTE and ELL students are provided the same information (in a language they can understand) and opportunities to participate in all special programs and activities as native English speakers are provided. 45

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53 ESOL PROGRAM HANDBOOK Section 10 Maintenance of Records 47

54 Title VI of Office of Civil Rights requires the district to ensure that it will maintain reasonably accurate and complete records regarding the implementation of the alternative language program and the progress of PHLOTE students who participate and exit the program. Maintaining Records Records are maintained regarding ELL services provided. Information and data related to ELL student services can be obtained in one of the following ways. ESOL Office: Hard copies of all testing and records pertaining to a student being identified, assessed, placed, reevaluated, exited, etc., will be kept in an original file in the ESOL Office. Files for students who have left the district are kept in the ESOL office until the students turn 21 years old. Schools: Copies of all records kept in the ESOL files are maintained at each building. These copies are kept at each building level in a yellow folder in the student s cumulative file so staff has ready access to the students records. The ESOL Record Specialist will be responsible for maintaining files at the building level. In no instance should the ESOL school folder be kept in a teacher s classroom. Electronic Database: All data pertaining to a student s English language proficiency will be maintained in a database by the ESOL Office s Database Manager. The data can be accessed by teachers and staff through the Springdale School District data dashboard. Monitoring of Data Working through the ESOL Record Specialists, the ESOL Program Supervisor and Curriculum Specialists will periodically monitor all permanent records to assure that the HLS procedures in the district are in compliance with OCR requirements. 48

55 ESOL PROGRAM HANDBOOK Section 11 Program Evaluation and Modification 49

56 Title VI of Office of Civil Rights requires a district to conduct a periodic annual longitudinal performance evaluation of its alternative language program, in addition to modifying the program as required by the results of its evaluation. Additionally, the No Child Left Behind Act requires school districts to evaluate all of their programs. District Demographics Springdale School District has experienced significant growth in the number of English language learners (ELLs) enrolled in its schools. Fortynine percent of students have been identified as having a Primary Home Language Other Than English (PHLOTE). Within the student population identified as PHLOTEs, 38 home languages are represented. Of these students, 79% speak Spanish in their home, 19% speak Marshallese, and the remaining 1% speak a variety of other languages. Spanish 7893, 79% Top Ten Languages of PHLOTES Marshallese 1857, 19% Laotian 127, 1% Other 1% Vietnamese 38, 1% Hmong 17, 0% Chinese 13, 0% Chuukese 12, 0% Arabic 8, 0% Mandarin 8, 0% Punjabi 8, 0% Yearly Growth of Student Population Figure 1: Top Ten Languages of PHLOTEs % 38.7% 39.4% 42.8% 43.7% 40.7% 42.6% In 2000, ELLs comprised approximately 16% of the total student population, and during the school year ELLs made up 43.7% percent (Figure 2) % 19.6% 22.6% 27% 28.4% 33% Total Student Enrollment ELL Population Percent of Combined Figure 2: Comparison of Student Enrollment and ELL Population by Year 50

57 % of Total Students Tested ELL Language Proficiency Levels The number of English Language Learners at varying degrees of English proficiency has continued to increase. Figure 3 shows the number of ELLs at each English proficiency level for the last six years. The graph only represents students who participated in the ELDA; it does not include the English proficiency level of students who were new to the Springdale School District during each of the years. Six Year Comparison of Composite ELDA Scores Level 1 Level 1 Level 2 Level 2 Level 3 Level 3 Level 4 Level 4 Level 5 Level 5 Total Tested % % % % 112 2% % % % % 156 3% % % % % 249 4% % % % % 421 6% % % % % 466 6% % % % % 597 7% 8204 Figure 3: Comparison of Composite ELDA Scores English Language Learners by Grade Span Limited English Proficiency Students in the Springdale School District Elementary % Middle % At the beginning of the school year there were 20,141 students in the Springdale School District. Of that total, 8,805 were ELLs. 56% of those ELLs were elementary students and 44% were secondary (middle, junior and high school) students. Junior High % Sr. High % Figure 4: LEP Students by Grade Span 51

58 Number of Students Number of Students Initial Assessment of PHLOTES Upon enrollment in the district, ELL students are tested to determine their proficiency in English language and, when applicable, math and Spanish. These scores assist teachers and administrators in determining the appropriate placement and interventions for incoming ELLs. Initial Language Proficiency Assessment The English language proficiency of incoming students during the school year varied widely. Figure 5 shows the MAC II assessment data for incoming students in grades K-5, 6-7, 8-9, and A majority of these new enrollees were found to be ELL 3s based on the MAC IIA assessment MAC II English Language Assessment Data for All New Students ELL 1 ELL 2 ELL 3 ELL 4 FEPa TOTAL Grades K Grades Grades Grades TOTAL Figure 5: Results of MAC II English Assessment of New Students Basic Math Assessment ELL students in grades 2-12 who are new to the district participate in the EAMEs math assessment in either English or Spanish to determine their math proficiency. EAMES scores are based on grade-level equivalency, up to an 8 th grade proficiency level. Figure 6 represents the EAMEs math scores of incoming ELLs during the school year. Seventy-two percent of incoming secondary (grades 9-12) ELLs scored at least two or more years below their grade level EAMEs Math Scores for Students New to the District EAMEs test Grade Level Score Grades 2-5 Grades 6-8 Grades 9-12 Figure 6: Results of EAMEs Math Assessment of New Students

59 Percent of Students Tested Native Language Assessment Newly-enrolled ELLs in grades two through twelve who speak Spanish as a native language are given the Spanish LAS exam to determine their proficiency in Spanish literacy. Research has indicated that students native language literacy has a direct correlation to their success in learning a new language. The results of the Spanish LAS exams for students new to the district can be found in Figure 7. This figure shows 80.9% of all incoming Spanish speakers were not literate or had limited literacy in Spanish. 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Spanish LAS Scores for Incoming PHLOTES Grade 2-5 Grade 6-8 Grade 9-12 District Not Literate 31.6% 44.2% 16.4% 29.4% Limited Literacy 65.8% 46.5% 45.5% 51.5% Literate 2.6% 9.3% 38.2% 19.1% Figure 7: Results of Spanish LAS for New Students Waived Services All students who enroll in the district and are determined to be ELLs are placed in an Alternative Language Program (ALP) based on their English language needs. According to Title VI of the Office of Civil Rights (OCR), parents have the right to waive services for their child. Figure 8 denotes that alternative language services were waived for 13 ELLs during the school year. This represents 0.16% of the total ELLs served in the Springdale School District. Alternative Language Services Waived Students with Waivers, 0.16% Figure 8: Alternative Language Services Waived for

60 State and Federal Accountability The Springdale School District is responsible for the English language development and academic proficiency of LEP students by the Arkansas Department of Education and the No Child Left Behind Act (NCLB). Progress is measured by: 1. AMAOs: Annual Measureable Achievement Objectives of English language proficiency. 2. AYP: Adequate Yearly Progress of academic proficiency. Annual Measureable Achievement Objectives (AMAOs) There are three objectives that must be met by the district to achieve AMAOs: AMAO Target #1: The district must advance a percentage of students from one language proficiency level to another. AMAO Target #2: A percentage of students must attain full proficiency in English. AMAO Target #3: ELL students must meet Adequate Yearly Progress (AYP) based on achievement levels in reading and math determined by the Benchmark and EOC exams. The targets change annually as shown in Figure 9 below. School Year AMAO Target #1: AMAO Target #2: % 3.5% % 4.0% % 4.5% % 5.0% AMAO Target # 3: AYP for the LEP Subgroup Figure 9: Arkansas Title III AMAO Targets District AMAO Results Over the past three years, Springdale School District has successfully met the first two AMAO targets, as shown in Figure 10. During the school year, 34.56% of the district s ELLs advanced from one language proficiency to another, meeting the 27% goal. Over five percent of ELLs attained full proficiency in English, exceeding the 3.0% target. Springdale School District did not meet the third AMAO during the school year. The district did not meet AYP standards in the LEP subgroup on the literacy portion of the Benchmark exam in grades nine through twelve. School Year AMAO Target #1 AMAO Target #2 AMAO Target #3 Did not meet AYP for Goal: 25% Goal 2% LEP subgroup 6-8 Met: 43.9% Met: 4.1% Literacy Goal: 26% Met: 38.9% Goal: 27% Met: 34.56% Goal: 28% Met: 33.65% Goal 2.5% Met: 4.38% Goal 3% Met: 5.50% Goal 3.5% Met: 5.76% Figure 10: AMAO Results for Springdale School District Did not meet AYP for LEP subgroup 3-5 and 6-8 Literacy. Did not meet AYP for LEP subgroup 9-12 Literacy. Did not meet AYP for LEP subgroup 6-8 Literacy & 3-8 Math, Algebra & Geometry 54

61 Number of Students Number of Students District Accountability The Springdale School District s objectives are that: 1. Students will attain full English proficiency, gaining one proficiency level each year, as measured by the English Language Development Assessment (ELDA). 2. Students will achieve grade level academic performance as measured by the Arkansas Benchmark and End of Course Assessments. English Language Proficiency Growth District ELL Growth by Composite Score ELDA Spring 2012 The Springdale District s objective is for 100% of ELLs to grow one English proficiency level every school year. In , approximately 32.2% of students in grades K-12 met this goal. Figure 11 indicates students growing one level or more as measured by the ELDA. Only students having two consecutive years of ELDA data are included % 39.4% 44.1% 15.3% 32.2% 0 Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested ELL 1 ELL 2 ELL 3 ELL 4 Total Tested Student count Showed Growth Figure 11: District ELL Growth by Composite Score 5000 District ELL Growth by Composite Score for Grades K-5 ELDA Spring 2012 Figures 12, 13, 14 and 15 represent students growth according to English language level and grade span. At the elementary school level, the largest group of students to show growth was ELL 2s, with 484 students progressing to level 3 or higher Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested ELL 1 ELL 2 ELL 3 ELL 4 Total Tested Grades K Showed Growth Figure 12: Grades K-5 ELL Grow 55

62 Number of Students Number of Students Number of Students District ELL Growth by Composite Score for Grades 6-7 ELDA Spring At the middle school level, the greatest number of students to show growth was ELL 3s, with 226 students progressing to level Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested ELL 1 ELL 2 ELL 3 ELL 4 Total Tested Grades Showed Growth Figure 13: Grades 6-7 ELL Growth District ELL Growth by Composite Score for Grades 8-9 ELDA Spring At the junior high level, the greatest number of students to show growth was ELL 3s, with 161 students progressing to level 4 or higher Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested ELL 1 ELL 2 ELL 3 ELL 4 Total Tested Grades Showed Growth Figure 14: Grades 8-9 ELL Growth District ELL Growth by Composite Score for Grades ELDA Spring 2012 At the high school level, the greatest number of students to show growth was ELL 4s, with 171 students progressing to level Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested Showed Growth Tested ELL 1 ELL 2 ELL 3 ELL 4 Total Tested Grades Showed Growth 56 Figure 15: Grades ELL Growth

63 Percent of LEP Population Long-Term English Language Learners Long-term ELLs have attended school in the United States for six or more years, therefore, long-term ELLs include students in grades 6-12 only. Students designated as long-term are not making the expected growth of one English language proficiency level each year. Figure 16 shows that 76.7% of ELLs in grades 6-12 are long-term. The highest percentage of long-term students is at the middle school level, with 81.3% of ELLs considered long-term. Figure 17 indicates the Springdale School District s long-term ELLs by level. Sixty-three percent of long term ELLs in our district are level 4 or 5 according to the ELDA. The remaining thirty-seven percent continue to score at a level 1, 2 or 3. Figure 18 indicates the number of students at each English proficiency level and the number of years the students have been in U.S. schools. Of the 2,262 secondary students who have been identified as long-term, 1,734 have been in the U.S. for 8 or more years Middle School Junior High High School Total Grades 6-12 ELL 6+ years Total ELLs Percent of ELL Population 81.3% 78.6% 70.6% 76.7% ELL5 LT % ELLs in the U.S. for Six or More Years Long Term ELL Students by ELL Level ELL1 LT 148 5% ELL4 LT % ELL2 LT % ELL3 LT % Figure 16 and 17: ELLs in U.S. Schools for Six or More Years Consecutively by Grade Span and Level Long Term ELLs Number Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Year 14 ELL1 LT ELL2 LT ELL3 LT ELL4 LT ELL5 LT Total Figure 18: ELLs in U.S. Schools for Six or More Years Consecutively by ELL Level 57

64 Percent Proficient and Advanced Percent Proficient and Advanced ELL Academic Achievement The second objective of the Springdale School District ESOL program is that all students classified as English language learners (ELL) will attain academic proficiency. In grades 3 through 8, this can be measured by scoring proficient or advanced on the Augmented Benchmark Examinations in literacy and mathematics. Figure 19 illustrates that the percentage of ELLs scoring proficient or advanced on the Benchmark in Literacy has increased greatly over the last 5 years. In 2012, grades 3 through 5, 36.8% more ELLs demonstrated proficiency than in 2008 in Literacy. On the 2012 exam in grades 6 through 8, 38.3% more of Springdale s ELL are demonstrating academic proficiency in literacy than in Figure 20 shows a similar trend in mathematics, with 21.17% more ELLs in the district scoring proficient or advanced on the 2012 Benchmark in mathematics than in % Percent Proficient or Advanced in Literacy Grades % 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Combined General Population District ELL Combined Population 3-5 ELL 3-5 Combined Population % 34.8% 48.8% 38.6% 59.2% 29.7% % 42.1% 62.3% 44.1% 64.4% 39.4% % 55.5% 71.1% 58.8% 72.0% 51.2% % 63.4% 76.3% 67.1% 74.3% 58.5% % 72.1% 82.9% 75.4% 80.1% 68.0% ELL % Figure 19: Performance on State Literacy Assessments Percent Proficient or Advanced in Math Grades % 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% District General Population District ELL Combined Population 3-5 ELL 3-5 Combined Population % 46.4% 69.5% 53.1% 66.5% 37.6% % 53.7% 72.2% 60.9% 65.0% 43.8% % 61.0% 76.5% 67.0% 69.9% 53.0% % 63.2% 77.7% 71.7% 68.4% 56.3% % 68.1% 79.9% 71.5% 75.2% 63.8% ELL 6-8 Figure 20: Performance on State Math Assessments

65 Percent Proficient and Advanced The Arkansas End-of-Course Examinations are unique in that students included in the mathematics portion of the Benchmark exams may also be tested and counted in the Algebra I End-of-Course Examination or Geometry End-of-Course Examinations if they are taking Algebra 1 in grades 6 through 8 or Geometry in grades 8 and 9. Some students are counted in both sets of data. Figure 21 displays the district EOC data for Literacy, Algebra 1, and Geometry from 2008 until The Grade 11 Literacy Examination is given to all students enrolled in an 11 th grade English course or its equivalent who have not previously taken the Grade 11 Literacy Examination. If the student does not score at or above the proficient level on the Literacy Exam, he/she must complete remediation to earn English 11 credit. In the past 5 years, the ELL population showed an overall increase on the Grade 11 Literacy Examination from 27.8% to 30.8%. All students enrolled in Algebra 1 in Arkansas must take and receive a passing score on the Algebra I End-of-Course Examination to obtain credit for Algebra 1 and graduate from an Arkansas high school. Multiple opportunities for remediation and retesting are provided if a student is unsuccessful, but the student s score is only counted in the school/district data on the first exam taken. Multiple exams are not incorporated into the current year s data. In the past 5 years on the Algebra I End-of-Course Examination, the percentage of students classified as ELL scoring proficient or advanced has increased from 40.8% of ELLs to 69.9%. This is an increase of 29.1% in ELL s performance. The Geometry End-of-Course Examination is given to all students enrolled in Geometry who have not previously been tested in Geometry. If the student does not meet the passing score on the Geometry End-of-Course Examination, he/she must complete remediation before credit is granted for the Geometry course. Students are not required to retest. In Geometry, ELLs showed an overall increase of 11% for ELLs tested during the same 5 year time frame. The Grade 11 Literacy Examination in the ELL population showed an overall increase from 27.8% to 30.8% during the 5 year time frame. 90.0% Percent Proficient or Advanced on EOC 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Algebra District Combined Pop Algebra District ELL Geometry District Combined Pop Geometry District ELL Literacy District Combined Pop Literacy District ELL % 40.8% 64.6% 39.1% 58.4% 27.8% % 47.6% 71.5% 32.0% 57.2% 10.5% % 62.2% 71.4% 42.1% 59.7% 13.8% % 60.9% 75.8% 52.3% 61.8% 21.9% % 69.9% 76.4% 50.1% 67.3% 30.8% Figure 21: Performance on State EOC Assessments

66 Number of Teachers Staffing and Professional Development The district is required to ensure that all staff working with ELLs are trained in how to provide appropriate instruction for ELLs. Staff members who serve as the primary teacher in the alternative language program (sheltered and pull-out classes) must have an ESOL endorsement. Figure 22 shows the number of teachers in the district who had their ESOL endorsement in the fall semester of % of Springdale School District s certified staff members were endorsed Endorsements and Training of Staff Fall 2012 Elementary Middle School Junior High High School District Positions Certified Staff ESOL Endorsed Staff % ESL Academy Participants % ELI Particpants % Project Teach Them All Participants % Other % Total Figure 22: Staff Members ESOL Endorsed, ESL Academy, ELI Trained and Project Teach Them All Participants The ESOL program also provides support staff to schools to ensure that the program goals and objectives are met. Figure 23 lists the numbers of staff members who serve the district. Position Number of Staff Members Instructional Facilitators 46 ESL Instructional Assistants 26 Bilingual Instructional Assistants 29 Community Liaisons 4 Records Specialists 7 Translators 2 Assessors 2 ESL Registrars 2 Program Specialists 5 Designees 26 Program Coordinator 1 Figure 23: Positions and Numbers of ESOL Staff Members 60

67 Number of Students / Percent of PHLOTE Population Number of Students/Percent of LEP Population Exiting and Reclassifying Students must meet Arkansas Department of Education guidelines for exiting the ESOL program. Figure 24 indicates the number of students exited from Of the 8,805 students served in the ESOL program, 3.7% exited during the school year LEP Students Exited from ESOL Program by Year % % 2.7% 2.01% 0.75% 1.2% Number exited Total LEP Students Exited from ESOL Program by Language Figure 24: Exited LEP Students Spanish % Marshallese 16 6% Figure 25 represents the number of students exited from the ESOL program by language for the school year. Eighty-eight percent of the students exited had a home language of Spanish. Six percent of exited students had a home language of Marshallese. Other 12 4% Figure 25: Exited Students by Language ESOL Program Monitored Students The district monitors students who have been exited from the ESOL program. In the fall of 2012, 326 students were exited. These students were classified as M1, indicating that they were in their first year of being monitored. The monitoring process tracks students academic achievement for two years to ensure continued success % % M 1 M 2 Years Monitored Figure 26: ESOL Monitored Students

68 Number of Students Access to All District Programs ELL students shall have the same access as the general population to all district programs and services regardless of English language proficiency level or number of years in the United States. Currently, language minority students make up just over 24.7% of the students who participate in the district s Gifted and Talented program (Figure 27). Of the district s 1,781 students who receive special education services, 42.8% are language minority students. Approximately 33.5% of students participating in Advanced Placement courses are language minority students. Of the 1,759 students who participate in athletics, approximately 34.7% are language minority students Language Minority Participation in Special Programs % % 33.5% 34.7% GT SPED AP class Athletics Total Participants Non LMS Participants LMS Participants Figure 27: Language Minority Student Participation in Special Programs

69 ESOL PROGRAM HANDBOOK Appendix 63

70 Acronym Meaning ESOL Acronyms ALP Alternative language program AMAOs Annual measurable achievement objectives ARF Annual review form AYP Adequate yearly progress BICS Basic interpersonal cognitive skills CALP Cognitive academic language proficiency CRT Criterion referenced tests (e.g., Benchmark/EOC) EAMEs Entry assessment mathematics evaluation ECL English competency level ELAAP English language acquisition and academic plan ELD English language development ELDA English language development assessment ELDT English language development tool ELL English language learner EOC End of course EPT English proficiency test ERF Exit and reclassification form ESEA Elementary and secondary education act ESL English as a second language method of instruction ESOL English to speakers of other languages FEP Fluent English proficient GRRM Gradual release of responsibility model GRRT Gradual release of responsibility tool HLS Home language survey IF Instructional facilitator IPF Initial placement form ITBS Iowa test of basic skills LAS Language assessment scales our former English proficiency test L1/L2 L1 = primary or first language. L2 = second language LEP Limited English proficient synonym of ELL but has more negative connotation LMS Language minority student synonym of PHLOTE but has a more negative connotation LPAC Language placement and assessment committee MAC II Maculaitis our English proficiency test NCLB No child left behind NRT Norm referenced test (e.g., SAT 10) OCR Office of civil rights PHLOTES Primary home language other than English students PSI Parent student interview SIOP Sheltered instruction observation protocol a model SOLOM Student Oral Language Observation Matrix TESOL Teaching English to speakers of other languages 64

71 Home Language Survey 65

72 PARENT-STUDENT INTERVIEW * ENTREVISTA PADRE ESTUDIANTE Springdale Public Schools * Escuelas Públicas de Springdale **Form to be completed by interviewer in English with student and family present **Esta forma debe llenaria el entrevistador en ingles cuando el estudiante y su familia estén presentes Student s Name: Date: Native Language: Nombre del Estudiante Fecha Idioma Nativo Student ID # Date of Birth: Place of Birth: Número de Identificación del Estudiante Fecha de Nacimiento Lugar de Nacimiento Address: Telephone: Dirección Teléfono Date arrived to USA: Date first enrolled in US schools: Fecha en la que el estudiante llegó a USA Fecha en la que el estudiante fue inscrito en las escuelas de USA In the following blanks, write the city/state if the school the student attended: Por favor escriba la Ciudad y el Estado de las escuelas a las que ha asistido el estudiante Grade / Grado City, State Ciudad, Estado Grade / Grado City, State Ciudad, Estado Kinder Even for a short period of time has your child ever been in school in Rogers, Springdale, or Fayetteville, Arkansas? Ha estado su hijo en alguna escuela de Rogers, Springdale, Fayetteville, Arkansas aunque sea por un corto period de tiempo? 2. In what language is your child most proficient? Why? En qué idioma tiene más conocimiento el estudiante? Por qué? 3. In his/her native language, how does your child? speak well/average/poor read well/average/poor write well/everage/poor En su idioma nativo, cómo habla bien/regular/mal lee bien/regular/mal escribe bien/regular/mal 4. Has your child ever studied English? For how long? Ha estudiado su hijo inglés alguna vez? Por cuánto tiempo? 5. Has your child ever been enrolled in an Alternative Language Program? If so, circle program ESL Bilingual Dual Alguna vez ha estado inscrito su hijo en algún Programa de Lenguaje Alternativo? Si es así, indique en qué programa ESL Bilingüe Dual 6. Has your child ever been tested for speech difficulties? If yes, explain Alguna vez ha sido su hijo evaluado por problemas del habla? Si es así, explique 7. Does your child have any learning disabilities? If yes, explain Tiene su hijo algún problema de aprendizaje? Si es así, explique 8. Has your child ever received Special Education Services? If yes, explain Alguna vez ha recibido su hijo Servicios de Educación Especial? Si es así, explique 9. Other than learning disabilities, does your child have special needs? If yes, explain Fuera de problemas de aprendizaje Tiene su hijo alguna necesidad especial? Si es así, explique 10. Are you concerned about any health or mental conditions with any of your children? If yes, exlain Está preocupado por el desarrollo físico o intelectual de alguno de sus hijos? Si es así, explique 11. What is the highest level of education for each parent? [Circle number and/or fill in the blanks.] Cuál es el nivel de educación de los padres? [Circule el número y/o llene el espacio] Mother/Guardian Madre/Tutora Father/Guardian Padre/Tutor K HS Diploma/GED K HS Diploma/GED University or technical school-# of years University or technical school-# of years Universidad o escuela técnica # de años Universidad o escuela técnica # de años Holds degree/title/certification-list type Holds degree/title/certification-list type Tiene Título/Certificado, que tipo Tiene Título/Certificado, que tipo UNKNOWN No se sabe UNKNOWN No se sabe Parent/Guardian signature Firma del Padre/Tutor Interviewer signature Firma del Entrevistador 66

73 67

74 68

75 MAC II Competency Level Clusters for Grades K-1 69

76 MAC II Competency Level Clusters for Grades

77 MAC II Competency Level Clusters for Grades

78 MAC II Competency Level Clusters for Grades

79 MAC II Competency Level Clusters for Grades

80 Parent Notification Form (PNF) Page 1 74

81 Parent Notification Form (PNF) Page 2 for Grades K-5 75

82 Parent Notification Form (PNF) Page 2 for Grades

83 Parent Notification Form (PNF) Page 2 for Grades

84 ALP Waiver Form 78

85 ELL Placement Form for Grade K 79

86 ELL Placement Form for Grades

87 ELL Placement Form for Grades

88 Initial Placement Form (IPF) Kindergarten INITIAL LANGUAGE PLACEMENT COMMITTEE RECOMMENDATION FORM Springdale School District Kindergarten Students SCHOOL: STUDENT ID# GRADE: DATE: NAME: DOB: AGE: RACE: GENDER: NATIVE LANGUAGE: BIRTHPLACE: YEARS IN USA SCHOOLS: BASIC ORAL PROFICIENCY TEST DATA for the MAC II P: Score Level Fluency Description 4 Fluent Shows sufficient proficiency in spoken English to participate in a mainstream kindergarten class. 3 2 Developing Fluency Emerging Fluency Has a developing knowledge of spoken English but may lack sufficient proficiency to respond to all of the social and academic language demands of the mainstream kindergarten classroom. Has a beginning knowledge of spoken English, including an ability to name some common objects, but, without additional support, would be unable to respond to many of the social and academic language demands of the mainstream kindergarten classroom. 1 No Fluency Demonstrates little to no knowledge of English LANGUAGE PLACEMENT AND ASSESSMENT COMMITTEE DECISION: English Acquisition Assistance Sheltered English Immersion Small Group Instruction Inclusion Extended Day In addition to standard instruction, English Acquisition Assistance will be provided by ALL classroom teachers and supporting personnel. Special Education services will be provided in addition to this assistance when student has an IEP. Signature of ESOL Designee Signature of Counselor Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of ESOL Program Specialist Signature of Other Date **Classroom modifications and standardized assessment accommodations are on page 2 of this form. Original-ESL Office Yellow School ESL file Pink Parent Revised 03/14/11 82

89 Initial Placement Form (IPF) Elementary INITIAL LANGUAGE PLACEMENT COMMITTEE RECOMMENDATION FORM Springdale School District Elementary Schools SCHOOL : STUDENT ID# GRADE: DATE : RACE: GENDER:, DOB: AGE: CONSEC. YRS IN USA SCHOOLS: (LAST NAME) (FIRST NAME) NATIVE LANGUAGE : BIRTHPLACE: CUMULATIVE YRS. IN USA SCHOOLS : Screening Test MAC II S1 Date: Scores: Levels 1 & 2 S/L: Too Limited to cont. R/W: testing in English Level 3 Literacy capable to cont. testing w/ MAC II MAC II TEST DATA: FORM DATE ( STD ) -- English Competency Level LEVEL OVERALL ELL LEVEL SPEAKING LISTENING R EADING WRITING DRP/STANINE ORAL LEVEL/ LITERACY LEVEL EAMES MATH Language: Date: Grade level: Raw Score: S PANISH LITERACY TEST DATA: Form: Date: READING WRITING R/W LVL Literacy Level Score: Score: Level: Level : LANGUAGE PLACEMENT AND ASSESSMENT COMMITTEE DECISION: English Acquisition Assistance Classroom Teacher Small Group Instruction Inclusion Extended Day In addition to standard instruction, English Acquisition Assistance will be p rovided by ALL classroom teachers and supporting staff. Signature of ESOL Designee Signature of Counselor Signature of ES O L Program Specialist Signature of Building ES O L Teacher Signature of Classroom Teacher Signature of Other Date Special Education services will be provided in addition to this assistance when student has an IEP. SPED Classroom modifications and standardized assessment accommodation s are on page 2 of this form. Original -- ES O L Office Yellow School ES O L File Pink Parent 83

90 Initial Placement Form (IPF) Middle School INITIAL LANGUAGE PLACEMENT COMMITTEE RECOMMENDATION FORM Springdale School District Middle Schools SCHOOL: STUDENT ID# GRADE: DATE: RACE: GENDER:, DOB: AGE: CONSEC. YRS IN USA SCHOOLS: (LAST NAME) (FIRST NAME) NATIVE LANGUAGE: BIRTHPLACE: CUMULATIVE YRS. IN USA SCHOOLS: Screening Test MAC II S1 Date: Scores: S/L: Levels 1 & 2 Too Limited to cont. testing in English R/W: Level 3 Literacy capable to cont. testing w/ MAC II MAC II TEST DATA: SPEAKING FORM DATE RAW STD ECL ELL LEVEL OVERALL ELL LEVEL LISTENING READING WRITING DRP/STANINE ORAL LEVEL/LITERACY LEVEL EAMES MATH Language: Date: Grade level: Raw Score: SPANISH Form: Date: READING WRITING R/W LVL Literacy Level LITERACY Score: Score: TEST DATA: Level: Level: LANGUAGE PLACEMENT AND ASSESSMENT COMMITTEE DECISION: SHELTERED SETTING INCLUSION REGULAR SETTING English X English English New Arrival Center/NAC Math Math Math Science Science Science Social Studies Social Science Social Science Read 180 In addition to standard instruction, English Acquisition Assistance will be provided by ALL classroom teachers and supporting staff. Signature of ESOL Designee Signature of Counselor Signature of ESOL Program Specialist Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other Date Special Education services will be provided in addition to this assistance when student has an IEP. SPED Classroom modifications and standardized assessment accommodations are on page 2 of this form. Original -- ESOL Office Yellow School ESOL File Pink Parent Revised 03/14/11 84

91 Initial Placement Form (IPF) Secondary School INITIAL LANGUAGE PLACEMENT COMMITTEE RECOMMENDATION FORM Springdale School District Secondary Schools SCHOOL: STUDENT ID# GRADE: DATE: RACE: GENDER:, DOB: AGE: CONSEC. YRS IN USA SCHOOLS: (LAST NAME) (FIRST NAME) NATIVE LANGUAGE: BIRTHPLACE: CUMULATIVE YRS. IN USA SCHOOLS: Screening Test MAC II S1 Date: Scores: S/L: Levels 1 & 2 Too Limited to cont. testing in English R/W: Level 3 Literacy capable to cont. testing w/ MAC II MAC II TEST DATA: SPEAKING FORM DATE RAW STD ECL ELL LEVEL OVERALL ELL LEVEL LISTENING READING WRITING DRP/STANINE ORAL LEVEL/LITERACY LEVEL EAMES MATH Language: Date: Grade level: Raw Score: SPANISH LITERACY TEST DATA: Form: Date: READING WRITING R/W LVL Literacy Level Score: Score: Level: Level: LANGUAGE PLACEMENT AND ASSESSMENT COMMITTEE DECISION: SHELTERED SETTING REGULAR SETTING English I II III English Language Academy Math Math Science Science Social Science Social Science Read 180 In addition to standard instruction, English Acquisition Assistance will be provided by ALL classroom teachers and supporting staff. Signature of ESOL Designee Signature of Counselor Signature of ESOL Program Specialist Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other Date Special Education services will be provided in addition to this assistance when student has an IEP. SPED Classroom modifications and standardized assessment accommodations are on page 2 of this form. Original -- ESOL Office Yellow School ESOL File Pink Parent Revised 03/14/11 85

92 Annual Review Form (ARF) for Grades

93 Annual Review Form (ARF) for Grades

94 Annual Review Form (ARF) for Grades

95 Teacher Scaffolding and Assessment Accommodations (K only) 89

96 Teacher Scaffolding and Assessment Accommodations (1-2) 90

97 Teacher Scaffolding and Assessment Accommodations (3-8) 91

98 Teacher Scaffolding and Assessment Accommodations (9-12) 92

99 Placement & Accommodation Modification Form Grades K-2 LPAC Placement and Accommodation Modification Form (K-2) Springdale School District STUDENT ID#: LAST NAME: FIRST NAME: SCHOOL: GRADE: CURRENT ELL LEVEL: PLACEMENT CHANGE TESTING DECISION CHANGE ACCOMMODATION CHANGE Original Placement Decision Original Testing Decision Original Accommodations Decision RECOMMENDED CHANGES TO ESL SERVICES Sheltered English Immersion Small Group Instruction Inclusion Extended Day RECOMMENDED CHANGES TO STANDARDIZED TESTING AND ACCOMMODATIONS Decisions: Grades: K-2 Only ITBS ITBS w/accommodations Exempt from ITBS (ELL 1 & 2 students K-1 and only ELL 1 for 2 nd grade) Accommodations: (check only those which are being used daily when assessing students.) ET (Extended Time) WTWD (Word to Word Dictionary) IS (Individualized Seating) PREF (Preferential Seating) SMGT (Small Group Testing) INT (Individual Testing) RMT/RWT/RST (Reading of the Math/ Writing/Science Test in English) NB (Noise Buffer) Please note the reason(s) for changing the student s placement, testing or accommodations: Signature of ESOL Designee Signature of Counselor Signature of ESOL Curriculum Specialist Date Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other 93

100 Placement & Accommodation Modification Form Grades 3-5 LPAC Placement and Accommodation Modification Form (3-5) Springdale School District STUDENT ID#: LAST NAME: FIRST NAME: SCHOOL: GRADE: CURRENT ELL LEVEL: PLACEMENT CHANGE TESTING DECISION CHANGE ACCOMMODATION CHANGE Original Placement Decision Original Testing Decision Original Accommodations Decision RECOMMENDED ESL SERVICES? Sheltered English Immersion? Small Group Instruction? Inclusion? Extended Day RECOMMENDED CHANGES TO STANDARDIZED TESTING AND ACCOMMODATIONS Decisions: Grades: 3-5 Only AUGMENTED BENCHMARK AUGMENTED BENCHMARK w/accommodations LITERACY EXEMPT (Student can be exempt from the literacy one time only if been in the U.S. less than 12 months) Accommodations: (check only those which are being used daily when assessing students.) ET (Extended Time) SMGT (Small Group Testing) WTWD (Word to Word Dictionary) IS (Individualized Seating) PREF (Preferential Seating) INT (Individual Testing) RMT/RWT/RST (Reading of the Math/ Writing/Science Test in English) NB (Noise Buffer) Please note the reason(s) for changing the student s placement, testing or accommodations: Signature of ESOL Designee Signature of Counselor Signature of ESOL Curriculum Specialist Date Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other 94

101 Placement & Accommodation Modification Form Grades 6-7 LPAC Placement and Accommodation Modification Form (6-7 th Grade) Springdale School District STUDENT ID#: LAST NAME: FIRST NAME: SCHOOL: GRADE: CURRENT ELL LEVEL: PLACEMENT CHANGE TESTING DECISION CHANGE ACCOMMODATION CHANGE Original Placement Decision Original Testing Decision Original Accommodations Decision RECOMMENDED ESL SERVICES Sheltered Inclusion Regular/Mainstream English x English English Math Math Math Science Science Science Soc. Studies Soc. Studies Soc. Studies Read 180 RECOMMENDED CHANGES TO STANDARDIZED TESTING AND ACCOMMODATIONS Decisions: Grades: 6-7 Augmented Benchmark Augmented Benchmark w/accommodations Literacy EXEMPT (Student can be exempt from the literacy one time only if been in the U.S. less than 12 months) Accommodations: (check only those which are being used daily when assessing students.) ET (Extended Time) SMGT (Small Group Testing) WTWD (Word to Word Dictionary) IS (Individualized Seating) PREF (Preferential Seating) INT (Individual Testing) RMT/RWT/RST (Reading of the Math/ Writing/Science Test in English) NB (Noise Buffer) Please note the reason(s) for changing the student s placement, testing or accommodations: Signature of ESOL Designee Signature of Counselor Signature of ESOL Curriculum Specialist Date Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other 95

102 Placement & Accommodation Modification Form Grades 8 th Only LPAC Placement and Accommodation Modification Form (8 th grade) Springdale School District STUDENT ID#: LAST NAME: FIRST NAME: SCHOOL: GRADE: CURRENT ELL LEVEL: PLACEMENT CHANGE TESTING DECISION CHANGE ACCOMMODATION CHANGE Original Placement Decision Original Testing Decision Original Accommodations Decision Decisions: Grades: 8 Sheltered Language Academy English I II III Math Science Soc. Studies Read 180 RECOMMENDED ESL SERVICES Regular/Mainstream English Math Science Soc. Studies RECOMMENDED CHANGES TO STANDARDIZED TESTING AND ACCOMMODATIONS Augmented Benchmark Augmented Benchmark w/accommodations Literacy EXEMPT (Student can be exempt from the literacy one time only if been in the U.S. less than 12 months) EOC: Algebra I: Geometry: EOC w/accommodations Accommodations: (check only those which are being used daily when assessing students.) ET (Extended Time) SMGT (Small Group Testing) WTWD (Word to Word Dictionary) IS (Individualized Seating) PREF (Preferential Seating) INT (Individual Testing) RMT/RWT/RST (Reading of the Math/ Writing/Science Test in English) NB (Noise Buffer) Please note the reason(s) for changing the student s placement, testing or accommodations: Signature of ESOL Designee Signature of Counselor Signature of ESOL Curriculum Specialist Date Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other 96

103 Placement & Accommodation Modification Form Grades 9-12 LPAC Placement and Accommodation Modification Form (9-12) Springdale School District STUDENT ID#: LAST NAME: FIRST NAME: SCHOOL: GRADE: CURRENT ELL LEVEL: PLACEMENT CHANGE TESTING DECISION CHANGE ACCOMMODATION CHANGE Original Placement Decision Original Testing Decision Original Accommodations Decision Decisions: Sheltered Language Academy English I II III Math Science Soc. Studies Read 180 RECOMMENDED ESL SERVICES Regular/Mainstream English Math Science Soc. Studies RECOMMENDED CHANGES TO STANDARDIZED TESTING AND ACCOMMODATIONS Grades: 9-12 Only ITED ITED w/accommodations Exempt from ITED (ONLY ELL 1 & 2 students who have been in the US for less than 2 full years) EOC: Literacy: Biology: Algebra I: Algebra II: Geometry: Literacy EXEMPT: (Student can be exempt from the literacy one time only if been in the U.S. less than 12 months) EOC w/accommodations Accommodations: (check only those which are being used daily when assessing students.) ET (Extended Time) SMGT (Small Group Testing) WTWD (Word to Word Dictionary) IS (Individualized Seating) PREF (Preferential Seating) INT (Individual Testing) RMT/RWT/RST (Reading of the Math/ Writing/Science Test in English) NB (Noise Buffer) Please note the reason(s) for changing the student s placement, testing or accommodations: Signature of ESOL Designee Signature of Counselor Signature of ESOL Curriculum Specialist Date Signature of Building ESOL Teacher Signature of Classroom Teacher Signature of Other 97

104 98

105 99

106 ELL Placement Flowchart The following flowchart is to be used to guide student s enrollment in sheltered classes. All final scheduling decisions will be made by the LPAC. 0 Cumulative Years in U.S. All core content classes may be sheltered. 1 Cumulative Year in U.S. All core content classes may be sheltered. 2 Cumulative Years in U.S. English may be sheltered; other classes may be sheltered only if necessary. 3 Cumulative Years in U.S. English may be sheltered; all other classes mainstreamed. 4 or more Cumulative Years in U.S. ALL CLASSES MAINSTREAMED FINAL PLACEMENT DECISIONS WILL BE MADE BY THE LPAC 100

107 ELL Academic Update Form Student Name: Teacher Name: Course: Grade (%): Return By: Teacher Scaffolding You Are Currently Providing (Check All That Apply) Slow Down Speech And Simplify Language Shortened Assignments Extended Time On Assignments Use Of Charts, Models, Pictures, Diagrams, Graphic Organizers, Demonstrations, Etc. Time With An Interpreter During The Lesson Small Group Work Bilingual Buddy/ Preferential Seating Other: (Explain) Assessment Accommodations You Are Currently Providing (Check All That Apply) Teacher Records The Student s Verbal Response Oral Tests With An Interpreter Teacher Or Interpreter Reads The Directions To The Student Extended Time Word To Word Dictionary Provided Other: (Explain) Behaviors That You Have Observed (Check All That Apply) Pays Attention In Class Missing Assignments Attempts Every Assignment Poor Test Scores Listens To Directions Does Not Turn In Homework Asks Questions Does Not Bring Supplies To Class Work Is Carefully Done Appears Sad Or Depressed Reads During Facts Fails To Listen To Directions Follows Classroom Rules Grade Is Declining Participates In Activities Excessive Tardiness Works Well With Others Excessive Absences Behavior Is Appropriate Does Not Interact With Others Behavior Has Changed Recently: (Please Explain In Detail) Comments Or Further Explanation: 101

108 ELL Report Card Page 1 English 102

109 ELL Report Card Page 2 English 103

110 ELL Report Card Page 1 Spanish 104

111 ELL Report Card Page 2 Spanish 105

112 106

113 107

114 ELDA Descriptors for Grades K-2 108

115 ELDA Descriptors for Grades

116 110

117 111

118 112

119 113

120 ELDA Descriptors for Listening Levels 114

121 ELDA Descriptors for Speaking Levels 115

122 ELDA Descriptors for Reading Levels 116

123 ELDA Descriptors for Writing Levels 117

124 ELDA Descriptors for Comprehension Levels 118

125 Interpreter/Translator Request Log 119

126 Interpreter/Translator Confidentiality Agreement 120

127 Interpretation/Translation Parent Permission Form 121