Title III / LEP Handbook Winston-Salem/Forsyth County Schools

Transcription

1 Title III / LEP Handbook Winston-Salem/Forsyth County Schools A school staff guide for how to comply with state and federal guidelines while serving our English Language Learner population (Published Fall 2013)

2 Table of Contents Frequently asked questions (FAQS) page 3 LEP Classification vs. ESL Service page 5 Who is involved in the LEP/ESL Title III Program? page 6 The ESL Teacher: A Description page 10 Common Acronyms used by ESL teachers page 11 LEP Registration Process page 13 What will the Newcomer Center provide? page 14 Initial LEP Identification page 15 LEP Student Placement and Retention page 16 ESL Services and ESL service agreement page 18 ESL Service Description page 19 Reclassification as LEP page 22 ESL Teacher Allotment formula page 23 ESL Focus page 24 ESL Models page 25 ESL Service Frequency page 26 Additional Models of Instruction page 27 SIOP (Sheltered Instruction Observation Protocol) page 28 Guidelines for grading LEP students page 30 ESL Academy at Winston-Salem Prep. Academy page 32 Title III and AMAOs page 37 Language Acquisition an overview page 40 ELD Common Core (WIDA) and Can Do descriptors page 41 BICS and CALPs page 43 Factors that will affect language acquisition page 44 Framework to classify language activities page 45 LEP Committee page 46 LEP database page 47 Translations/Transact page 50 1

3 Guide to Use This guide was created to answer questions that teachers, office staff, administrators or just about anyone may have concerning LEP students. The following sections have answers to commonly asked questions, followed by forms in the appendices that are mentioned in the answers. The ESL program is constantly changing. Please note that the content here is current at the time of publication. Updates will be shared with ESL staff at appropriate times. *WSFCS staff has permission to reproduce anything in this handbook. 2

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6 LEP Classification v. ESL Service LEP = Limited English Proficient This acronym denotes that a student has certain documented limitations regarding his ability to understand, speak, read and write in English. In North Carolina the W-APT/ACCESS test determines whether a student is LEP. Classification as an LEP student can affect the student, and all the staff around him, in many ways. The student has the right to access second language services in addition to all services provided to non-lep students. The student may qualify for test accommodations. The student must be assessed annually with the ACCESS (Assessing Comprehension and Communication in English State to State for English Language Learners). Teachers and schools must take steps to provide instructional modifications that address the needs of the LEP student in all classrooms. The number of LEP students will directly affect the Title III federal funding and LEP state funding a school system receives. ESL=English as a Second Language This is the program model most schools in Winston-Salem use to address the language needs of their LEP students. A student's parents can decide whether he accepts or waives ESL services. If a parent waives services, this does not change the child's LEP status. Thus, you can have LEP students in your school even if you are not an ESL site. My student is not in ESL. How do I know if he is LEP? First, look for the home language survey. If a language other than English is listed, he should have a W-APT/ACCESS score. W- APT/ACCESS scores are kept in the cumulative folder. If you need help interpreting the letters or numbers, ask your testing coordinator. Note: Occasionally a student may not have W-APT/ACCESS scores in his folder. This may occur with older students who may have placed out of LEP status years before, and whose English language proficiency scores were purged from the cumulative folder. For further guidance, contact the your school s LEP Coordinator, the district ESL Lead Teacher, the district Title III/LEP Program Manager or the district LEP data manager at the Newcomer Center. 5

7 Who is involved in the LEP/ESL/Title III program? The LEP/Title III Program in WSFCS is both district-led and school based. Each school has the freedom to develop the program that best meets the needs of its LEP students, within state and federal standards. Following is a list of people who help in the administration of the LEP/Title III program, along with each of their duties. Title III/LEP Program Manager, WSFCS David Sisk is our LEP / Title III Program Manager. He is responsible for helping schools understand the legal and fiscal requirements for our LEP program and how to provide appropriate services to LEP students. He communicates with the NC State Department of Instruction on a regular basis to receive updated information about LEP requirements and to maintain compliance with federal Title III legislation. He arranges professional development sessions for ESL and classroom teachers, and also manages the district Title III funds available to assist schools in setting up and maintaining ESL, bilingual and other LEP programs. He is also the district coordinator for the Toyota Family Literacy Program (TFLP). David's office is in the Instructional Services area (2 rd floor) of the administrative center. His address is [email protected]. His office telephone is (ext ). ESL Lead Teacher, WSFCS Rebecca Ann Talton is our ESL Lead Teacher. Ann works to provide leadership and support for our system's ESL teachers in various ways. She provides additional training (WIDA standards, best practices with LEP students, etc.) and provides information to teachers about possible resources for ESL classrooms. Additionally, she directs the ESL staff members who work with the summer programs and assists in the collection of LEP data throughout the year. Ann is based on the 2 nd floor at the Administrative Center. Her telephone is (ext ). Her address is [email protected]. LEP Facilitator Middle and High Schools, WSFCS Amanda Cannon is our LEP Facilitator and SIOP coach for middle and high schools. Amanda provides training for classroom teachers on how to best meet the needs of LEP students in different classroom settings. Her trainings emphasize the value of the SIOP (Sheltered Instruction Observation Protocol) and the WIDA (World Class Instructional Design and Assessment) standards. She is located on the 2 nd floor of the Administrative Center (ext ) Her address is [email protected]. 6

8 LEP Facilitator Elementary Schools, WSFCS Rosie Turner is our LEP Facilitator and SIOP coach for elementary schools. Rosie provides training for classroom teachers on how to best meet the needs of LEP students in different classroom settings. Her trainings emphasize the value of the SIOP (Sheltered Instruction Observation Protocol) and the WIDA (World Class Instructional Design and Assessment) standards. She is located on the 2 nd floor of the Administrative Center. Her address is [email protected]. Her telephone is (ext ). Bilingual Community Coordinator, WSFCS Ana Ortiz is our Bilingual Community Coordinator. She assists in communicating with our growing English Language Learner community in various ways. She also works on district level translations and interpretation responsibilities. Ana is the Assistant District Coordinator for the Toyota Family Literacy Program and works to support this family literacy model at several elementary schools. Ana is located on the 2 nd floor of the Administrative Center. Her address is [email protected]. Her phone is (ext ). Bilingual Parent Liaison, WSFCS Magaly Rodriguez is our Bilingual Parent Liaison. She works to provide supplemental parent services to our growing English Language Learner community by meeting with families, providing translation/interpretation services for schools (when necessary). She also helps to support ELL parent involvement initiatives and our ELL family literacy programs. Her is [email protected]. Her phone is (ext ). Bilingual Programs Coach, WSFCS Gwen Ashburn works directly with the WS/FCS foreign language department by offering instructional coaching to teachers in ELL bilingual programs and FL immersion programs. Additionally, she assists the Title III department by offering continual support for the Transitional and Developmental Bilingual programs located at Brunson, Easton, Forest Park, Diggs-Latham, Gibson and Old Town elementary schools. Her address is [email protected]. Gwen is located on the 2 nd floor of the Administrative Center. Her telephone is (ext ). 7

9 Newcomer Center Staff Lissette Granados is the Newcomer Center Coordinator. She is responsible for assuring that the initial W-APT assessment is administered to all students coming to the Newcomer Center who speak another language besides English. Additionally, she provides interpretation and translation services for families and makes recommendations to schools regarding course credit. The Newcomer Center assists families in the pre-registration process before students are assigned to a school. The Newcomer Center is located at Downtown Marketplace (601 N. Cherry St., Suite 270, Winston-Salem, NC 27101). The Newcomer Center telephone number is Lissette s is [email protected]. Elizabeth Perez is the LEP Data Manager. She assists Lissette in the daily functioning of the Newcomer Center. She also works with, maintains and updates the North Carolina Department of Public Instruction W-APT database and provides additional LEP updates to various LEP state and federal databases. Elizabeth is located at the Newcomer Center ( ). Elizabeth s address is [email protected] School LEP Coordinators Every school has an LEP Coordinator, even if it is not an ESL site. This person is designated by the principal at the school. The LEP coordinator works closely with the ESL teacher (at an ESL site) to ensure that proper identification and assessment of LEP students occurs. Responsibilities of the School LEP Coordinator include: ensuring the completion of the required home language survey for every child who enrolls in our school system (placed in the cumulative folder). The home language survey is only administered once at the time the child enrolls. verifying that students who answer another language other than English on the Home Language Survey are sent to the Newcomer Center for an initial W-APT assessment. Note: If a child is arriving from another school in NC, please check with the Newcomer Center ( ) to see if the child has already taken the WAPT/ACCESS in another district. either assisting with or administering the Spring ACCESS assessment to existing LEP students. New students will be tested at the Newcomer Center with the WAPT. coordinating efforts and assisting parents with the completion of forms and other support services. 8

10 maintaining accurate data regarding identifying LEP students at the school. should be involved in determining whether an LEP should be retained School ESL Teacher ESL teachers are certified teachers. They have passed the Praxis II ESL test in order to be deemed highly qualified under No Child Left Behind. They are not paraprofessionals or tutors. They are responsible for teaching English language learners to communicate for social and instructional purposes. They are also responsible for teaching the academic language necessary to communicate information, ideas and concepts in language arts, mathematics, science and social studies. The WIDA English Language Proficiency Standards are the North Carolina English Language Development Common Core standards ( These standards are resources for all school staff members. Likewise, ESL teachers are also responsible for integrating the Common Core and Essential Standards into ESL instruction. ESL teachers are also responsible for maintaining records of LEP student performance in the ESL classroom. ESL teachers are expected to attend county-wide ESL staff meetings. School Classroom Teachers Classroom teachers with LEP students are responsible for making their classroom instruction as accessible and comprehensible as possible, even for students at a beginning level of English proficiency. They are also responsible for assessing students in such a way that does not discriminate against them on the basis of their language proficiency. Such instructional modifications and testing accommodations should be well documented. School Secretaries, Nurses, and Cafeteria Workers School secretaries, nurses and cafeteria workers are responsible for making a good faith effort to communicate with parents in a language parents can understand. Support staff are vital in assisting schools in gathering accurate data regarding LEP students (home language survey, free/reduced lunch forms, etc.). School NCWise Personnel NCWise personnel enter information about new LEP students into NCWise, and the data is transferred to the LEP database for easy access to LEP information. 9

11 The ESL Teacher: A Description requires additional ESL certification. They must pass the ESL Praxis II before being certified and considered highly qualified under NCLB. must pass an English language proficiency assessment before becoming an ESL teacher in WSFCS. Title III Sec (c) TEACHER ENGLISH FLUENCY Title III Each eligible entity receiving a subgrant under section 3114 shall include in its plan a certification that all teachers in any language instruction educational program for limited English proficient children that is, or will be, funded under this part are fluent in English and any other language used for instruction, including having written and oral communication skills. teach the ELD Common Core (WIDA English Language Standards). Title III Sec (b)(2). State and Specially Qualified Title III Agencies. Describe how the agency will establish standards and objectives for raising the level of English proficiency that are derived from the 4 recognized domains of speaking, listening, reading, and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1). integrate content into language instruction are not responsible for assigning content grades (unless they are also highly qualified in areas other than ESL). assist in administering the W-APT/ACCESS language tests should be involved in determining special assistance for their students (ie. referrals to receive additional student support, RTI, EC, etc). should be involved in determining whether an LEP should be retained attend ESL staff development meetings are not required to speak another language 10

12 COMMON ACRONYMS that ESL teachers use What is a HLS? Home Language Survey; a form that every student or parent of the student must complete at the time of initial enrollment; federal requirement. What is a NOM? National Origin Minority student; one who lists a language other than English on his Home Language Survey (HLS), which means that he must be assessed with the State-mandated English proficiency test within 30 calendar days of enrollment. What is LEP? Limited English Proficient; the identification given to students who score below Level 5, Bridging in at least one domain on the English proficiency test. What are AMAOs? Annual Measurable Achievement Objectives are academic targets for LEP students: 1. Annual Yearly Progress (AYP), 2. The percent of LEP students showing progress on the ACCESS. 3. The percent of LEP students exiting LEP status. This data analyzed and reported by the Testing and Accountability Division at the Department of Public Instruction after each spring window every year (see appendices). What is ESL? English as a Second Language; a method of instruction for students who are learning English as a new language; usually involves pulling students out of the regular class for specific English instruction. What are the English Language Development Common Core Standards? The English Language Proficiency Standards published by the WIDA consortium were approved by the State Board of Education in June 2008 and mandated beginning in the school year. Beginning in the Fall of 2011, the WIDA standards became the ELD Common Core Standards. In 2012, the WIDA consortium released a new resource guide with examples of amplified language development standards giving additional detail on the language of the content areas. What is NCLB? No Child Left Behind; The federal legislation passed in 2001; there are nine titles in No Child Left Behind - Title III specifically addresses language acquisition programs for Limited English Proficient (LEP) students. This legislation is also commonly referred to as the Elementary and Secondary Education Act (ESEA). What is WIDA? The World-Class Instructional Design and Assessment consortium is comprised of 29 states and or US territories.. Their research team has created comprehensive English language development standards and assessments to determine English language proficiency. 11

13 What is the W-APT/ACCESS? The WIDA Access Placement Test (initially) and ACCESS (annually) assessment are the State-mandated proficiency tests for determining Limited English Proficiency status. What is BICS? Basic Interpersonal Communication Skills: the simple "playground talk" that students learn first; research has typically said it takes 1-2 years to develop. What is CALP? Cognitive Academic Language Proficiency: the more difficult, academic language students experience in school; research has typically said it takes 5-7 years to develop. What is SIOP? Sheltered Instructional Observational Protocol: SIOP is a research based teaching methodology that helps teachers make their classrooms more comprehensible for English language learners. 12

14 LEP Registration Process In accordance with federal law, our school Supreme Court system will not require that a student provide any proof of legal status (social security card, green card, passport, etc.) Plyler v. Doe, 457 U. S. 202, 102 S. Ct (1982). What if the student returns to the system? If an LEP student is removed from a Winston-Salem Forsyth County School roster and then returns to our system during one calendar year and there is a doubt whether that student has an up-to-date annual ACCESS score, the student must be sent to the Newcomer Center. All students must complete a HOME LANGUAGE SURVEY when enrolling in a school. If a student indicates that he speaks another language at home, even if he appears to speak English fluently, he must report to the Newcomer Registration Center for English language proficiency testing. Kindergarteners may be tested at the home school at the beginning of the year. Do not send Pre-K students to the Center. If you have any questions, please call the Newcomer Registration Center at The Newcomer Registration Center is housed at: Downtown Market 601 N. Cherry Street Winston-Salem, NC Cherry St. Parking Downtown Market Place Newcomer Center Benton Convention Center 6 th Street 13

15 What will the Newcomer Center provide to schools? The Newcomer Registration Center will provide each school with a folder of necessary registration forms and information, including information about a student's English W-APT/ACCESS scores and designations. Green Card with Initial W-APT / LEP assessment data and designation as LEP or not-lep. Student information form Copy of the Home Language Survey Immunization Records Parent Release forms (internet, photo, medical) Transcripts provided by parents if available Any other education documents or information provided by the family Documents Necessary to Register 1. Parent ID 2. Legal custody document (if student does not live with parents) 3. Proof of address (one of the following): A deed to a home or a current lease of an apartment with a Forsyth County address and evidence that you are residing in it, such as a utility bill in your name A voter registration card with an address in Forsyth County A driver's license with a Forsyth County address Income tax forms listing a Forsyth County address Checking and/or savings account statements listing a Forsyth County address, insurance policies or charge account statement listing a Forsyth County address listing a Forsyth County address with an employer Documentation of receiving public assistance at a Forsyth County address. 4. Birth certificate 5. Immunization records Other helpful information: Transcripts or report cards I.E.P. if the student has been identified as a child with disabilities. 14

16 Initial LEP Identification When students pre-register at the Newcomer Center, they will take the W-APT English screener assessment. This assessment will determine whether these students are identified as LEP. The current W-APT criteria to identify students as LEP is the following: LEP student initial identification 15

17 School Board Policy LEP Student grade placement and achievement Please note the following WSFCS board policy on LEP students: AR Guidelines for Placement and Evaluation of Limited English Proficient (LEP) students. This policy can be found in it s entirety on page 30 of this guide and on the WS/FCS website under school board policies. When any student comes to a school to register, the parents must fill out the Home Language Survey. When a language other than English is listed, direct them to the Newcomer Center. If a student qualifies for ESL services, the parent/guardian must sign a release to either participate or waive ESL services. Students may not receive or be denied ESL services based upon those services received in another school system. If a student demonstrates on the W-APT or ACCESS English language assessment that they are LEP, we will offer ESL services to this student. School: If an LEP student chooses to accept services, the Newcomer Center will identify the student's residential school. If the residential school is not an ESL site, the student will be assigned to an ESL site that serves the residential school. Grade: The student's grade-level placement is based on academic readiness and age. Regardless of prior schooling, the student must be placed no lower than one grade below his age-appropriate placement. If the student brings documentation that shows he was in school until leaving his home country (or from another district), we will honor that grade assignment and place him accordingly. Siblings: If a student has a sibling in an ESL site, he has the right to attend the same school regardless of whether or not he is in the ESL program. This guideline applies to kindergartners as well (usually assigned to home school). Every effort should be made to place siblings in schools that follow the same calendar. Exceptional Children: LEP students with exceptionalities will be assigned to the school within their zone that provides the services needed. When possible, they will attend a school with both ESL and the EC program. In such cases students will receive both services. If both are not available in the same school, the EC service determines assignment. 16

18 Retention: The ESL program is federally mandated to prevent discrimination practices in the retention and grading of students with limited English proficiency. Please see policy WSFCS AR under board policies on the WS/FCS website. Retention of an ESL student in grades K-8, or denial of credits in grades 9-12, should only be considered if progress in ESL is very minimal or if academic difficulties are not related to second language acquisition. The LEP committee and the ESL teacher should review all available student information when considering whether to retain an LEP student. First, inquire as to what types of LEP classroom modifications and LEP testing accommodations are in place for this LEP student. Second, inquire as to whether these instructional modifications and testing accommodations have been used consistently with the LEP student. If these LEP modifications and LEP accommodations have not been used consistently, the LEP committee should strongly consider whether retention is appropriate for an LEP student. Complete documentation must be maintained to show that prescriptive measures were implemented. Parents must be contacted in a language they can understand. These contacts could include phone calls, conferences, and home visits and should be part of the documentation. Copies of all documentation for retention should be placed in the student's cumulative folder. 17

19 ESL Services and ESL Service Agreement Very Important Note: It is important to understand that waiving ESL services only means that the student will not receive ESL services. This does not mean that the student is not LEP. LEP students will continue to take the ACCESS assessment yearly until they are no longer LEP. Title III Title I Title III and Title I (1111(b)(7) state quite clearly that LEP students must be assessed yearly with an English language assessment. Title III Sec (6)(d)(2) Each local plan shall also contain assurances that the eligible entity annually will assess the English proficiency of all children with limited English proficiency participating in programs funded under this part. ESL Service Agreement Parents must sign the ESL Service Agreement upon initial enrollment. This gives them the option of choosing to receive or waive ESL services. Students may participate in the school choice process. (For more information concerning school choice, please contact David Snapp (Director of Student Assignment) at Note: ESL services are not currently offered at all Winston-Salem / Forsyth County schools. The student must participate in annual ACCESS testing until receiving ACCESS scores that demonstrate that this child is no longer LEP. The student may need LEP modifications in classroom instruction and LEP accommodations on state tests, according to testing guidelines for LEP students. These should be documented on the Modifications/Accommodations form. As long as the student is LEP (according to performance on the W- APT/ACCESS), parents have the option to change their minds and request that their child be placed in an ESL program/site. Please contact the Title III LEP Program Manager for additional assistance with this situation. 18

20 Winston-Salem/Forsyth County Schools English as Second Language Service Grades K-12 Entrance Criteria: The Home Language Survey must be completed for every student enrolling in the WSFCS System. If any answers indicate that the student has a language other than English as his first language, the student must take an English proficiency assessment (W-APT). Students in grades K-12, who indicate another language besides English on the home language survey, need to be directed to the Newcomer Center to take this English language assessment. After evaluating the results of the W-APT, the Newcomer Center will work with the family to determine whether the student is LEP and whether the student needs ESL services. North Carolina Board of Education policy 16 NC BOE NCAC 6D.0106) - (c) A home language survey shall be administered to every student at the time of enrollment and maintained in the student's permanent record. LEAs shall then identify and assess every limited English proficient student who needs assistance in order to have access to the unit's instructional programs. Title III and Title I sec. 1111(b)(7) state quite clearly that Title III LEP students must be assessed yearly with an English language assessment. Title III Sec (6)(d)(2) Each local plan shall also contain assurances that the eligible entity annually will assess the English proficiency of all children with limited English proficiency participating in programs funded under this part. Title III NC BOE There is no specific legislation defining precisely what type of services must be provided to LEP students. However, Title III does direct districts to provide high quality language instruction programs. The legislation follows. Title III Sec (c) (1) To increase the English Language Proficiency of limited English Proficient children by providing high-quality language instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the programs in increasing (A) English Proficiency and (B) student academic achievement in the core academic subjects. 19

21 Levels 1 & 2 of ESL Service: A K-12 LEP student is eligible to receive active, regular ESL services if he has received a score on the W- APT/ACCESS that indicates that he is LEP. Basic ESL service is offered at different levels depending on the LEP student s English language proficiency. Likewise, an LEP student's academic progress in class will be considered as to whether an LEP student needs active ESL service. Level 3 of ESL Service - CONSULTATION: Consultative status means that you consult with the LEP student and his teacher on a regular basis to determine if he is doing satisfactorily in his classroom. At the very least, the ESL teacher should consult with LEP students on consultation every two weeks. The consultation student is still LEP. He will continue to be assessed on the ACCESS each spring until passing all sections. He will also still be eligible for LEP accommodations because he s still LEP. Therefore, he will take the ACCESS assessment each year until he is no longer LEP. Levels of Kindergarten ESL service Level 1-2 SERVICES < 18 WAPT Listen/Speak Level 3 SERVICES > 19 WAPT Listen/Speak NC not IDed LEP > 27 WAPT Listen/Speak Levels of Grades 1-5 ESL service Level 1-2 SERVICES Composite < 3.9 or Reading < 3.9 or Writing < 3.2 Level 3 SERVICES Composite > 4.0 and Reading > 4.0 and Writing > 3.3 NC Exit LEP status Composite > 4.8 and Reading > 4.0 and Writing > 4.0 Levels of Grades 6-12 ESL service Level 1-2 SERVICES Composite < 3.9 or Reading < 3.9 or Writing < 3.6 Level 3 SERVICES Composite > 4.0 and Reading > 4.0 and Writing > 3.7 NC Exit LEP status Composite > 4.8 and Reading > 4.0 and Writing >

22 Exiting LEP Status An LEP student exits LEP status when he receives an ACCESS score that meets all of the criteria below. When a student exits LEP status, the Exit Documentation form must be shared with the student's parents (see appendix). A copy of this exit documentation must remain in the student s LEP records in the cumulative folder. These students will not be served in the ESL classroom, but will be monitored for two years after exiting. Title III. Accountability and Administration Sec (a) (4) Title III A description of the progress made by children in meeting challenging State academic content and student academic achievement standards for each of the two years after such children are no longer receiving services under this part. Monitoring: A school s LEP committee must monitor former LEP students for at least two years after they exit LEP status. At any time, if the LEP committee believes that there is a second language acquisition problem, the student may re-enter the ESL program and remain until he is able to perform successfully in the mainstream classroom. It is highly recommended that the student remain at the ESL site for the additional years of monitoring. This will help avoid problems (scheduling, transportation, etc.) if the student needs to re-enter the ESL program. This student will not be considered LEP and will not count toward ESL allotments. For documentation purposes, the LEP committee needs to utilize the Former LEP monitoring form located in the appendix section of this document. 21

23 Reclassification as LEP There may be unusual instances where the LEP committee believes that a former LEP student may need to be reassessed with the W-APT English proficiency test to see if the student needs to be reclassified as LEP. Please follow these steps to request that a child be re-assessed with the W-APT. Note: W-APT re-assessments are done at the Newcomer Center prior to November 30 of that school year. 1. Contact and obtain permission from parents to begin the W-APT reassessment process. You may obtain verbal or written permission. If parents give written permission, please retain this for documentation. If parents give verbal permission, document who you spoke with, when and the outcome of the conversation. Retain this documentation in the child s LEP folder. 2. Once you obtain parental permission, please contact David Sisk (Title III Program Manager) via ([email protected]) to request approval for the W-APT reassessment. 3. Once approved, you may contact the Newcomer Center or the Newcomer Center will contact you to arrange an appointment for the W-APT reassessment. 4. The sending school arranges transportation for the student to go and return to the Newcomer Center (on occasion Newcomer Staff may be able to come to your school for this purpose). 5. The Newcomer Center staff will determine if the student continues to be LEP based on the results from the W-APT assessment. 22

24 ESL Teacher Allotment NOTE: Whereas we make every effort to adhere to the ESL allotment formula, as a result of receiving less state LEP funding for the school year, this may not have always been possible. Nevertheless, we do try to equitably distribute ESL staff to meet the needs of our ELL students and families. K-12 LEP students receiving active ESL services are used to determine the ESL teacher allotment at an ESL site. The current (as of ) ESL Teacher formula for ESL sites is as follows: ESL ESL ESL ESL ESL ESL ESL ESL ESL ESL ESL Allotment continues in increments of 30 LEP students to a.5 ESL teacher. ESL Assistant Allotment NOTE: K-12 LEP students receiving active (not consultative) ESL services are used to determine the ESL teacher assistant allotment at an ESL site. The current (as of school year) ESL teacher assistant formula ESL sites is as follows: LEP students 1.0 ESL assistant Allotment continues in increments of 60 LEP students to a 1.0 ESL assistant 23

25 ESL Focus FOCUS FOR ESL INSTRUCTION: ESL teachers will utilize the WIDA standards to plan instruction to support the mainstream classroom and content areas, integrating Social and Instructional Language, and the Language of Language Arts, Mathematics, Science, and Social Studies. ESL teachers will plan with classroom and content area teachers, when possible, and use the Pacing Guides to front-load and to support instruction, ensuring the success of students in the Standard Course of Study and Common Core Standards. MATERIALS AND RESOURCES TO BE UTILIZED: The State Adopted Texts for ESL in WS/FCS are Avenues for Elementary and Shining Star for Middle and High Schools. ESL teachers are not limited to the resources listed above; they may also use a combination of other resources: Scott Foresman ESL texts, Oxford Picture Dictionary, ImagineIt!, classroom texts, teacher-created materials, websites, trade books, SMART lessons, etc., to meet students instructional needs. Note: Beginning in , schools began providing direct ESL services to Kindergarten ESL students to support student performance in Beginning Reading and Writing Skills on DIBELS, Fluency screenings and K-2 Assessments. A combination of Avenues, ImagineIt!, and Kindergarten classroom and ESL teacher materials are used to support ELL Kindergarteners language development. INSTRUCTION: The WIDA English Language Proficiency Standards are the North Carolina English language development standards ( ESL teachers help to raise the awareness of other school staff members on the WIDA standards as resources and that the WIDA standards are the responsibility of the classroom teacher, as well. They are also responsible for maintaining records of LEP student performance in the ESL classroom. ESL Teachers actively participate in the decision making process (LEP committee, RTI committee, SAT process) to make appropriate decisions on students services, modifications, and test accommodations. They assist classroom teachers in making appropriate classroom modifications and help to increase the staff s cultural understanding of LEP students. 24

26 Current ESL models of ESL instruction recognized by the NCDPI: Pullout: The LEP student leaves the classroom (is pulled out ) for ESL services, working in small groups of instruction planned by the ESL teacher. Pullout services may vary between schools due to schedule and space availability, causing the pullout to be inside the classroom, rather than in a separate ESL room, but ESL teachers are not to be used as an assistant or tutor. Newcomers may need two periods of ESL services each day. Group sizes are to be no larger than ten students. Students are to be grouped by proficiency levels. Students are to be grouped by grade level. Elective ESL classes: In the middle and high schools, LEP students receive ESL instruction during a scheduled class period and receive course credit. ESL is largely an English-only instructional program, with instructional support in the native language when feasible. Proficiency levels determine the level of ESL class the student will take. Sheltered Content Classes: Sheltered content classes in social studies, science, math, and English are offered at the high school level to LEP students. The mainstream teacher uses specific methods designed for LEP students, commonly referred to as Sheltered Instruction Observation Protocol (SIOP). Such methods include increased use of visuals, modeling, slower speech, modified assessments, scaffolding, and native language assistance when needed. This LEP instructional method is primarily designed for intermediate LEP students. Co-teaching: The LEP student remains in the mainstream classroom, with the ESL teacher going in to work with the classroom teacher, providing appropriate instruction to the LEP student. To have a successful Co-teaching model, mainstream and ESL teachers must have time to plan cooperatively and must share the teaching responsibilities of that classroom. ESL teachers are not to be used as an assistant or tutor. Classroom time may be a mix of whole class, grouped lessons, or rotating stations with both teachers sharing the teaching role. Generally, in a Co-teaching model, ESL teachers should be able to work with 1 2 mainstream teachers successfully. ESL teachers may find working with 3 4 or more teachers in a Coteaching model very challenging since it can be difficult to find time to plan cooperatively. Please refer to the Memorandum in the appendix for Clarification of Co-Teaching by DPI. 25

27 ESL Service Frequency Grade Level Frequency Kindergarten Low W-APT = 0-10 Pull-out, 3 times per week, 40 mins. Kindergarten Medium W-APT = Pull-out, 2 times per week, 40 mins. or Co-Teaching 1 st 5 th WIDA Reading level Everyday, 45 mins. 1 st 5 th WIDA Reading level st 5 th WIDA Reading level >4.0 WIDA Writing level <3.3 2 times per week, 45 mins. 2 times per week, 45 mins. or ELL writer's workshop 6 th 8 th WIDA Reading level 1 2 ESL level I class A day /B day or A&B days 6 th 8 th WIDA Reading level 2-3 ESL level II class A day /B day or A&B days 6 th 8 th WIDA Reading level 3-4 ESL level III class A day /B day or A&B days 9 th 12 th WIDA Reading level 1 2 ESL level I class A day /B day or A&B days 9 th 12 th WIDA Reading level 2-3 ESL level II class A day /B day or A&B days 9 th 12 th WIDA Reading level 3-4 ESL level III class A day /B day or A&B days 26

28 Additional Program Models: Two-way Bilingual Immersion Instruction is delivered in both English and Spanish. The division between the majority language (English) and the alternate language can happen by subject, morning/afternoon, or alternating days. The class is composed of native English speakers and native Spanish speakers. The Dual Language Immersion program at Ashley Elementary magnet school is an example of this type of program. (Note: Bilingual programs can incorporate many different language combinations. In this section, we use "English" and "Spanish" as the different languages represented.) Developmental Bilingual (or One-way Bilingual Immersion) Instruction is delivered in both English and Spanish. The division between the majority language (Spanish) and English can happen by subject, morning/afternoon, or alternating days. The class is composed of native Spanish speakers who are acquiring English and Spanish literacy simultaneously. Transitional Bilingual The set-up begins like the former developmental bilingual model, but over a period of time instruction in the first language decreases while instruction in English increases. Typically students are using mostly English by the beginning of second grade. Sheltered Commonly referred to as Sheltered Instruction Observational Protocol (SIOP). The mainstream teacher delivers content using methods designed for LEP students. Such methods include increased use of visuals, modeling, slower speech, modified assessments, scaffolding, and native language assistance when needed. Daily objectives include both a language and content objective. This LEP instructional method is primarily designed for intermediate LEP students. 27

29 What is SIOP? SIOP is an acronym that stands for Sheltered Instruction Observational Protocol. The idea behind sheltered instruction is to "shelter" students who are acquiring English from the heavy linguistic demands of the mainstream classroom. Teachers still teach content knowledge to students, but these teachers are now more aware and make accommodations for the linguistic needs of their students. The SIOP is nothing more than a checklist that teachers and administrators use to reflect on how comprehensible instruction is delivered for LEP students in the classroom. Our district offers SIOP training at various times throughout the year to mainstream and ESL teachers alike. While ESL teachers who have completed a certified ESL licensure program will be aware of many aspects of SIOP (specifically, language acquisition and comprehensible input), many mainstream classroom teachers have not been exposed to this training and would benefit from the additional instructional knowledge when working with LEP students. One of the hallmarks of SIOP is the use of content objectives and language objectives for LEP students. This ensures that the classroom activities are addressing the content knowledge and language development needs of LEP students. Other characteristics of SIOP include: modifying speech when working with LEP students, using adapted textbooks, using the student's first language on occasion (when needed for understanding) and displaying visuals that help students make connections. SIOP incorporates a variety of engaging and interactive strategies to ensure students are using and acquiring English. 28

30 ) Preparation Write content objectives clearly for students. Write language objectives clearly for students. Choose content concepts appropriate for age and educational background level of students. Identify supplementary materials to use (graphs, models, visuals). Adapt content (e.g., text, assignment) to all levels of student proficiency. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations) with language practice opportunities for the four skills. Building Background Explicitly link concepts to students' backgrounds and experiences. Explicitly link past learning! and new concepts. Emphasize key vocabuiary (e.g., introduce, write, repeat, and highlight) for students Comprehensible Input Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation, simple sentence structure for beginners). Explain academic tasks clearly. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language). Strategies Provide ample opportunities for students to use strategies (e.g., problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring). Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson. Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions). Interaction Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses. Use group configurations that support language and content objectives of the lesson. Provide sufficient wait time for student response consistently. Give ample opportunities for students to clarify key concepts in LI as needed with aide, peer, or LI text. Practice/Application Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (i.e., reading, writing, listening, speaking). Lesson Delivery Support content objectives clearly. Support language objectives clearly. Engage students approximately % of the time (most students taking part/on task). Pace the lesson appropriately to the students' ability level. Review/Assessment Give a comprehensive review of key vocabulary Give a comprehensive review of key content concepts. Provide feedback to students regularly on their output (e.g., language, content, work). Conduct assessments of student comprehension and leaning throughout lesson on all lesson objectives (e.g., spot checking, group response). Reprinted from Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to English language Learners: The SIOP model. Boston: Allyn & Bacon. 29

31 School Board Policy Please Note the following WSFCS board policy on LEP students: AR Guidelines for Placement and Evaluation of Limited English Proficient (LEP) students. LEP students should be evaluated in academic subjects primarily on effort and progress as they relate to potential achievement. The teacher may want to use a contract system or minimal competency level for these students to determine their progress. LEP students should not be expected to accomplish the same objectives in the same amount of time as the English-proficient student NOTE: LEP students cannot be failed on the basis of language alone. Considerations when Grading Limited English Proficient (LEP) Students 1. LEP students are to be assessed on their progress in meeting the objectives of the North Carolina Common Core and Essential Standards and their progress in learning English. Although these students may not be able to perform at grade level, it is important that LEP students participate in each activity and be evaluated in terms of effort and progress. 2. The time needed to meet goals is greater for LEP students. More modeling, expansion, and repetition are needed to facilitate learning concepts and skills. Therefore, students may need more time to complete assignments. 3. Students should not receive failing grades due to language deficits. They cannot be evaluated with the same expectations of native English speakers. However, an LEP student could receive a failing grade when considering such factors as effort, participation, and attendance. It is important to rule out language as the reason for poor academic performance in cases where failing grades are assigned, and to document this carefully. 30

32 4. Classroom assessment should consider the level of language proficiency. Teachers and schools should use the WIDA Can Do Descriptors found at These standards are also listed in the appendix of this document. 5. Grade more globally at first. For example, look for the student to state/represent the main idea first, and later, when more competent in language, assess for greater detail or elaboration. Worry less about writing mechanics at first, and go for the message. With increased language skills, increase the accountability for specifics. 6. Teach and assess using Gardner's Multiple Intelligences, Bloom's Revised Taxonomy, and Webb's Depth of Knowledge to better meet students needs. This approach helps ESL students learn as content is presented through various mediums. 7. Use multiple measures to determine progress such as: portfolios, rubrics, checklists, anecdotal records, dated samples of work over time, projects, demonstrations, visual representations of content, retellings, book talks, mapping of ideas/concepts visually representing more and less important information, journals, learning logs, conferencing, participation in collaborative activities, surveys, etc. 8. Collaborate with the ESL teacher in grading decisions and use the comments section on the report card/progress report if appropriate. 31

33 Winston-Salem Forsyth County ESL Academy Location: Winston-Salem Prep. Academy Historic Atkins High School 1215 N. Cameron Ave. Winston-Salem, NC Principal: Richard Watts Phone: Contact Person: David T. Sisk LEP Program Manager Phone: FAX: Program Objectives: To assist and instruct WIDA level 1 LEP students who have limited Reading proficiency in English. To assist and instruct WIDA level 1 LEP students whose age would make them eligible for entering 6 th - 9 th grades in our system. To assist students in developing basic English language skills through the instruction of middle grades content and high school grade content. To offer these students the opportunity to earn appropriate academic high school credit if they complete satisfactory work to earn this credit. By providing the aforementioned objectives, to increase the likelihood of academic success for these students when they leave the ESL Academy and attend a WSFCS ESL site. E. 14 th Street 14 th Street Park Winston-Salem Prep. Academy E. 16 th Street Cameron Ave. 32

34 NOTE: Students who are 18 years old or older will not be able to complete high school by age 21 and may be advised to attend Forsyth Technical Community College. We currently work with the FTCC International Center to assist students who may choose this route. ESL Academy Capacity: The capacity for the ESL Academy will be 30 students. ESL Academy Attendance: Students may attend the ESL Academy for two full semesters. Entrance Guidelines to the ESL Academy: 1. Middle School age levels (12, 13 and 14 years old) 2. High School age levels (15, 16 and 17 years old) 3. W-APT Score requirements demonstrates low literacy levels (Reading/Writing combination) i. Level 2 - Emerging (Speaking) ii. Level 2 - Emerging (Listening) iii Level 1 - Beginning (Reading) iv. Level 1 - Beginning (Writing) Upon meeting these requirements for enrollment, other considerations are: Math Assessment to determine student's mathematical ability. o Students will be given a basic math assessment to determine their functional mathematical ability. Grade Placement Considerations: The educational well-being of the student is the primary concern. With that in mind, every effort should be made to assign a student to a grade level in the ESL Academy that takes into account the student's native educational achievement, English language proficiency, the student's age (to a more or lesser extent) and what's in the student's best interest. It is important to note that the ESL Academy will incorporate the same grades (6 th - 9 th ) as a middle school and high school but may assign grade-levels in a non-traditional way so as to give the LEP student additional future educational opportunities. 33

35 Note: Regarding 16 and 17 year old ESL Academy Students After considering all factors, 16 year old students would be typically placed in the 8 th grade. 17 year old students will typically be placed into the 9 th grade in order to have the possibility of graduating by the age of 21. *Grade placement (or movement) recommendations will be made by the ESL Academy teachers, the coordinator of the Newcomer Center and the Title III/LEP Program Manager. Course Offerings at the ESL Academy: Instruction will be driven by the program's objectives: To assist students in developing basic English language skills through the instruction of middle grades and high school content. To offer these students the opportunity to earn appropriate academic credit. All students will receive instruction across the curriculum. However, students classified as 9 th graders may receive credit for successfully completing coursework. Credit will be dependent upon satisfactorily demonstrating an understanding of the course content. For High School Academic Credit and students enrolled as 9 th graders, the ESL Academy may offer the following courses. ESL Academy Course Descriptions and Rationale: Sheltered High School Math: This course is designed for students who have not passed an 8th grade math competency test. Instruction is driven by 6 th, 7 th and 8 th grade math objectives. Relevance for LEP students: The LEP students at the ESL Academy may have a significant gap in their native education. This course provides them the support and instruction they need to gain the valuable math skills they will need to be successful at the middle and high school level. Instruction is scaffolded through the use of manipulatives, hand-on activities and multiple-intelligences (Gardner) activities. 34

36 ESL I: This is a course designed specifically for LEP students. In this course, LEP students will learn basic survival skills in English along with appropriate WIDA standards. Students will also be exposed to various curriculums from various courses to facilitate an integrated curriculum between ESL and mainstream classes. Students will develop skills in reading, writing, listening and speaking English. Sheltered Science (Earth, Life and Physical concepts): Study meteorology, climatology, geology, oceanography and astronomy. The study of plants, animals and human body systems. The study of energy, sound and matter. Relevance for LEP students: LEP students at the ESL Academy may have significant gaps in their native language education. To be successful at the middle school or high school level, LEP students must have a basic science foundation. This course offers these LEP students the opportunity to gain these basic science skills and potentially earn academic credit towards graduation. Instruction is scaffolded through the use of manipulatives, hands-on activities and multiple-intelligences (Gardner) activities. Sheltered Social Studies: (No Credit Offered) - Students will study social studies concepts from elementary and middle school curricula. Relevance for LEP students: To be successful at the middle school or high school level, LEP students must have a basic social studies foundation. This course offers these LEP students the opportunity to gain basic social studies skills. Instruction is scaffolded through the use of manipulatives, hands-on activities and multiple-intelligences (Gardner) activities. PE/Art: P.E. and Art opportunities could be offered based on the availability of these classes at Winston-Salem Preparatory Academy. Computer Skills: Basic computer skills classes may be offered depending on availability. Life Skills Management: Life skills management classes may be offered depending on availability The instructors at the ESL Academy will provide instruction using the latest scientifically proven strategies. Content instruction will be delivered utilizing proven ESL strategies via a sheltered content instruction language methodology. The SIOP and WIDA standards will be an integral part of the ESL Academy. Students will be graded appropriately based on their abilities and the content they have mastered. 35

37 This document is also available at the Newcomer Center in Spanish and other languages if needed. Request to enter the ESL Academy Student Name birth date Purpose: The ESL Academy is designed for middle and high school LEP students who have limited English proficiency. Depending on the student's level of academic and English skill, ESL academy students will receive modified curriculum and instruction in Science, Social Studies, ESL and Mathematics. Personnel: The ESL Academy is staffed by two highly-qualified teachers and a bilingual assistant. Location and size: The ESL Academy is located at Winston-Salem Prep. Academy in the Historic Atkins High School. The ESL Academy is designed to accommodate 25 students which will allow for small class sizes. Duration: ESL Academy students can attend the ESL Academy for two full semesters if necessary. However, ESL Academy staff and administrators will review student progress at the end of each academic year to determine appropriate placement for the following year. Transportation: ESL Academy students will receive bus transportation to the ESL Academy. REQUEST FOR PERMISSION I understand the components and purpose of the ESL Academy. I request that my child be able to attend the ESL Academy. Parent/Guardian name (printed) Signature Date Address Telephone Title III Program Manager approval Signature Date 36

38 Title III Annual Measureable Achievement Objectives Every potential LEP student is assessed using the W-APT upon entry to our system. Thereafter each LEP student is tested in the spring using the ACCESS for ELLs English language proficiency test during the assessment window (February- April). The tests are designed to evaluate growth in five domains (listening, speaking, reading, writing, and comprehension) as determined by the W-APT. These scores help identify areas of need within the system's ESL program. Future staff development is then created to address the areas of greatest concern. Districts receive additional, supplemental funding (in addition to local and state funding) specifically for LEP students from a Federal Title III grant for which we must reapply each year. We tell the state how we plan to spend the Title III money (which is based on the number of LEP students in the system), and every year we must complete a Title III Application for these funds. The application is reviewed at NCDPI, and continued funding is approved or changes are required. Title III Sec (a)(3) Such annual measurable achievement objectives (A) shall include (i) at a minimum, annual increases in the number or percentage of children making progress in learning English; (ii) at a minimum, annual increases in the number of percentage of children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency consistent with section 1111(b)(2)(B) The implementation of No Child Left Behind brought increased accountability for LEP students. One aspect unique to LEP students is Annual Measurable Achievement Objectives. There are three Annual Measureable Achievement Objectives (AMAOs): No Child Left Behind (NCLB) Title III, Section 3122 requires States to develop annual measurable achievement objectives (AMAOs) for students identified as limited English proficient (LEP) with respect to making annual progress in English, attaining English proficiency on the state identified English language proficiency (ELP) assessment, and making adequate yearly progress (AYP) in attaining academic proficiency in reading and mathematics. Accountability for Title III is only at the local education agency (LEA) level, not at the school level. Title III subgrantees (i.e. LEAs, charter schools, or consortia of LEAs) that receive Title III subgrants are held accountable for meeting the following three AMAOs. The following AMAOs are based on the Notice of Final Interpretations for Title III of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the NCLB dated October 17,

39 AMAO 1. Students identified as limited English proficient shall demonstrate progress by achieving one or more of the following in terms of the overall composite proficiency score on the annual English language proficiency test: 1) increase to the next English language proficiency level; 2) increase the previous score by 0.5; or 3) reach the Comprehensive Objective Composite (COC) [Exit LEP status]. English Language Proficiency Targets Percent of Limited English Proficient Students Making Progress AMAO 2. There must be an annual increase in the percentage of students identified as limited English proficient who attain English language proficiency on the required state identified English language proficiency test. Students must meet the Comprehensive Objective Composite (COC) as set by the state in the school year. The COC defines the attainment of English language proficiency by the student reaching an overall composite score of 4.8 or above, with at least a 4.0 on the reading subtest and at least a 4.0 on the writing subtest on the state s annual English language proficiency test for kindergarten and Tiers B and C in grades English Language Proficiency Targets Percent of all LEP Students Attaining English Language Proficiency

40 AMAO 3. The LEP Subgroup must annually meet AYP in academic proficiency in reading and mathematics. Calculations for determining AMAO 3 are described in the most recently approved North Carolina Consolidated State Application Accountability Workbook. See URL Note: This AMAO information is accurate as of August 2,

41 Language Acquisition Stages of language acquisition: Linguists can often disagree about fine details of second language acquisition, but they usually agree that there is a predictable order and sequence in which students acquire a second language. Research has also demonstrated that it can take from 4-10 years to fully develop a second language (Krashen, Cummins, Chomsky, Vogt, Short, Echevarria, Collier & Thomas). Stage 1. Pre-Production/Pre-Comprehension Stage (Silent Period): Students communicate with gestures and actions while building receptive vocabulary and refining listening skills. This stage can last up to six months or more. This stage is often referred to as the "silent period" because the student may not produce a great deal of language as they initially acquire a language. Stage 2. Early Production Stage: Students speak and/or write using simple one and two word phrases. Student can comprehend very elementary sentences and phrases. Student may say "Want water" or "Go bathroom." Student can use some present tense verbs. Stage 3. Speech Emergence Stage: Students speak and/or write in longer phrases and complete sentences, using a wide range of vocabulary. Student may say "I writed a paper yesterday." Student is making evident generalizations about the language. Student still commits many errors. Stage 4. Intermediate Fluency: Students engage in conversations on familiar topics with fewer errors. Student will still struggle as the cognitive demand of the conversation increases. Might comfortably discuss family events but struggle to communicate details of text covered in class. Stage 5. Advanced Stage: Students speak and write in connected and unified paragraphs about most situations. Errors will still occur, but less frequently. 40

42 Common Core English Language Development (WIDA) Standards In June 2008, the North Carolina State Board of Education approved the WIDA English language proficiency standards. The WIDA standards resource book was revised to include amplified standards in ESL teachers and sheltered instruction teachers have received training on these standards and all schools and ESL staff have a hard copy of the resource guide. These standards can be accessed by the public at 41

43 The "Can Do" descriptors represent the levels of language proficiency as demonstrated on the W-APT English language proficiency assessment. The "Can Do" descriptors show educators what an LEP student "Can Do" at a particular level in a specific language domain with instructional support.. Specific Can Do descriptors by grade level are available on the WIDA website. 42

44 Jim Cummins' contributions to the field of second language acquisition. Jim Cummins is a professor in the Modern Language Centre of OISE/UT (Ontario Institute for the Studies in Education at the University of Toronto). His research has focused on the nature of language proficiency and the acquisition of a second language with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students. Cummins has advanced the idea that there are at least two different levels of language knowledge. He makes a distinction between these two types of knowledge. One type of language knowledge is a student's ability to carry on a conversation about normal, everyday situations. He refers to this type of knowledge as basic interpersonal communication skill (BICS). A student can understand basic words and phrases in a second language rapidly. A student can develop BIC fluency in 1-3 years. The second type of language knowledge refers to the more cognitively demanding knowledge necessary for success in school. He calls this knowledge cognitive academic language proficiency (CALP). This is the language knowledge a student needs to be successful in a classroom context when applying, evaluating, synthesizing and analyzing material. It may take a student 4-10 years to fully develop CALP fluency. BICS: "Whatcha doing?" "Did you see that movie last weekend?" "I'm hungry. C'mon, let's get something to eat." "What book are we reading?" CALP: "What is the main idea of the selection?" "The parabola is divided by the parallel lines on the outer plane." 43

45 Factors that will affect language acquisition. Motivation: Integrative vs. Instrumental. People tend to learn what they want to learn quicker than they learn what they don't want to learn. Integrative = when students want to be a part of the group and learn language for this reason. Students are motivated to join a language group because of social or community reasons. Example: An LEP student wants to make more friends in his new English speaking school. He is interested in doing more social activities and participating in more events. Instrumental = when students are learning English to achieve a goal such as getting a job or passing a test. Example: An LEP student needs to get a GED which will enable him to get a promotion in his current job. He studies and passes the GED but rapidly forgets the English skills that he learned. Age: The critical time to acquire and learn a language is from birth to puberty. You can still become fluent in a language after puberty, but you will not sound like a native speaker and may be more self-conscious about the way you use the language and perfecting your pronunciation. Also, at a young age, students acquiring English are not as self-conscious as they would be if they were older. This cuts down on the affective filter that can impede language acquisition (see Krashen). Access to the Language: Opportunities to interact with the language via print and communicative opportunities with native speakers of the target language will accelerate language acquisition. This is also true for students learning a first language. Reading ability is closely tied to availability of materials (For more information read The Power of Reading by Stephen Krashen). Personality: Extroverts may initially excel faster than introverts because they desire social interaction. However, over a period of time, there should be no difference between these two groups. Risk taking and making generalizations about the language will increase the acquisition process. First Language Development: Researchers suggest that the level of first language development significantly influences second language development. Content knowledge is content knowledge. First language instruction makes second language instruction meaningful. Literacy skills will transfer from one language to another. (See Cummins' linguistic interdependence hypothesis). LINGUISTIC INTERDEPENDENCE HYPOTHESIS: "This hypothesis, represented as a "dualiceberg," posits that every language contains surface features; however, underlying those surface manifestations of language are proficiencies that are common across languages. 44

46 Cognitive Ability: General cognitive abilities and the cognitive processes necessary for second language acquisition are related: verbal memory, auditory perception, categorization, etc. This will influence the speed of language acquisition and the proficiency levels attained in the second language. Jim Cummins also designed a framework to classify language activities. The horizontal axis refers to tasks that are cognitively undemanding to cognitively demanding. The vertical axis refers to tasks that are high in context to low in context. This will help teachers assess the comprehensibility of the activities in their classrooms. High Context Low Cognitive Demand A. (EASIEST) Simple verbal directions Face to Face conversations High Cognitive Demand B. Demonstrations Audio-Visual assisted lesson Science and Social studies projects Low Context C. Telephone conversations Note on refrigerator Written directions D. (MOST DIFFICULT) Reading a textbook Explanation of a new abstract concept Lecture with few illustrations Math concepts and application 45

47 The LEP Committee Each school develops an LEP committee to make LEP testing accommodation decisions regarding the LEP population your school serves. Who: The LEP committee is usually chaired by the LEP Coordinator at each school. At ESL sites, the LEP committee will also include the ESL teacher(s). The LEP committee might also include administrators or mainstream teachers. At the very least, the LEP committee should include three people (Note: This is not an IEP meeting and will not follow the IEP meeting format). What: The LEP Committee will meet to discuss and determine ongoing LEP accommodations, classroom modifications and ESL service for LEP students at your school. Sign-in sheets, agendas, etc. should be maintained for documentation purposes. When: At the very least, the LEP committee should meet once during the Fall semester and once in the Spring semester prior to End-of-Grade and End-of-Course assessments. Schools may meet more often if necessary. Where: The LEP committee meets in each individual school. The LEP committee is a school based committee. Why: Accommodations allow eligible [LEP] students to demonstrate their true abilities; however, students must not receive unnecessary or inappropriate accommodations. Testing accommodations are provided to eligible students to assure that individual student needs are met, and, at the same time, maintain sufficient uniformity of the test administration. Accommodations must be assigned selectively and thoughtfully, according to individual student needs and LEP Team/Committee input. For example, it is NOT appropriate to assign all available accommodations for all LEP students. Each student s individual needs must be considered when making accommodations decisions. When accommodations are provided in accordance with proper procedures as outlined by the state, results from these tests are deemed valid and fulfill the requirements for accountability (Limited English Proficiency Testing Accomodations Descriptions and Procedures NCDPI Nov. 2009). 46

48 How: Since we have great diversity from school to school regarding our LEP population, each school has the flexibility to decide how best to meet this requirement. As mentioned previously, the LEP committee must meet at least twice yearly (Fall and Spring) to determine appropriate LEP modifications. Form LEP Committee (LEP Coordinator, ESL staff and others) Identify LEP students (NCWISE LEP Group, LEP database, etc) Fall meeting discuss and document LEP testing accommodations for eligible LEP students. Make any necessary changes to LEP accommodations forms. Spring meeting discuss and document LEP testing accommodations for eligible LEP students. Complete LEP accommodation forms for eligible LEP students. Prior to EOG/EOC complete LEP accomodations monitoring form for all LEP students with LEP accommodations. LEP student takes the EOG/EOC assessment. Test administrator completes the LEP accommodations monitoring form after the EOG/EOC assessment. Monitoring form is collected by the Testing Coordinator. Documentation: The LEP committee will need to keep the following meeting documentation and records. Schools might consider keeping all of this information in a large three ring binder that would be easily accessible if a school were audited. LEP committee meeting sign-in sheets/agendas List of current LEP students LEP accommodations forms for each eligible LEP student LEP accommodations monitoring forms for each eligible LEP student Please note: Student level information, including assessment information, should be treated as secure student info. LEP accommodations and LEP accommodations monitoring forms are available in the appendix of this document. 47

49 LEP Data and the LEP Database LEP data is collected in various ways in our district using various databases. The LEP database has been developed to try to give you the easiest access to your school s LEP data as conveniently as possible. The LEP database is populated with students in the LEP group in NCWISE and the demographic and assessment information available in NCWISE for those LEP students. Student arrives in WSFCS and goes to the Newcomer Center. Newcomer Center enters WAPT test data into NCDPI WAPT database. Student enrolls in a WSFCS. Newcomer Center places student into LEP group in NCWISE once student enrolls in a school in Winston-Salem / Forsyth Co. NCDPI uses the WAPT database to update the LEP Federal Data Collection database. The authoritative source for LEP data in NC. Newcomer Center and Title III office have access. LEP group and LEP data (ACCESS, LEP accommodations) in NCWISE is used to populate the data in the LEP database for each school. ESL Teachers and LEP Coordinators have access to the LEP database. Tracking LEP data is very important for a number of reasons. We receive federal and state funding based on the number of LEP students that we report every year. In addition, LEAs (Local Education Associations) are responsible for testing the language proficiency of all LEP students in their school system. The LEP database is designed to assist schools in accurately tracking LEP students. You can access the LEP database through the ESL website at: 48

50 You must have rights to access and view the LEP database. All LEP coordinators and ESL teachers will have access to the LEP database. If you do not have rights to access the database, please David Sisk at Your username and password are your username and password for the LEP database once you gain access. The LEP database will be mostly populated by student information coming from NCWISE: personal student information, home language information, LEP classification, date of birth, etc. Each Wednesday evening LEP data from NCWISE will be updated into the LEP database. THIS IS WHAT ALL SCHOOLS NEED TO UPDATE: The exceptions to this, and the data not currently collected by NCWISE, needs to be collected in the LEP database by LEP coordinators and schools. ESL Service box Entry date to a US school # 4 on the HLS if (only used if #s 1,2 and 3 are English and #4 is not English). Update ESL teacher s name who provides service to a particular student. Either the school s ESL teacher or LEP coordinator is responsible for updating these data fields for LEP students at your school in the LEP database. ESL Teachers, LEP Coordinators and Testing Coordinators need to work together to update and review LEP data in the LEP database periodically. If you updated information, make sure you click "save" at the bottom of the screen. 49

51 Translations What is meant by providing information to parents with limited English proficiency, "to the extent practicable," in a language parents can understand? This means that, whenever practicable, written translations of printed information must be provided to parents with limited English proficiency in a language they understand. However, if written translations are not practicable, it is practicable to provide information to limited English proficient parents orally in a language that they understand. SEAs and LEAs have flexibility in determining what mix of oral and written translation services may be necessary and reasonable for communicating the required information to parents with limited English proficiency. [Title I, Part A Final Regulations, 67 Fed. Reg , Comments and Discussion on Section ; available at ED's website at This requirement is consistent with Title VI of the Civil Rights Act of 1964 (Title VI), as amended, and it's implementing regulations. Under those regulations, recipients of Federal financial assistance have a responsibility to ensure meaningful access to their programs and activities by persons with limited English proficiency. It is also consistent with ED policy under Title VI and Executive Order (Improving Access to Services for Persons with Limited English Proficiency). The Department of Justice's Guidance on Title VI and E.O , which provides clarification on how to determine an appropriate mix of language services, may be found in the Federal Register, 67 Fed. Reg (June 18, 2002), or online at 50

52 TRANSACT.COM There are tools available for school personnel who need to contact parents who speak other languages. The broadest resource base, with hundreds of documents in many languages, is TransAct. The school system has a contract with this online company, and its use is free to any employee. To access it, go to You must create a user name (your school system address) and password. If you have problems gaining access, contact the LEP Program Coordinator. The open enrollment link is: If a personal letter is needed, there are free online translation sites. and are both easy to use. Be warned the translation you receive is only as good as the input! It is not always a good idea to copy and paste your English version into the sites. Simplify your message (who, what, when, where) and use basic sentences. Avoid idiomatic expressions and "flowery" language. When using these systems there is always the chance of error, however parents will appreciate your efforts to communicate with them in a language they understand. 51

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