ESL (English as a Second Language) Handbook

ESL (English as a Second Language) Handbook May, 2010 1

Table of Contents ESL Staff List... Iowa Code. Program Overview Program Goals.. ESL Standards.. ESL Staff Responsibilities Identification Procedures.. I-ELDA Proficiency Levels. General ESL Program Guidelines ESL Record Keeping & Parent Notification Program Model.. Coordination of Curriculum. Parent Communication. Transition and Exit Procedures Assessments. ELLs and Special Education. Appendix: A-1: Suggested Accommodations. A-2: ELL Student Progress Report... A-3: Elementary ELL Communication Tool A-4: Secondary ELL Communication Tool.. A-5: ELL-Special Ed Service Checklist... A-6: ESL Program Transitional and Exit Criteria Checklist A-7: ELL/Special Education Student Exit Checklist... 3 4 4 4 4 5 5 6 7 7 7 8 8 9 10 10 12 13 14 15 16 17 18 See ESL folder on the building server for a copy of GUIDELINES FOR THE INCLUSION OF ENGLISH LANGUAGE LEARNERS (ELLs) IN K-12 ASSESSMENTS and Educating Iowa s English Language Learners: A Handbook for Administrators and Teachers. 2

ESL Staff Suzie Pearson Merima Pasalic Lisa Mueller Cheryl Henkenius Maureen Fry Mary Haden Joy Palmer Linda Hansen Melissa Grinstead Brian Carico Bruce Hukee Emily Nymyer Wallace Principal Wallace ESL Teacher Wallace & Timber Ridge ESL Teacher Timber Ridge Principal Timber Ridge ESL Teacher Timber Ridge ESL Teacher Wallace and Timber Ridge Dean of Students Summit Principal Summit and Middle School ESL Teacher Middle School Principal High School Principal High School ESL Teacher 2010-2011 School Year District Central Office Staff Clay Guthmiller Bruce Amendt Debra Cale District Superintendent Director of Academic Services Reading/Language Arts/ESL Coordinator 3

English as a Second Language Program Johnston Community School District Iowa Non-English Speaking Legislation: Chapter 280.4, Uniform School Requirement Iowa Code This section of the Code requires that transitional bilingual education or English as a second language programs be provided for students whose primary (first) language is one other than English, until the student demonstrates a functional ability to understand, speak, read and write the English language. Section 670.57 of the Department of Education Administrative Rules sets the standards for these programs. District Program Overview The English as a Second Language Program (ESL) provides English Language Learners (ELL) with an opportunity to acquire proficiency in listening, speaking, reading and writing English. The ESL Program promotes a positive learning environment in which each student s first language, culture and ethnic heritage is valued. The ESL teachers work with students whose first language is a language other than English and who qualify for ESL services through a testing and referral process. There are specific strategies, methodologies and curriculum used to help students acquire English. Program Goals 1. To educate ELL students to the same standard of excellence as all students in the school district. 2. To teach listening and reading English skills with an emphasis on comprehension in both social and academic settings with emphasis on academic rich language. 3. To teach speaking and writing English skills with an emphasis on quality production in both social and academic settings with emphasis on academic rich language. 4. To instill positive self-concepts and attitudes toward school in ELL students. 5. To assist ELL students and their families in functioning and understanding within their school and community. 6. To promote pride in ELL students cultural and linguistic backgrounds. English as a Second Language Standards Standard 1: English language learners communicate for social, intercultural and instructional purposes within the school setting. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics. 4

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies. The Johnston Community School District recognizes the following facts: 1. Language acquisition is an intellectual process; even the youngest learners do not simply pick-up a language. 2. Language acquisition takes time. It can take six to nine years for an English Language Learner to achieve the same level of academic proficiency as a native English speaker. 3. Effective education for English Language Learners calls for comprehensive provision of excellence in education based on the latest research, standards, and known best practices in the area of English as a Second Language. ESL Staff Responsibilities The ESL teachers, in communication with other school personnel, are responsible for identification of English Language Learners (ELL). Teachers will use the identification and placement processes outlined in this handbook. The ESL teachers will maintain student rosters for building and district administration. The ESL staff will be responsible to oversee the language acquisition process of the ELLs and provide formal language instruction in speaking, listening, reading, and writing and comprehension of the English language. The ESL teachers will assist in determining if an ELL is entitled to other or additional programs and services. (i.e. Extended Learning Program, Special Education) ESL staff will work with classroom and content area teachers to provide appropriate accommodations, modifications, and differentiated instruction and assessment for ELLs. The ESL and core classroom teacher will promote pride in all students cultural and linguistic backgrounds. The ESL and core classroom teacher will work together to involve families in the educational process and the community. A member of the administrative staff of the JCSD will be responsible for collecting and maintaining student rosters for all buildings and grade levels. Administrative staff will serve as I-ELDA coordinator for all grade levels. Identification Procedures Students who may need ESL services are identified by: 1. Enrollment documentation of home language use. 5

2. There is a Home Language Survey on file in the student s native language (when available) that indicates that the student s first language is a language other than English. Placement Procedures Students will receive ESL services when: 1. There is an IPT assessment on file for the student that indicates eligibility. 2. Parents have been notified using the Notification of English Language Program Placement form. English Language Learner Composite Proficiency Levels From I-ELDA Level 1 - Pre-functional indicates that the student is: Beginning to understand short utterances. Beginning to use gestures and simple words to communicate. Beginning to understand simple printed material. Beginning to develop communication skills in writing. Level 2 Beginning indicates that the student can: Understand simple statements, statements, directions and questions. Use appropriate strategies to initiate and respond to simple conversation. Understand the general message of basic reading passages. Compose short informative passages on familiar topics. Level 3 Intermediate indicates that the student can: Understand speech delivered in school and social settings. Communicate orally with some hesitation. Understand descriptive material within familiar contexts and some complex narratives. Write simple texts and short reports. Level 4 Advanced Intermediate indicates that the student can: Identify some of the main ideas and relevant details of discussions or presentations on a wide range of topics. Actively engage in most communicative situations familiar to him or her. Understand the context of most text in academic areas with support. Write some multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with errors. Level 5- Advanced indicates that the student can: Identify many of the main ideas and relevant details of discussions or presentation on a wide range of topics. Actively engage in many communicative situations, familiar or unfamiliar. Understand the context of many texts in academic areas with support. Write many multi-paragraph essays, journal entries, personal/ business letters, and creative texts in an organized fashion with some errors. Level 6 Full English Proficiency indicates that the student can: Understand and identify the main ideas and relevant details of extended discussions or presentation on familiar and unfamiliar topics. Produce fluent and accurate language. Use reading strategies the same as their English speaking peers to derive meaning from a wide range of both social and academic texts. Write fluently using language structures, technical vocabulary, and appropriate writing conventions. 6

General ESL Program Guidelines 1. All students admitted to the ESL Program will follow the identification and placement procedures outlined above. This will assure that the proper individuals have been consulted and that parents and teachers have been contacted. 2. Following the completion of identification and placement procedures, the ESL teacher, along with the classroom teacher, will determine the appropriate level of service for each student. 3. ESL students in grades K-5 will be assigned to the school with the ESL Program Site. High School, Middle School and Summit students will be served in their buildings. 4. ESL instructional groupings will be determined based on the learning needs of the students being served. 5. Students in the ESL Program will be assessed annually using the I-ELDA data to determine progress, future leveling and service. 6. ESL teachers will meet classroom teachers to discuss each student s level of English acquisition using I-ELDA data, the Language Acquisition Chart: Guidelines for Differentiating Instruction and Assessment and any other data or information needed. ESL Record Keeping and Parent Notification Every student in the ESL Program should have a record on file containing the following: A. Home Language Survey B. Copy of IPT C. Parent Program Notification Form D. Program Refusal Waivers, if applicable E. Student Progress Report F. I-ELDA results & other program assessments used to determine ESL status G. Copies of Transition and/or Exit Notification Letters ESL records should be kept on file by the ESL teacher in the ESL classroom. At the end of each school year or upon the student s transfer to a different school, the records should be kept in a separate file folder and/or binder and put inside the student s cumulative record. Program Model Elementary Programming: K-5 students will be served at ESL program sites. This will allow for the best use of resources, allow for grouping of ELL students with similar needs, provide additional time for instruction, and allow for a more interactive and engaging environment. Pullout The pullout model is typically used only for those students who are non-english proficient. Students spend part of the school day in a core classroom, but are pulled out for a portion of each day to receive instruction in English as a second language. 7

Collaborative or Push-in: In the collaborative model the ESL teacher is pulled into the core classroom where he/she provides instruction to whole classes and small groups using methods that reflect best practice for ELLs. Secondary Programming: 6-12 students will be served at their building. ESL Class Period This model is generally used in secondary school settings. Students receive ESL instruction during a regular class period and receive course credit. They may be grouped for instruction according to their level of English proficiency. Coordination of Curriculum Classroom and ESL teachers must collaborate and coordinate curriculum for all ELLs. This includes: 1. Intentional and periodic communication and collaboration between ESL and classroom teachers. 2. Collectively determine appropriate academic materials. 3. Provide support in differentiation. 4. Share strategies and adoption of materials. 5. Sharing of materials. 6. General education teachers provide curriculum materials and assessments to ELL ahead of time for proactive measures. 7. Provide opportunities for pre and/or re-teach. 8. Support motivation and engagement issues. 9. Use and communicate student progress reports, achievement documentation and performance assessments to indicate student progress. Parent Communication All information is to be provided in a language that the parent understands, to the extent practicable (See 3302[c]). To meet this requirement, the Iowa No Child Left Behind Parent Communication Center (formerly the Iowa Translation Library) is available as an on-line resource at http://www.transact.com to provide necessary documents in 23 languages. Furthermore, parents are to be given information regarding how they can: Be involved with their child s education (Sec. 3302[e][1][A]) Help their children to learn English, achieve academically, and meet the academic content and achievement standards expected of all students (Sec. 3302[e][1][B]) It is recommended that this outreach be carried out through regular meetings, which parents are to be informed of. During these meetings, parent questions, concerns, and recommendations can be addressed. (Section 3302[e][2]) For a comprehensive list of parent communications required under NCLB in addition to those mandated by Title III, visit www.transact.com. Johnston Community School District will notify students parents of: The reason for placement in a program for English Language Learners. The students level of language proficiency, the assessment used to determine proficiency, and their level of academic achievement. The method of instruction used in the child s educational program. 8

How the program will meet the needs and build on the academic strengths of the child. How the program will go about teaching the child English and preparing him/her to meet academic standards for promotion and graduation. Exit requirements for the program. Information regarding parental rights. Transition and Exit Procedures for the ESL Program The Johnston Community School District s English as a Second Language program will work to transition and exit students from the program who meet the following criteria: (see Appendix 5 for exit sheet) Checklist for Transition of ELLs A composite score of a 5 or 6 on the Iowa English Language Development Assessment (I-ELDA) Student is at or near the expected reading level Recommendations of ESL teacher classroom teachers At or near proficiency on district-wide assessments Opinion of parents Note: These students continue to take the I-ELDA even when they are in the transition stage Checklist for Exiting ELLs A composite score of a 6 on the Iowa English Language Development Assessment (I- ELDA) The student must also meet at least 3 of the 4 following criteria: Student is at the required reading level Student is showing evidence of success in the core classroom including good participation, average grades, homework completion, few accommodations made At or near proficiency on district wide assessments ESL support no longer needed Has demonstrated success during the transition stage o In the transitional stage two weeks to two years It is also recommended, but not required, that parental input is obtained. Checklist for Re-entering ELLs If during the transition process or after exiting a student begins to fail he/she may be reentered into the ESL program. The decision to re-enter a student should include: Meeting with parents Meeting with all appropriate school staff, including classroom teachers, counselors, administrators, and any special staff, such as at-risk, that can give insight into the student s performance and abilities Discussion of other programs that might be available to assist the student After the above steps have been taken, a student may be re-entered into the ESL program when: All of the Entry Criteria from page 2 have been met There is a recent IPT on file 9

Assessments for English Language Learners English Language Learners should be included in district-wide testing as directed by the Iowa Department of Education. At this time, MAP, ITBS/ITED, Phonological Awareness Profile, Benchmarking, 8 th grade BRI, 10 th grade Portfolio, Six Traits of Writing, and Science assessments should be given to every ELL who has been in the United States longer than 12 months. Math tests should be given to every ELL student. Additionally, all ELLs will be tested annually using a state and NCLB approved test to measure their English language proficiency. Currently the Iowa English Language Development Assessment (I-ELDA) is used. The Iowa Department of Education manual, Guidelines for the Inclusion of English Language Learners in K-12 Assessments, should be used as a reference to clarify questions regarding testing ELLs. When testing ELLs, appropriate accommodations can be made. ITBS/ITED Administration manuals are good sources to help in making decisions about the types of accommodations that are appropriate for each student. Guidelines for the Inclusion of English Language Learners in K-12 Assessments also contain good suggestions for types of accommodations to use with ELLs. English Language Learners and Special Education ELLs may receive assistance from special education. However, during the decision-making and problem solving process, some important questions about the students language and educational background need to be answered. 1. Is the student having difficulties primarily because he/she does not speak/understand the language of instruction? 2. Is the student having difficulties primarily because he/she has not had similar opportunities to learn as peers to whom he/she is being compared? If the answer to these questions is No, the classroom teacher and ESL teacher should work with other staff to rule out language and acculturation as reasons for the students need for assistance. To rule out language and acculturation, reviews, interviews, observations, and tests should take place. Review records: to find out student s home language. to find out the number of years the student has attended school. to find out the frequency of school changes. to find out how many years of ESL or other English Language instruction the student has had. to find the number of years the child has attended school in an English speaking school. to find out how the student performed when instructed in his/her primary language. to find work samples and compare them to those of peers with similar educational and linguistic background. 10

Interview: parents, guardians, siblings, caregivers, and the student. Ask them questions arising from the review items. the student about his/her understanding of English. Ask if he/she is able to speak and understand peers when speaking English. the ESL teacher regarding the student s performance compared to other ELL students. classroom teachers regarding the student s performance compared to other ELL students. Ask about the student s rate of acquisition of rules and expectations. Observe: the student in different settings. Note the language the student uses to communicate with English speaking peers, ELL peers, teachers, and family. the student and compare to culturally and socio-linguistically similar peers in the regular and ESL classroom. the instruction to see if effective teaching strategies for ELL students are used and attempts are made to modify instruction for the student. Test: the student on grade level when possible. Results should be compared with results of average students in the general population. the student in the native language to whatever extent possible. If there is significant discrepancy, a native language test should be sought. Compare the results to culturally and socio-linguistically similar peers. the student to determine language proficiency. NOTE: During the referral process, ELL documentation/data should be used. A general education intervention should be implemented with a systematic progress monitoring system to measure the intervention effects. Interpreters should be used during testing process if needed. ELL teachers must be included in the referral process and coordination of programming should occur when students are staffed. Heartland AEA will help fund translators for the initial IEP meeting. Special considerations will be given to an ELL who is also identified for special education services. The district has established an exit checklist for ELL Special Education students who will not be able to exit ESL services due to a learning disability. Data must support that the ELL s learning disability is not impacted or resulted from any language barriers. See Appendix 6. 11

Appendix 1 Suggested Accommodations for English as a Second Language Students Pacing Extend time requirements Advance communication with ESL teacher for difficult assignments and projects Environment Seating near the center of the room Presentation of Subject Matter Emphasize critical information Pre-teach vocabulary-share vocabulary lists with the ESL teacher Make and use vocabulary files Reduce the reading level of assignment Use complementary text at the appropriate reading level Have the text read to the student by a peer tutor or the ESL teacher Materials Allow student to use a bilingual dictionary Use supplementary text and materials when needed Directions Give directions in small distinct steps Restate directions in simplified language Use written directions Have directions restated by a peer Use visual cues and demonstrations when possible Assignments Shorten assignments Lower difficulty level Provide the ESL teacher a written copy of the assignment Give students alternative or modified assignments when the demands of the class conflict with the students linguistic abilities Allow peer assistance when completing assignments in class Testing Adaptations Read the test to the student Allow the student to take or re-take the test with the ESL teacher Modify the questions Modify the amount of information and vocabulary the student is required to master Extend time frame for test taking Social Interaction Supports Use peer advocacy Use peer tutoring Structure activities to create opportunities for social interaction Use cooperative learning groups Parent Communication Use a first language report card provided by the ESL teacher Use a translator for conferences Ask ESL teacher for translated field trip forms etc. Self-Management Visual daily schedule Visual reminder of ESL time Help with use of assignment book Request ESL reinforcement Check often for understanding 12

Student Name: Appendix-2 ELL Student Data Report Home Language Survey Date Qualifies Comments YES or NO IPT Placement Report & Current Placement Report Tests Date Assessment for Placement Level of Proficiency IPT-Oral IPT-Reading IPT Writing Current Placement Proficiency Level NES, NER, NEW- Non-English Speaker, Reader, Writer LES, LER, LEW - Limited English Speaker, Reader, Writer FES, FER, FEW - Fluent English Speaker, Reader, Writer **IPT (Idea Proficiency Tests) tests used for the placement in ESL Program I-ELDA Individual Progress Report: (English Language Development Assessment) state required assessments for English proficiency Reading Writing Listening Speaking Comprehension Composite Scores: 0-6 List assessment date in gray boxes. The ELDA assessment enables Iowa to meet the following Title III NCLB requirements: provide an annual assessment of English proficiency and show annual progress in acquisition include all LEP (Limited English Proficiency) students in English language proficiency assessments obtain independent measures of listening, speaking, reading, writing report a measure for comprehension measure school environment + academic skills align assessments with state ELP standards. 13

Student Name: Year: Grade: Language Level: Teacher: MAP Reading Comp: Fall: Spring: ITBS Reading Comprehension: ELDA Reading: Speaking: Listening: Writing: Listening: Listens attentively Follows directions Responds to questions Speaking: Pronounces words clearly Expresses ideas Speaks willingly in English Uses correct English grammar Reading: Uses concepts of print Identifies letters Identifies letter sounds Reads with fluency o Rate o Accuracy Y = Yes, S = Sometimes, N = Not Yet o Prosody (expression and phrasing) Reads with understanding o Uses schema (organizes and uses background knowledge) o o o o o o Infers Determines Importance Visualizing Questioning Synthesis Summarize o Use fix-it strategies Understands and uses correct vocabulary o Science vocabulary o Social Studies vocabulary o Math vocabulary Writing: Writes words Writes complete and accurate sentences Writes with strong ideas (narrow topic) Writes with organization Writes with appropriate word choice Writes with voice Writes with sentence fluency Writes with correct conventions Writes with correct grammar Behaviors: Treats self and others with respect Able to stay on task Math: Able to read and understand directions Able to read and understand word problems Comments: Elementary ELL Communication Tool Mid T1 T1 Mid T2 T2 Appendix-3 Mid T3 14 T3

2 4 Secondary ELL Communication Tool Appendix-4 Student Name: Year: Grade: Language Level: Teacher: MAP Reading Comp: Fall: Spring: ITBS/ITED Reading Comp: ELDA Reading: Speaking: Listening: Writing: Listening: Listens attentively Follows directions Responds to questions Speaking: Pronounces words clearly Expresses ideas Speaks willingly in English Uses correct English grammar Reading: Uses concepts of print Identifies letters Identifies letter sounds Reads with fluency o Rate o Accuracy o Prosody (expression and phrasing) Reads with understanding o Uses schema (organizes and uses background knowledge) o Infers o Determines Importance o Visualizing o Questioning o Synthesis o Summarize o Use fix-it strategies Understands and uses correct vocabulary o Science vocabulary o Social Studies vocabulary o Math vocabulary Writing: Writes words Writes complete and accurate sentences Write with strong ideas (narrow topic) Writes with organization Writes with appropriate words choice Writes with voice Writes with sentence fluency Writes with correct conventions Writes with correct grammar Behaviors: Treats self and others with respect Able to stay on task Comments: Y = Yes, S = Sometimes, N = Not Yet 1 2 3 4 15

Appendix-5 ELL Special Education Service Review Checklist Please use the review checklist when considering placement and services of ELL students into special education. This list is designed to provide consistency across the district. IEP service discussions need to be individualized according to each student s individual language and academic needs. ESL teachers must be part of the STAT meetings and know what data to collect prior to these meetings. These data can be collected from the ESL or classroom teacher, depending on who is initiating the STAT meeting. During this STAT meeting determine a list of tools and assessments that will be used to determine student needs. As a team, define the strategies & skills that need to be priority areas in order to meet the student s learning needs. After entitlement, establish protocol for collecting student performance data that will be used in developing the IEP. Clarify who will collect those data. Those data should be used in determining types of support services for ELL/special ed student. Throughout the IEP process, clearly define the roles of the ESL & special education teachers. This can occur in the IEP meeting or in a collaborative planning session between all parties involved. The definition of the roles needs to be documented and shared wit the building administrator. Academic content is taught by the classroom teacher, unless otherwise designated in the IEP. Supplemental support is provided by the special education &/or ESL teacher, as determined by the STAT or IEP process. Determine the amount of collaboration needed between ELL, special ed, and general ed teachers. Must consider the language needs of the student as you determine the services for the child. The collaborative discussion must include information on the student s progress from data collected. As the team considers transitioning &/or exiting ELL students who are also identified as special ed, the district guidelines in the handbook must be followed. Who is responsible? What action will be taken? 16

Appendix-6 Johnston English as a Second Language Program Transitional and Exit Criteria The Johnston Community School District s English as a Second Language Program will work to transition and exit students from the program who meet the following criteria : Transitional Checklist Requirements: Composite Score of a 5 or 6 on the I- ELDA Student is at or near required reading level Recommendations from ESL and classroom teachers At or near proficiency on district wide assessments Opinion of parents District Data: Student s reading level is. I-ELDA Scores: Reading Score Speaking Score Composite Writing Score Listening Score Date Exit Checklist ELL must demonstrate proficiency on the first bullet and meet four of the five criteria that follow. District Data: Student s reading level is. Requirements: Composite Score of a 6 on the I-ELDA Student is at required reading level Student is showing evidence of success in the core classroom At or near proficiency on district wide assessments Has demonstrated success during the transition stage ESL support no longer needed I-ELDA Scores: Reading Score Speaking Score Composite Writing Score Listening Score Date **It is also recommended the opinion of the classroom teachers and parents be obtained. Teacher Signature: Subject: Date: Parent contact date: Based on the criteria checked above, the following student is dismissed from ESL services: Student Name: Date: School: Grade: ESL Teacher: Copy Sent to Cathy Robison on: 17

Johnston Community Schools Checklist for ESL Exit for ELL Special Education Students Very few ELLs who quality for special education services will not be able to pass the ELDA due to their learning disability. In order for an ELL/Special Ed student to be exited from ESL services, many things must be considered. As a district, we must be very confident that this student s disability is due to an academic learning disability, and is not the result of English language acquisition. It is recommended that students below 3 rd grade not be considered for this process. An ELL should be in the ESL program for at least 3 years and dual served for at least one year before exiting is a consideration. Student Name: Grade: School: Appendix-7 6 ITBS Score MIALT Score ELDA Reading Math Science Reading Math Speaking Listening Reading Writing Benchmarking Level: *PA Profile: Progress Report proficient areas: *use report card criteria to determine proficiency. Questions Yes No Provide Supporting Details 1. ELL is consistently non proficient according to at least 3 data points in Math. 2. ELL is consistently non proficient according to at least 3 data points in Reading. 3. ELL is consistently non proficient according to at least 3 data points in Science. 4. ELL is consistently non proficient according to at least 3 data points in writing. 5. ELL is receiving supplemental ESL pull out services. Please document the amount of time student is receiving supplemental support. 6. ELL is receiving services through a push in model. Describe the model. 7. The curriculum used with the ELL has been differentiated according to their language needs. 8. ELL has been provided with academic and language goals and has not been able to perform in either area. 9. Classroom teacher has provided the necessary differentiated instruction to adequately meet the academic and language needs of the student. 18

Questions Yes No Provide Supporting Details 10. ELL performance has been evaluated and documented by classroom teacher, ESL teacher, and a teacher with special ed background. 11. Despite curriculum & instruction differentiation, the student s learning difficulties persist. 12. List other programs or alternatives that have been explored and implemented and how often. 13. ELL has not been successful with the exit requirements for years. 14. Student has difficulties in reading, writing, and speaking in first language. 15. Describe the reading & writing difficulties this student is experiencing in first language. 16. Feedback from parents indicates that the child exhibits the same type of learning difficulties in their native language. 17. Based on the data collected, ESL services do not support the academic progress of this ELL. 18. An interpreter has been involved in the entitlement testing to ensure it is not a language issue. 19. The ELL s academic needs can be met through special education services without the support of ESL services. 20. As an ESL educator, you are certain that that this student s low performance is not due to a language acquisition issue. Please return this completed and signed document to Bruce Amendt s office. Upon the arrival of this form, it will be sent to John Scott at the Iowa Department of Education for final approval. After the district receives final notification, an update will be made to the ESL student roster and you will be notified. DATE Classroom Teacher Signature: ESL Teacher Signature: Special Education Teacher Signature: Building Administrator Signature: Parent Signature: Date of District Notification: Date of State Approval: 19