DEKALB COUNTY SCHOOLS

 

ENGLISH LANGUAGE LEARNER

 

PLAN AND GUIDE

 

 

A Manual for Identifying, Assessing, Placing, and Meeting

 

the

 

 Educational Needs of

 

 

English Language Learners

 

AMENDMENT:  April 2006

 

 

 

 

 

 

 

 

Mary Lance

Title III Coordinator

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

"If a child can't learn the way we teach, maybe we should teach the way they learn."
-- Ignacio Estrada

 

 

 

"Language is a living, kicking, growing, flitting, evolving reality, and the teacher should spontaneously reflect its vibrant and protean qualities."
-- John A. Rassias, Professor of Romance Languages, Dartmouth

 

 

 

"Our task is to provide an education for the kind of kids we have... Not the kind of kids we used to have... Or want to have... Or the kids that exist in our dreams."
-- Mary Kay Utech

 

TABLE OF CONTENTS

 

Federal Programs Advisory Committee………………………………………………..….4

 

Contact Information ……………...…………………………………………………….…5

 

LEP Defined ……………………………………………………………………………...6

 

Statement of Intent…………………………………………………………………….…..7

 

ELL Plan Synopsis………………………………………………………………………..8

 

Legal Issues……………………………………………………………………………….9

 

U.S. Supreme Court Rulings…………………………………………..……………10 - 11

 

Registration Procedures…………………………………………………………….12 – 13

 

Guidelines for Identifying and Placing ELL’s…………………………………………...14

 

Language Proficiency Assessment Committee……………………………………..15 - 17

 

ELL Student Assessment……………………………………………………………18 - 20

 

Individual Student ELL Plan…………………………………………………………….21

 

Individual ELL Plan for Exited Students………………………………………………...22

 

ELL Student Placement………………………………………………………………….23

 

ELL Filing System………………………………………………………………………24

 

ELL Grading Guidelines…………………………………………………...……….25 - 29

 

Alternative Assessment Plan…………………………………………………………….30

 

Supplementary Procedures………………………………………………………………31

 

Suggested Assessment & Record Keeping………………………………………………32

 

Participation in Alabama Assessments……………………………………………..33 – 34

 

Parental and Community Involvement…………………………………………………..35

 

Instructional Staff………………………………………………………………..............36

 

Appendix

FEDERAL PROGRAMS ADVISORY COMMITTEE

 

 

The DeKalb County Federal Programs Advisory Committee met May 13, 2004.  The committee discussed the revision of the current ELL plan.  Updates to the plan were approved.  The committee discussed grading procedures for ELL students.  A decision to look at various grading procedures from suggested systems was the consensus of the committee.  A grading procedure was approved after reviewing several examples.  The advisory committee consisted of administrators, teachers, counselors, and parents.  The ELL plan will be reviewed by state department personnel.  Suggestions for changes to the plan will be discussed and considered by the committee. 

 

The DeKalb County Federal Programs Advisory Committee will meet promptly to discuss revisions of the 2004-2005 ELL County Plan.  Updates to the plan include information regarding ACCESS for ELLs as well as restructured grading guidelines adapted to the WIDA English Language Standards.  The advisory committee will consist of administrators, teachers, counselors, and parents.  The ELL Plan will be reviewed by state department personnel.  Suggestions for changes to the plan will be discussed and considered by all committee members. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DEKALB COUNTY SCHOOLS

 

Questions regarding LEA responsibilities for providing English language services may be directed to:

 

Charles Warren, Superintendent, DeKalb County Board of Education

E-mail:  cdwarren@dekalbk12.org

(256) 638-6921

 

Mary Lance, Title III Programs Director, DeKalb County Board of Education

E-mail:  melance@dekalbk12.org

Telephone:  (256) 845-2455, extension 4

 

 

 

 

 

 

 

 

 

Translators

 

The following translators are employed by the DeKalb County Board of Education:

 

Rose Marie Chavez, Crossville Elementary School, Itinerant

E-mail:  Rmchavez@dekalbk12.org

Telephone:  (256) 528-7859 (Crossville Elementary School)

Telephone:  (256) 899-5276 (Mobile)

 

Maria Crawley, Collinsville School

E-mail:  Mdcrawley@dekalbk12.org

Telephone:  (256) 524-2111 (Collinsville High School)

Telephone:  (256) 524-3277 (Collinsville Elementary School)

 

 

 

Maria Tellez, Crossville High School

Email:  MTellez@dekalbk12.org

Telephone:  (256) 528-7858 (Crossville High School)

 

 

 

 

 

 

LEP DEFINED

 

The Alabama definition of limited English proficient (LEP) / English Language Learner (ELL) is defined under the No Child Left Behind Act of 2001, S. 9101, 25 of Title IX:

 

“(25) LIMTED ENGLISH PROFICIENT – The term “limited English proficient,” when used with respect to an individual, means an individual –

(A)   who is aged three through 21;

(B)   who is enrolled or preparing to enroll in an elementary school or secondary school;

(C)   (i) who was not born in the United States or whose native language is a language other than English;

(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

      (II) who comes from an environment where a language other than English          

            has had a significant impact on the individual’s level of English                      

            language proficiency; or

(iii) who is migratory, whose native language is a language other than               English, and who comes from an environment where a language other than English is dominant; and

(D)   whose difficulty is speaking, reading, writing, or understanding the English    

language may be sufficient to deny the individual –

(i)    the ability to meet the State’s proficient level of achievement on State

       Assessments described in Section 1111 (b)(3);

(ii)   the ability to successfully achieve in classrooms where the language of

        instruction is English; or

(iii)  the opportunity to participate fully in society.”

 

The LEP / ELL definition includes students with a wide range of educational needs with respect to learning English as a Second Language (ESL).  Examples include the following types of students: 

·        Children of recent immigrants who speak no English and who have had no formal training in written language;

·        Children of highly-educated immigrants who have had formal training in English during formal schooling

·        United States-born children whose primary language is no English and who have had limited formal education through English language.

 

 

 

 

 

 

 

 

 

STATEMENT OF INTENT

 

 

Language is a complex system of knowledge that children acquire and use with apparent ease and naturalness.  This remarkable human quality is the most powerful tool they have for expanding their curiosity, inventiveness, intellect, and sociability.  Language acquisition is integral to academic success; academic success is integral to human accomplishment and fulfillment.

 

It is the intent of the DeKalb County Board of Education that every student in the system who has a primary home language other than English and who is identified as Limited English Proficient (LEP) be provided with the opportunity to participate in a special English Language Learner (ELL) program.

 

It is also the intent of the DeKalb County Board of Education that no LEP student enrolled in the ELL program is denied the opportunity to participate in other programs.

 

The goal of ELL instruction shall not be to replace or to negate the students’ primary home language.  Rather, the ELL program shall strive to enable the LEP students to become competent in listening, speaking, reading, and writing in the English language.  This instruction shall emphasize the acquisition and mastery of English to enable LEP students to participate fully in the benefits of public education.

 

Educational Model:  Structured Immersion:  In grades K-12, instruction is conducted in English (although instructors may also use the native language to offer instructional support).  ELL instructional staff will utilize instructional strategies and scientifically researched based programs including Rosetta Stone, Saxon Phonics, and Hampton/Brown for delivering content to English Language Learners in English.  Students in grades K-6 will receive instruction in Sheltered English along with a combination from their regular educational teacher and / or pull-out instruction from resource teachers.  Students in grades 7-12 will receive instruction with a combination of instructional blocks in English as well as instructional blocks in regular education class settings.  A summer ELL program will provide extended learning opportunities for LEP students experiencing difficulties during the regular school year by concentrating on oral, academic, and written proficiency in English and math. 

 

 

 

 

 

 

 

 

 

 

 

DEKALB COUNTY SCHOOLS’ ELL PLAN SYNOPSIS

 

Purpose of Program:  English Language Acquisition skills shall be taught to enable limited English proficient (LEP) students to become competent in the comprehension, speaking, reading, and writing of the English language.  The program shall emphasize mastery of English language skills and content area concepts and skill to enable students to participate effectively in the regular academic program.

 

Home Language Survey:  The home language survey shall be administered to all parents at the time of registration.  The survey shall be signed by the parent or guardian of students in kindergarten through grade 6, and by the student or parent in grades 7 through 12.  The home language survey shall become a part of the student’s permanent record as well as the student’s comprehensive ELL file.

 

ACCESS for ELL’s:  Students are administered the W-APT and ACCESS for ELL’s to help evaluate proficiency in speaking, listening, reading, and writing English.  These tests shall become part of the student’s comprehensive ELL file.  A copy of the student’s ACCESS scores shall become part of the student’s permanent record by copying the ACCESS for ELL’s comprehensive report for each student.

 

Language Proficiency Assessment Committee (LPAC):  Each campus with an identified LEP population shall form a LPAC, consisting of a campus administrator, the parent of the student being assessed, a classroom instructor, an ELL teacher or speech pathologist, and a translator (as needed) to the include the parent(s) or legal guardian of the student in decisions regarding the education of their child (ren).

 

Parental Notice and Approval:  Within ten days after classification and placement, parents shall be given written notice that their child has been classified as LEP.  The notice shall be printed in English as well as the primary language of the parents.  The entry or placement of a student in the ELL program must be approved in writing by the student’s parent/guardian.  Such information may be obtained by using the Permission to Participate form.

 

Program Exit:  Students in kindergarten through first grade should not be exited from the program however; a kindergarten or first grade student may be monitored and placed in full inclusion setting if test results indicate the capabilities to succeed.  A student in grades two through twelve shall be classified as English proficient when he/she scores at or above the proficient level of the appropriate level on ACCESS for ELLs and at an acceptable level on state mandated standardized tests.  A student exited from the program may be re-enrolled if monitoring indicates that the student is not academically successful.

 

 

 

 

 

 

LEGAL ISSUES

 

There is substantial body of federal law, court rulings, and administrative regulations addressing the rights of national origin language minority students. 

A synthesis of these is listed below:

 

U.S. CONSTITUTION, FOURTEENTH AMENDMENT, 1868

 

“No state shall…deny to any person within its jurisdiction the equal protection of the laws…”

 

FEDERAL LAWS

 

Civil Rights Act, Title VI, 1964

 

“No person in the United States shall, on the ground of race, color, or national origin…be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

 

Equal Educational Opportunities Act (EEOA), 1974

 

“No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by…the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

 

The Bilingual Education Act of 1988: P.L.  100-297

 

States and local school districts should be encouraged to determine appropriate curricula for LEP students within their jurisdictions and develop and implement appropriate instructional programs.

 

The Education of all Handicapped Children Act of 1975, P.L. 94-142

 

Establishes appropriate practices in meeting the needs of non-English language background students suspected of having handicapping conditions.

 

No Child Left Behind (NCLB), 2001

 

The No Child Left Behind (NCLB) legislation signed by President George W. Bush has had a major impact on local LEA’s and the accountability issue for local schools.  NCLB requires all children to reach levels of proficiency (including ELL students).  Local schools must assure that ELL students are receiving the necessary services and are not being denied other services because of language barriers.

 

 

U.S. Supreme Court Rulings

 

Lau v. Nichols, 1974

 

In a unanimous decision, the U.S. Supreme Court ruled that:

Equality of educational opportunity is not achieved by merely providing all students with “the same facilities, textbooks, teachers, and curriculum; (because) students who do not understand English are effectively foreclosed from any meaningful education.”

The Office for Civil Rights (U.S. Department of Education) has the authority to establish regulations for compliance with the 1964 Civil Rights Act.

 

Plyer v. Doe, 1982

 

The U.S. Supreme Court ruled that the Fourteenth Amendment prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status.  The Court emphatically declared that school systems are not agents for enforcing immigration law, and determined that the burden undocumented aliens may place on an educational system is not an accepted argument for excluding or denying educational service to any student.

 

U.S. Federal Courts

 

Serna v. Portales, 1974

 

The Tenth Circuit Court of Appeals found “undisputed evidence that Spanish surnamed students do not reach the achievement levels attained by the Anglo counterparts.”  The court ordered Portales Municipal Schools to design an educational plan which addressed national origin minority students’ needs by implementing a bilingual and bicultural curriculum, revising test procedures to assess achievement in that curriculum and recruiting and hiring bilingual school personnel.

 

Cintron v. Brentwood, 1978

 

The Federal District Court for the Eastern District of New York rejected the Brentwood School District’s plan to restructure its bilingual program, finding that the proposed plan “kept Spanish speaking students separate and apart from English speaking students in music and art in violation of the ‘Lau Guidelines’.”  The program also failed to provide for exiting students whose English language proficiency would enable them to understand regular English instruction.

 

Rios v. Reed, 1978

 

The Federal District Court for the Eastern District of New York found Pastchogue-Medford School District’s transitional bilingual program inadequate with regard to school professionals’ knowledge of bilingual teaching methods, language assessment, program placement procedures, native language curriculum materials, and native language instruction.  The court wrote: “While the District’s goal of teaching Hispanic children the English language is certainly proper, it cannot be allowed to compromise a student’s right to meaningful education before proficiency in English is obtained.”

 

 

 

Castaneda v. Pickard, 1981

 

The Fifth Circuit Court of Appeals formulated a test to determine school district compliance with the Equal Educational Opportunities Act (1974).  The three-part test includes the following criteria:

 

1. Theory:  The school must pursue a program based on an educational theory recognized as sound or, at least, as a legitimate experimental strategy.
2. Practice:  The school must actually implement the program with instructional practices, resources, and personnel necessary to transfer theory to reality.
3. Results:  The school must not persist in a program that fails to produce results.  The “Castaneda Test” has been applied by courts in:

 

Keys v. School District #1, 1983

 

A U.S. District Court found that a Denver public school district had failed to satisfy the second of the “Castaneda Test’s” three elements because it was not adequately implementing a plan for national origin minority students.

 

Gomez v. Illinois, 1987

 

The Seventh Circuit Court of Appeals found that state education agencies (SEA’s) as well as local education agencies (LEA’s) are required, under the Equal Educational Opportunities Act (1974), to ensure that the needs of LEP children are met.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

REGISTRATION PROCEDURES

 

Four conditions are required for registration:

 

1. A parent or guardian designee must be present at the time of registration to provide the signature on all required forms.  Parents or guardians may be required to attend at another time.
2. Proof of residence can be signed copy of a lease, rental or purchase agreement for a residence, indicating the address of the residence.  A copy of a utility bill mailed to the residence is also acceptable, as are Housing Authority forms, Social Security, or Welfare checks.  Enrollment may not be delayed if proof of residence is not available.
3. Proof of age may consist of a valid birth certificate, a valid passport, or other official document listing date and place of birth, such as a health certificate or notarized statement.  Enrollment may not be delayed if proof of age is not available.
4. Proof of immunization consists only of the State of Alabama Certificate of Immunization, available at the DeKalb County Health Department, 500 Grand Avenue, SW, Fort Payne, Alabama.  Enrollment may not be delayed if proof of immunization is not available.

 

A Social Security Card is not necessary for enrollment.  If the student does not have a social security card, contact Mr. Maurice McGee, Supervisor of Attendance, DeKalb County Schools Materials Center, 845-2455, to request a temporary number.  Enrollment may not be delayed if an ID number is not available at the time of enrollment.

 

Forms

 

The registration and health forms should be completed by the parent, who may be assisted by an interpreter if necessary.  All information is necessary including home and emergency phone numbers.  Registration forms are also available in Spanish.

 

The home language survey should be signed by the parent and completed at the time of registration.  The form available in English and Spanish identifies the first language spoken by the student, the language spoken by the parents of the child, and the language the child speaks most often.  The home language survey will be filed in the permanent record of the child as well as the child’s comprehensive ELL file.

 

The ELL Student Referral and Placement Form, PART I, should be completed by the counselor at the time of registration if the home language survey indicates a response other than “English” on any of the three questions presented.  Part I reflects demographic information on the student as well as the date the home language survey has been completed.  The form will then be given to the ELL teacher in order to further assess the student’s academic needs.

 

School lunch forms should be completed for each student wishing to apply for free or reduced-priced lunches or breakfasts.  Forms are available in Spanish as needed.  Names and social security numbers of all adults living in the household should be listed.  “Not issued yet,” may be written in the space provided for Social Security numbers.  “Unemployed,” may be written in the space provided for income, as appropriate.

 

School records, report cards, or transcripts are requested by the parent.  When feasible, the parent may address the envelope, if that will improve the chances of the request being delivered.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GUIDELINES FOR IDENTIFYING AND

PLACING ENGLISH LANGUAGE LEARNERS

 

1. Upon registration, if a parent or student marks another language other than English on any or all of the questions listed on the Home Language Survey, the student should be considered for ELL services.  In addition, if another language is marked, a copy of the Home Language Survey should be placed in the ELL teacher’s mailbox as well as the ELL Student Referral and Placement Form with Part I already completed by the counselor at the time of registration.
2. Once the ELL teacher receives the above mentioned forms, the student should be tested for English Language Proficiency using the W-APT Screening instrument to test the student’s proficiency levels of Speaking, Reading, Listening, and Writing in English.
3. After the W-APT has been scored, an LPAC, or Language Proficiency Assessment Committee, should convene to discuss the type and amount, if any, of ELL services that are appropriate for each student assessed.  A detailed description regarding the duties of the LPAC is listed on pages 15 – 18 of this plan.
4. During the LPAC meeting, all forms concerning ELL students should be filled out in completion.  The list of forms required is listed under the section, Individual Student ELL Plan in this handbook. 
5. Accommodations checklists, including classroom accommodations and testing accommodations, are integral parts of the student ELL plan.  Not all students receive the same types of accommodations.  Accommodations for the regular education classroom as well as for state-mandated testing are approved during placement of services at the initial LPAC and are signed off by all committee members.  Classroom accommodations as well as the ELL Student Referral and Placement Form need to be filed in the student’s cumulative ELL file with a copy to the regular education teacher(s).  Copies of testing accommodations should be given directly to the building test coordinator to ensure proper accommodations during testing. 
6. Some ELL students will require mid-year LPAC meetings to address issues affecting the academic success of the student.  These LPAC meetings are scheduled on an as-needed basis, at the discretion of the ELL teacher or committee member(s), to discuss the academic needs of the student.  These meetings will require documentation, which should be noted on the LPAC Meeting Form located in the Appendix section. 
7. If an ELL student is being considered for retainment, discussion regarding the retainment should be addressed in an LPAC meeting so all documentation from all participants can be presented to ensure that all LPAC committee members are in agreement. 

 

* Further information regarding the placement of ELL’s is listed on page 23 of this handbook.*

 

 

LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE (LPAC)

 

The students’ level of English proficiency shall be reviewed by the Language Proficiency Assessment Committee (LPAC).  The committee shall be made up of:

 

1. An administrator, the principal or designated representative, such as assistant principal or guidance counselor;
2. A classroom teacher(s) familiar with the needs of LEP students, preferably the teacher of the student being assessed;
3. Special Services, ELL teacher or speech pathologist;
4. The parent(s) of the student being assessed;
5. An interpreter (as needed).

 

The LPAC shall:

 

1. Review pertinent information including but not limited to:  home language survey, ACCESS for ELL’s, or other diagnostic data of LEP students;
2. Observe all the rules and laws governing the confidentiality of information concerning an individual student;
3. Make the determinations required regarding the placement in and exit from ELL classes; and
4. Determine when there is sufficient cause and documentation to exempt/defer students from state and district mandated achievement tests.

*If the child’s parent is unable to attend, arrangements will be made to accommodate the parents’ input of the development of this plan.*

 

Based on all of the above information, the LPAC committee shall:

1. Designate the language proficiency of each LEP student;
2. Designate the instructional placement of each LEP student, which may include:
   1. Pull-out services;
   2. Title I services (may be in-class or pull-out depending on the grade level of the student);
   3. Accommodated curriculum with the regular teacher;
   4. Non-graded environment;
   5. Buddy system;
   6. Peer tutoring program;
   7. Tutors from the community;
   8. In-class help with ELL staff member.
3. Within ten days after classification and placement, parents shall be given written notice (bilingual) that their child has been classified as LEP.  The notice shall request parental approval to place the student in the ELL program, as well as information about the benefits of the program, and that it is an integral part of the school program.  The entry or placement of a student in the ELL program must be approved in writing by the student’s parent.  Approval shall be considered valid for student’s continued participation in the program until the student meets the exit criteria, graduates from high school, or the parent requests a change in the program placement.
4. Recommend and monitor the participation of eligible LEP students in any local, state or federally funded programs;
5. Reclassify and recommend LEP students for exit when they become proficient in English.  Students shall be classified as English proficient when he/she scores at the fluency level on the appropriate alternate ACCESS level and at an acceptable level on state mandated standardized tests, and the LPAC committee feels that the student can perform at a level that would insure academic success.
6. Monitor the academic progress of students who exit the ELL program for a minimum of two years.  Students who are not academically successful shall be reclassified as LEP and recommended for participation in ELL or other remediation programs which meets his/her needs.

 

*Special Note – After reviewing all of the student’s information, if the LPAC observes that a student is not making any progress and that he / she has special needs, the student may be referred to BBSST if the LPAC deems it necessary and all other accommodations, as outlined by the student’s ELL Plan, have been made to assist the student.*

 

The outline for Pre-referral Process for Language Minority Students is listed below:

 

STEP	YES	NO
STEP 1 – Is the student experiencing academic difficulties?	Go to Step 2	No Problem – Process Ends
STEP 2 – Is the curriculum effective for language minority students?	Process ends if curriculum is effective and student is progressing academically.	Adapt, Supplement and provide Accommodations to existing curriculum – Retain evidence of STEP 2 in student ELL file.  If academic problems do not improve, move to STEP 3.
STEP 3 – Has the student’s problem been validated?	If the problem has been validated and evidence exists that it is not due to the student’s LEP status, then proceed to STEP 4.	Problem must occur in all settings and be reflective in student’s work samples in spite of accommodations.  This must be reflective in student’s ELL file.  The problem can not be the primary result of the following:  ·          Lack of proficiency in any language (a discrepancy of two or more grade levels or years between the student’s grade level or age in language and ability). ·          Non-standard English constitutes a barrier to learning (only a foreign language or non-standard English spoken at home, the language at home exhibits strong dialectal differences). ·          Limited opportunity to acquire depth in English (English not spoken in the home, transience due to migrant employment of family, dialectal differences acting as a barrier to learning). ·          The student’s limited English proficiency is the determining factor for a special education referral. If problem continues and the preceding factors have been ruled out as the cause, move to STEP 4.
Pre-referral Process for Language Minority Students continued on next page…
STEP 4 – Is there evidence of systematic efforts to identify the source of difficulty and take corrective action?	If corrective action is effective – process ends.	Then the ELL team must consider the items in TABLE 1
If problems continue after accommodations in STEP 4, move to STEP 5.
STEP 5 – Do student difficulties persist?	LPAC should determine program placement alternatives (Examples: Title 1, Tutorial Services, etc.)		Process Ends
STEP 6 – Do difficulties continue after exhausting all alternatives?	Referral to Special Education

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ELL STUDENT ASSESSMENT

 

Assessing Comprehension and Communication in English State-to-State for English Language Learners, or ACCESS for ELL’s, is a large-scale standardized test that addresses the English language development of English Language Learners.  ACCESS for ELL’s is administered to all ELL students in grades kindergarten through grade twelve, regardless of whether the parent has refused services, and tests students English language capabilities over four language domains and five English Language Proficiency Standards as outlined by the WIDA Consortium and the English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12.

 

The four language domains are Speaking, Listening, Reading, and Writing.  The five English Language Proficiency Standards are as follows:

 

English Language Proficiency Standard 1:

English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

 

English Language Proficiency Standard 2:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

 

English Language Proficiency Standard 3:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

 

English Language Proficiency Standard 4:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

 

English Language Proficiency Standard 5:

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

 

Five language proficiency levels outline the progression of a student’s English language development in the acquisition of the language.  They are as follows: 

 

Level Designation Based on ACCESS Scores

 

The proficiency levels outlined by ACCESS overlap through a series of Tier Levels, A, B, and C. 

 

Tier A includes students in levels 1 through 3.5 (Entering, Beginning, and Developing).

Tier B includes students in levels 2.5 through 5.0 (Beginning, Developing, and Expanding)

Tier C includes students in levels 3.5 through 6.0 (Developing, Expanding, and Bridging)

 

 

Level 1:  Entering

 

-         Pictorial or graphic representation of the language of the content areas;

-         Words, phrases, or chunks or language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support.

 

 

Level 2:  Beginning

 

-         General language related to the content areas;

-         Phrases or short sentences;

-         Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support

 

Level 3:  Developing

 

-         General and some specific language of the content areas;

-         Expanded sentences in oral interaction or written paragraphs;

-         Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support.

 

Level 4:  Expanding

 

-         Specific and some technical language of the content areas;

-         A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs;

-         Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support.

 

Level 5:  Bridging

 

-         The technical language of the content areas:

-         A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports;

-         Oral or written language approaching comparability to that of English proficient peers when presented with grade level material.

 

Students receive a score level of 1-5, using the above English Language Proficiency Standards, for all four language domains.  In addition, students receive a comprehension score, which is a combination of the Reading and Listening scores, and an overall score, or composite score, an average of all scores in the four language domains.  The four language domain scores, as well as the student’s composite score will be listed on the ELL Student Referral Form and Placement (ELL Plan), a copy of which is given to all regular classroom teachers with ELL students.      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INDIVIDUAL STUDENT ELL PLAN

 

The purpose of the student ELL plan is to outline a student’s background as well as to provide information on student placement.  The plan should be filled out upon a student’s entrance into the ELL program.  The ELL Plan is a confidential document and should only be viewed by ELL staff, teachers, and administrators.  One copy of the ELL Plan should be placed in the student’s cumulative ELL file, and one should be given to the regular education teacher.  A student’s ELL plan should consist of the following information:

 

 

ü      Home Language Survey, 1 page

 

ü      Permission to Participate, 1 page

 

ü      ELL Student Referral and Placement Form, 2 pages

 

ü      Accommodations Checklist, 2 pages

 

ü      Access to ELL Documents, 1 page