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2018-2019
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
(ESOL) PROGRAM HANDBOOK
PROVIDING AN INNOVATIVE, ENGAGING, INSPIRING, AND CHALLENGING
LEARNING ENVIRONMENT FOR ALL STUDENTS
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MCPS 18.19
MANASSAS CITY PUBLIC SCHOOLS
8700 CENTREVILLE RD, SUITE 400
MANASSAS, VA 20110
PO BOX 520
MANASSAS, VA 20108
571-377-6000
http://www.mcpsva.org
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MCPS 18.19
TABLE OF CONTENTS
Pages
Introduction…………………………………………………………………………..………………..4-5
Definitions ………………………………………………………………………..…………………....6-7
Section 1: State and Federal Law………….…………….………………………...……..…………..8-17
Virginia Law
The Constitution of Virginia
The Code of Virginia
Access of EL Students to Tuition-free Education
Special Provisions Regarding EL Students
Social Security Numbers
Parental Notification and High School Graduation
Federal Law
Title VI of the Civil Rights Act of 1964 Requirements
May 25th Memorandum (1970)
Lau v. Nichols (1974)
Equal Educational Opportunities Act of 1974
Castañeda v. Pickard (1981)
Plyler v. Doe (1982)
Office of Civil Rights Title VI Policy Update (1991)
Every Student Succeeds Act (2015) ESSA
Title I—Improving the Academic Achievement of the
Disadvantaged
Title III—Language Instructions for English Learners
and Immigrant Students
Section 2: MCPS Meeting Federal and State Laws and Regulations……………..………………..18-27
Federal Program Monitoring
Meeting Federal and State Requirements
Section 3: MCPS ESOL Program Requirements…………………………………………………....28-84
ESOL levels (28)
Grade placement (29)
Registration process (30-35)
Screening process (36-45)
Exiting ESOL Services (46)
Monitoring Exited Students (47-54)
Required service time by ELD level/Ensuring ESOL Service (55-56)
ESOL Caseload Rosters (56-57)
Power School (58-60)
Academic Progress Monitoring (61-62)
ESOL Instruction Plans (63-64)
EL Assessment Plans (65)
Semester 11 (66)
EL Accommodations (66)
EL Parent Notification (66)
ESOL Files (67-68)
Student Information Management System (69)
State code 2 – Refused Services students (69)
Responsibilities for entering ESOL information in PowerSchool (70)
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MCPS 18.19
Staff responsibilities (71-77)
ESOL teacher and teacher of ELs support (78-84)
Section 4: MCPS Instructional Program for ELs…………………………………………………85-106
Overview of Program Models (85-86)
Requirements for Graduation (87-88)
Additional Services (89)
ESOL and GT (90)
ESOL and Special Education (91-97)
SOL and WIDA Standards (98-106)
Section 5: Assessment…………………………………………………………………………………107-117
Annual English Language Development Testing (107-109)
ELD Assessment Administration (109)
EL Students with Significant Cognitive Disabilities (110)
ACCESS score report (111)
Academic Achievement Assessment Requirements for EL Students (112-115)
Accommodation (115-116)
School Accreditation (117)
Section 6: MCPS Parental Involvement, Translation/Interpretation.……………….…………….118-122
Section 7: Glossary of Terms ……………………………………………................……....................123-124
Online Resources from the Virginia Department of Education…………..………..….....................125-126
Appendices………………………………………………………………………......….…...................127-188
Appendix A: 30-day Parent Notification Letter (Sample) (129)
Appendix B: Exit Letter (Sample) (131)
Appendix C: Refused Services Letter (Sample) (133)
Appendix D: Reminder of RF Services Letter (Sample) (135)
Appendix E: Home Language Survey (Sample) (136)
Appendix F: ESOL Instructional Plan (Sample) (138-140)
Appendix G: ESOL Caseload and Key (Sample) (142-149)
Appendix H: EL Student Assessment Participation Plan (Sample) (151)
Appendix I: Exit Tracking Form (Sample) (153)
Appendix J: Level 6 Monitoring Forms (Sample) (155-159)
Appendix K: DISP Form/Q and A document/SPED codes (161-172)
Appendix L: Checklist for newly enrolled students (174)
Appendix M: Home language codes in PowerSchool (176-179)
Appendix N: PowerSchool ESOL Page (181-182)
Appendix O: Referral for Re-Entry into ESOL (184)
Appendix O: Evaluation of Evidence for Re-Entry into ESOL (185-186)
Appendix P: Parent Notification of Re-Entry into ESOL (188)
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Introduction
Manassas City Public Schools (MCPS) has provided English for Speakers of Other Languages (ESOL) services
to English Learners (ELs) for many years. The number of ELs in MCPS has increased annually. Currently, the
school system services over 2,200 ESOL students from more than 47 different language groups. Students
identified as receiving ESOL services account for 32%-35% of the total student population.
The ESOL program provides students with the opportunity to reach proficiency in listening, speaking, reading,
and writing as measured on the WIDA English language development assessment, the Assessing
Comprehension and Communication in English State-to-State (ACCESS) for English Learners. In addition,
Manassas City must also comply with the federal requirements under the Elementary and Secondary Education
Act (ESEA) amended as the Every Student Succeeds Act (2015). One of the five performance goals of ESSA
requires EL students to become proficient in English while reaching high academic achievement standards in
reading/language arts, mathematics, and science. ESSA also requires that English Learner students participate
in annual academic achievement assessments in reading/language arts, mathematics, and science.
The MCPS ESOL program addresses these goals through several approaches. These program components have
been designed with the student’s grade and proficiency level in mind, along with recommended best practices
and scientific based research. Each school uses several types of service delivery, along with specific teaching
strategies by ESOL and classroom/core content teachers.
Adherence to the requirements and guidelines set forth in this handbook will assure that such documentation
and procedures are consistent and equitable throughout the school division. This handbook has been developed
to assist teachers, principals, school testing coordinators, counselors, and other staff in meeting the needs of
ESOL students by providing guidance on:
1. Meeting state requirements, including instruction and assessment;
2. Meeting federal requirements under the Elementary and Secondary Education Act (ESEA) amended
as the Every Student Succeeds Act of 2015 (ESSA)
3. Meeting requirements to identify, assess, and place EL students in the appropriate grades, courses,
and programs, and monitor their progress; and
4. Ensuring that ESOL students develop English language proficiency and meet state academic
achievement standards.
ESOL Program Vision Statement
The vision of the MCPS ESOL program is that the EL subgroup reaches the annual measurable objectives
(AMOs) target in all buildings, and also demonstrates progress and proficiency in learning English.
ESOL Program Mission Statement
The mission of the Manassas City Public Schools English for Speakers of Other Languages program is to equip
ESOL students with the language skills they need to be socially and academically prepared to be successful
students in school and beyond.
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Manassas City’s ESOL Program Standards
Manassas City uses the state approved English language development standards designed by the WIDA
consortium.
1. English learners communicate for Social and Instructional purposes within the school setting;
2. English learners communicate information, ideas and concepts necessary for academic success in the
content area of Language Arts;
3. English learners communicate information, ideas and concepts necessary for academic success in the
content area of Mathematics;
4. English learners communicate information, ideas and concepts necessary for academic success in the
content area of Science; and
5. English learners communicate information, ideas and concepts necessary for academic success in the
content area of Social Studies.
Because the population of English Learners is significant and varied in Manassas City Schools, we believe all
teachers in MCPS are dually responsible for language development and course or grade level content.
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What is the federal definition of an English Learner (EL)? An EL student in the Commonwealth of Virginia is classified according to the federal government
definition as described in Public Law 107-110, the Every Student Succeeds Act 2015.
A student
(A.) who is aged 3 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; and who comes from an environment where a language other than English is
dominant;
OR
(ii.) (I.) who is a Native American or Alaska Native, or a native resident of 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 development;
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 difficulties speaking, reading, writing, or understanding the English language may be
sufficient to deny the individual –
(i.) the ability to meet the state’s development level of achievement on state assessments
described in Section 1111(b)(3);
(ii.) the ability to achieve successfully in classrooms where the language of instruction is
English; or
(iii.) the opportunity to participate fully in society.
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What about students who are exchange students or here on a student visa?
For students on J-1 (Exchange Visitor) visas and F-1 (Exchange High School Student) visas, the standard
identification, screening, and placement process must be followed as required by Title VI, the Civil Rights Act
of 1964, to determine if the student is EL. If the school division has followed this process and determined that
the student is not EL, this determination should be documented in the student’s scholastic record.
This means when these students enroll, they should be given the HLS, and then screened for language
proficiency and ESOL services. While some exchange programs maintain their exchange students are fluent in
English, MCPS must follow federal regulations of identification, screening, and placement.
What is the federal definition of immigrant and youth?
An immigrant and youth (IY) student in the Commonwealth of Virginia is classified according to the federal
government definition as described the Every Student Succeeds Act:
is aged three through 21;
was not born in any state; and
has not been attending one or more schools in any one or more states for more than three full academic
years.
NOTE: LEAS MUST APPLY THE “THREE FULL ACADEMIC YEARS” REQUIREMENT ON A CUMULATIVE BASIS.
Further Clarification
Under Section 3101(14) of the ESSA, the term “state” means each of the 50 States, the District of Columbia,
and the Commonwealth of Puerto Rico. Therefore, students born in Puerto Rico are not considered immigrant.
Students born in U.S. territories such as Guam or the U.S. Virgin Islands may be considered immigrant.
Children born overseas to U.S. military personnel may be considered immigrant and included in the count of
immigrant students utilized for Title III IY funding purposes.
Students on Exchange Visitor (J-1) visas or Exchange High School Student (F-1) visas fit within the federal
definition of immigrant and youth.
NOTE – IY students are not necessarily ESOL students. They can come from an English speaking country and
still count as IY.
What is the federal definition of a refugee?
A refugee student in the Commonwealth of Virginia is classified according to the federal government definition
as described in Public Law 107-110, the Every Student Succeeds Act of 2015:
The refugee student is an individual who is outside his/her country and is unable or unwilling to return to that
country because of a well-founded fear that she/he will be persecuted because of race, religion, nationality,
political opinion, or membership in a particular social group. This does not include persons displaced by
natural disasters or persons who, although displaced, have not crossed an international border or persons
commonly known as "economic migrants," whose primarily reason for flight has been a desire for personal
betterment rather than persecution.
School divisions are not obligated to identify and report refugee students in the student information system and
in reports to the state.
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Section 1
State and Federal Requirements
The following section contains information regarding the education of EL students as outlined in the
Constitution of Virginia and the Code of Virginia.
Constitution of Virginia
What does the Constitution of Virginia require for educating school age students in the Commonwealth?
The Constitution of Virginia states:
The General Assembly shall provide for a system of free public elementary and secondary schools for
all children of school age throughout the Commonwealth, and shall seek to ensure that an educational
program of high quality is established and continually maintained.
[Article VIII, Section 1]
The Constitution of Virginia can be found here:
http://legis.state.va.us/Laws/search/ConstitutionTOC.htm.
Code of Virginia
What does the Code of Virginia require of local school boards for the education of ELs?
Local school boards shall also implement the following: identification of students with limited English
proficiency and enrollment of such students in appropriate instructional programs.
[COV § 22.1-253.13:1 D.11]
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Do students pay tuition to attend a Virginia public school?
The Code of Virginia requires that:
The public schools in each school division shall be free to each person of school age who resides within the
school division. Every person of school age shall be deemed to reside in a school division.
[COV, § 22.1-3. A]
How does the Code of Virginia define school age?
"Person of school age" means a person who will have reached his fifth birthday on or before September 30 of
the school year and who has not reached twenty years of age on or before August 1 of the school year.
Can EL students over the age of 18 attend Virginia public schools?
School boards may accept and provide programs for students for whom English is a second language who
entered school in Virginia for the first time after reaching their twelfth birthday, and who have not reached 22
years of age on or before August 1 of the school year. No tuition shall be charged such students, if state funding
is provided for such programs. Further discussion of this allowance is found in Section 3.
[COV, § 22.1-5. D]
Generally, students who are 18 and 19 and who are transferring from high schools in other countries should be
counseled on all options. However, they are still eligible for enrollment as a person of school age as provided in
the Code unless they have a comparable diploma from a high school located in a foreign country. If a receiving
school division has questions about a student’s diploma or transcript, the receiving school division should
research the issues to determine what kind of diploma the student has and to determine whether it comparable to
Virginia’s diploma requirements. In addition, students who are from other countries and who have special
education needs may be eligible for special education and related services through age 21 if they have not
graduated with a comparable diploma from a high school located in a foreign country. If an English Learner is
enrolled in a Virginia public school and turns 22 during the school year, that student may continue through the
end of that school year. http://www.doe.virginia.gov/administrators/superintendents_memos/2017/209-17.shtml
Can EL students be taught in their native language in a Virginia public school?
Pursuant to § 1-511, school boards shall have no obligation to teach the standard curriculum, except courses in
foreign languages, in a language other than English. School boards shall endeavor to provide instruction in the
English language which shall be designed to promote the education of students for whom English is a second
language. [COV § 22.1-212.1]
Does a family have to provide a Social Security Number to enroll in a Virginia Public School?
The Code of Virginia states:
It shall be unlawful for any agency to require an individual to disclose or furnish his social security account
number not previously disclosed or furnished, for any purpose in connection with any activity, or to refuse any
service, privilege or right to an individual wholly or partly because the individual does not disclose or furnish
such number, unless the disclosure or furnishing of such number is specifically required by federal or state law.
[COV, §2.2-3808. A.]
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Further information
Virginia Attorney General’s opinion on undocumented children attending school
In 1982, the Supreme Court of the United States established in Plyler v. Doe1
that children who are illegal
aliens2
may not be presumptively excluded from free public schooling. A 1979 opinion of the Attorney General
concludes that the citizen or visa status of an alien student does not affect his eligibility for tuition-free
education.3
Whether such student is entitled to tuition-free education in a particular school division "turns on his
residence."4
And
Accordingly, it is the Attorney General’s [my] opinion that a local school board is not permitted to inquire into
a student applicant’s citizenship or his B, C, or D visa status, nor may it require documentation to verify such
status, for the purpose of ascertaining whether such applicant is a resident of the school district.19
http://www.oag.state.va.us/Opinions/1999opns/apr992.pdf
The Department of Education and local school boards are prohibited from requiring any student enrolled in a
public school or receiving home instruction, or his parent, to provide the student’s federal social security
number. (§ 22.1-287.03T)
What are the requirements for Parental Notification and High School Graduation of ELs? The Code of Virginia provides the following regarding parental notification and high school graduation:
Each local school board shall provide notification of the right to a free public education for students who have
not reached 20 years of age on or before August 1 of the school year, pursuant to Chapter 1 (§ 22.1-1 et seq.) of
this title, to the parent of students who fail to graduate or who have failed to achieve the number of verified
units of credit required for graduation as provided in the standards for accreditation.
If such student who does not graduate or achieve such verified units of credit is a student for whom English is a
second language, the local school board shall notify the parent of the student's opportunity for a free public
education in accordance with § 22.1-5.
[COV, §22.1-253.13:4. Standard 4. C]
Where can I find the Code of Virginia?
The Code of Virginia can be found at the following Web site:
http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+TOC.
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Federal Law
The following section contains information regarding the identification, assessment, and education of EL
students as outlined in both Supreme Court decisions and federal legislation.
What does the Fourteenth Amendment to the Constitution State?
Section 1 of the 14th amendment (1868) states:
“No state shall . . . deny to any person within its jurisdiction the equal protection of
the laws.” (The Equal Protection Clause)
The 14th amendment’s significance to EL individuals is that it provides equal protection (i.e. non-
discrimination) to people whose first language is not English. Later court rulings further explained and
examined the relationship between EL individuals and the equal protection clause.
What does Title VI of the Civil Rights Act of 1964 state?
Section 601 of the Civil Rights Act of 1964 states:
No person in the United States shall, on the ground of race, color, or national origin, be excluded from
participation in, be denied the benefits of, or be subjected to discrimination under any program or
activity receiving Federal financial assistance.
[Sec. 601, Civil Rights Act of 1964; 78 Stat. 252; 42 U.S.C. 2000d]
What are the requirements of Title VI of the Civil Rights Act of 1964?
According to Title VI of the Civil Rights Act of 1964, “No person in the United States shall, on the ground of
race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any program or activity receiving Federal financial assistance.”
[Pub. L. 88-352, title VI, Sec. 601, July 2, 1964, 78 Stat. 25]
Courts have traditionally viewed “national origin” to include an individual’s first language.
Title VI of the Civil Rights Act of 1964 “requires programs that educate children with limited English
proficiency to be:”
based on a sound educational theory;
adequately supported, with adequate and effective staff and resources, so that the program has a
realistic chance of success; and
periodically evaluated and, if necessary, revised.
Detailed information about Title VI of the Civil Rights Act of 1964 can be found here:
http://www.ed.gov/about/offices/list/ocr/qa-ell.html.
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What is the May 25th Memorandum (1970)?
In May 1970, the former Department of Health, Education and Welfare (DHEW), published a memorandum to
school districts on the Identification of Discrimination and Denial of Services on the Basis of National Origin
(the May 25th Memorandum, 35 Fed. Reg. 11595 - Tab A). The May 25th Memorandum stated in part:
The purpose of this memorandum is to clarify DHEW policy on issues concerning the responsibility of
school districts to provide equal educational opportunity to national origin minority group children
deficient in English language skills. The following are some of the major areas of concern that relate to
compliance with Title VI:
1. Where inability to speak and understand the English language excludes national origin minority-
group children from effective participation in the educational program offered by a school district,
the district must take affirmative steps to rectify the language deficiency in order to open its
instructional program to these students.
2. School districts must not assign national origin minority group students to classes for the mentally
retarded on the basis of criteria which essentially measure or evaluate English language skills; nor
may school districts deny national origin-minority group children access to college preparatory
courses on a basis directly related to the failure of the school system to inculcate English language
skills.
3. Any ability grouping or tracking system employed by the school system to deal with the special
language skill needs of national origin-minority group children must be designed to meet such
language skill needs as soon as possible and must not operate as an educational dead-end or
permanent track.
4. School districts have the responsibility to adequately notify national origin-minority group parents of
school activities which are called to the attention of other parents. Such notice in order to be
adequate may have to be provided in a language other than English.
School districts should examine current practices which exist in their districts in order to assess compliance with
the matters set forth in this memorandum. A school district which determines that compliance problems
currently exist in that district should immediately communicate in writing with the Office for Civil Rights and
indicate what steps are being taken to remedy the situation. Where compliance questions arise as to the
sufficiency of programs designed to meet the language skill needs of national origin-minority group children
already operating in a particular area, full information regarding such programs should be provided. In the area
of special language assistance, the scope of the program and the process for identifying need and the extent to
which the need is fulfilled should be set forth.
Detailed information about the May 25th Memorandum can be found here
http://www.ed.gov/about/offices/list/ocr/docs/lau1970.html.
What was the Lau v. Nichols (1974) decision, and how does it affect instruction of ELs?
Lau v. Nichols was a class action suit brought by parents of non-English-proficient Chinese students against the
San Francisco Unified School District. In 1974, the Supreme Court ruled that identical education does not
constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take
affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the
district.
[414 U.S. 563 (1974)]
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Lau v. Nichols held that:
The failure of the San Francisco school system to provide English language instruction to approximately
1,800 students of Chinese ancestry who do not speak English, or to provide them with other adequate
instructional procedures, denies them a meaningful opportunity to participate in the public educational
program and thus violates Section 601 of the Civil Rights Act of 1964, which bans discrimination based
"on the ground of race, color, or national origin," in "any program or activity receiving Federal financial
assistance," and the implementing regulations of the Department of Health, Education, and Welfare.
Detailed information about the Lau requirements can be found here:
http://www.ed.gov/about/offices/list/ocr/ell/lau.html.
What was the Equal Educational Opportunities Act of 1974?
Section 1703(f) of the EEOA requires state educational agencies (SEAs) and school districts to take action to
overcome language barriers that impede English Learner (EL) students from participating equally in school
districts’ educational programs.
No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or
national origin by-
(f) the failure by an educational agency to take appropriate action to overcome language barriers that impede
equal participation by its students in its instructional programs.
Detailed information about the Equal Education Opportunity Act of 1974 can be found here:
http://www.usdoj.gov/crt/edo/ellpage.php.
Detailed information about the Provision of an Equal Education Opportunity to EL Students can be found here:
http://www.ed.gov/about/offices/list/ocr/eeolep/index.html.
What was the Castañeda v. Pickard (1981) court case?
On June 23, 1981, the Fifth Circuit Court issued the Castañeda v. Pickard decision that established a
three-part test to evaluate the adequacy of a district's program for EL students: (1) is the program based
on an educational theory recognized as sound by some experts in the field or is considered by experts as
a legitimate experimental strategy; (2) are the programs and practices, including resources and
personnel, reasonably calculated to implement this theory effectively; and (3) does the school district
evaluate its programs and make adjustments where needed to ensure language barriers are actually being
overcome? [648 F.2d 989 (5th Cir., 1981)]
Detailed information about the Castañeda v. Pickard can be found here:
http://www.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html.
What was the Plyler v. Doe (1982) court case?
Plyler v. Doe held that:
A Texas statute which withholds from local school districts any state funds for the education of children
who were not "legally admitted" into the United States, and which authorizes local school districts to
deny enrollment to such children, violates the Equal Protection Clause of the Fourteenth Amendment.
Detailed information about Plyler v. Doe can be found here: http://supreme.justia.com/us/457/202/case.html.
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What was the Office of Civil Rights Title VI Policy Update (1991)?
On September 27, 1991, the Office of Civil Rights issued a policy update to provide guidance regarding Lau
compliance reviews to determine whether schools are complying with their obligation under the regulation
implementing Title VI of the Civil Rights Act of 1964 to provide any alternative language programs necessary
to ensure that national origin minority students with limited English proficiency (EL students) have meaningful
access to the schools' programs.
Detailed information about the OCR Title VI Policy Update (1991) can be found here:
http://www.ed.gov/about/offices/list/ocr/docs/lau1991.html.
Guidance from USED and DOJ on the education of ELs. Often referred to as the Dear Colleague Letter Jan
2015.
https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
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Every Student Succeeds Act (ESSA) of 2015
Virginia’s State Plan for ESSA
The state proposed state plan can be found here –
http://www.doe.virginia.gov/federal_programs/esea/essa/essa-state-plan.pdf
Crosswalk between NCLB (ESEA) and ESSA
http://www.doe.virginia.gov/federal_programs/esea/title3/part_a/title3-comparisonchart-essa-nclb.pdf
ESSA Focus Areas
1) Challenging State Academic Standards and Academic Assessments
2) Accountability, Support, and Improvement for Schools
3) Supporting Excellent Educators
4) Supporting All Students
ESSA Accountability Indicators
State accountability systems must address:
Academic achievement;
Academic progress;
Graduation rates;
Progress in English Learners gaining proficiency; and
School quality.
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Sections of ESSA
Title I — Improving the Academic Achievement of the Disadvantaged
Title I, Part A provides financial assistance through state educational agencies to school divisions and public
schools with high numbers or percentages of children from low-income families to help ensure that all children
meet challenging state academic content and achievement standards.
Title III – Language Instruction for English Learners and Immigrant Students
The following section contains information on the Title III, Part A, requirements as they relate to EL students.
Purposes
The purposes of Title III:
to ensure that EL students, including immigrant children and youth attain English proficiency and
meet the same academic content and achievement standards as all students;
to develop, provide, and sustain high-quality language instructional programs and professional
development; and
to promote parental, family, and community participation
English Language Development (ELD) Standards
Now found under Title I requirements
SEAs must demonstrate they have adopted ELD standards that are
o derived from the four domains of speaking, listening, reading, and writing; and
o are aligned with the state’s academic standards
Assessment of EL Students
ELs must be assessed in reading/language arts, math, and science;
Accommodations must be provided to ELs on state content assessments (remains in Title I)
The English proficiency of ELs must be assessed annually (remains in Title I)
Accountability for ELs
The state accountability system must include:
Indicators for academic progress, high school graduation, and school quality that are measured for all
students in a school and for each reporting category
Indicator for measuring EL progress in attaining English proficiency
Long-term and interim measures of progress in percentage increases of ELs who make progress in
attaining English proficiency
The scores of former ELs on state content assessments within the EL reporting category for four years
Professional Development
School divisions must ensure that professional development offered to classroom teachers, principals,
administrators, and other school or community-based organization personnel is:
designed to improve the instruction and assessment of ELs
designed to enhance the ability of such teachers to understand and use curricula, assessment
measures, and instruction strategies for ELs
based on scientifically based research; and
of sufficient intensity and duration to have a positive and lasting impact on the teachers' performance
in the classroom.
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Parental Involvement
Notify parents within 30 days of identifying students as ELs
Conduct effective parent outreach
Provide information to parents to the extent practicable in a language they can understand
School Division Requirements under ESSA
Develop a local plan for EL education with stakeholder consultation
o Implement an effective academic content instruction programs to help ELs achieve academically
o Implement an effective language instruction programs to help ELs attain English proficiency
o Provide professional development for EL educators that is effective and of sufficient intensity
and duration
o Meet parental notification/outreach provisions
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Section 2
Meeting Federal and State Laws and Regulations
How does the state determine if a division is in compliance with state and federal requirements?
To meet the requirements of ESSA, the Virginia Department of Education monitors divisions for compliance
for Title I, Part A; Title I, Part D; Title III, Part A; and Title X, Part C, on a five-year cycle.
The criteria used for the monitoring of Title I, Part A; Title I, Part D; Title III, Part A; and Title X, Part C
address selected federal statutory requirements pursuant to the ESSA and Education Department General
Administrative Regulations (EDGAR) 34 CFR 80.40 and 34 – Part 200, and Office of Management and Budget
Circular/Cost Principles. Selected requirements from Title IX, Part E, Subpart 2 – Other Provisions, that impact
Title I schools and all schools have been included in monitoring. In addition to federal requirements, the
monitoring includes applicable policies established by the Virginia Board of Education relating to public school
choice and supplemental educational services.
Detailed information about federal program monitoring can be found here:
http://www.doe.virginia.gov/VDOE/Instruction/title1/FederalProgramMonitoring.pdf
How does MCPS meet the Title VI of the Civil Rights Act of 1964 Requirements of identification,
screening and placement?
Identification of EL students during the enrollment process
Students enroll in their neighborhood school. To comply with the requirements of Title VI, EL students must be
identified during the enrollment process. As part of the enrollment process, all parents/guardians must fill out
the Home Language Survey (HLS) for every child enrolling. Families registering children are assisted in
completing the documents and registration materials on-site, as needed. Manassas City Public Schools uses the
HLS results to determine the need for further English language development screening and possible English for
Speakers of Other Languages (ESOL) services. If the family indicates a language other than English on the
HLS, the enrolling school registrar notifies the ESOL lead teacher or the Department Chair of the need for
screening via the Student Information System.
Screening of possible EL students
If the HLS indicates that English is not the dominant language in the home environment, MCPS will screen the
student for English language development. ESOL teachers have two choices when screening for language
proficiency:
1. If the student has been enrolled in a Virginia public school, staff will contact the previous school for an
ACCESS or WIDA Screener score and ELD level for placement in the MCPS ESOL Program. Students
that transfer in from a WIDA state (found on the WIDA web site: www.wida.us) will use their ACCESS
or WIDA screener score and WIDA level for placement in MCPS.
OR
2. If the student is newly arrived, or does not have an ELD level assigned by a Virginia school division or
other WIDA state based on the ACCESS score or WIDA screener, ESOL staff will screen the student
using the WIDA screener assessment or the Kindergarten MODEL. The results of the entry assessment
will be used to determine if the student qualifies for language instruction programs. This screening must
take place within 10 (ten) school days of student enrollment. Please check with the sending school to see
if the student was screened with the WIDA Screener before leaving the school. If so, ask that the WIDA
Screener results be sent. If the sending school did not administer the WIDA Screener, then administer it
to the newly enrolled student.
19
MCPS 18.19
Placement of EL students
Students identified as needing ESOL services will be placed in language instruction program based on English
language development level and grade. ESOL students are placed at the grade level appropriate for their age.
Further information is found in Sections 3 and 4 of this handbook.
Providing Language Instruction Services
To comply with the requirements of Title I and Title III, MCPS is:
Provide[ing] 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.
Further information on the language instructional services can be found in Sections 3 and 4.
Parental Notification
ESSA requires schools must notify parents of their child’s placement in an ESOL program (detailed below)
within 30 days of the start of school, or two weeks of the child’s placement in the program.
If a child transfers into MCPS from another Virginia school division, MCPS MUST send home the 30-day
MCPS ESOL parent notification letter. The letters are division and program specific, and contain detailed
information on the ESOL program, graduation requirements, and instructional practices of MCPS.
The chart on the following page details the identification, screening, placement, instruction and parental
notification of ESOL students.
20
MCPS 18.19
Title VI of the Civil Rights Act of 1964 requires EL students be identified as part of the enrollment process for
all students. The MCPS enrollment process includes the following questions on the Home Language Survey to
determine if English language development screening is applicable to determine the need for possible English
Language service.
1. What is the language the student first acquired?
2. What is the primary language used in the home, regardless of language spoken by the student?
3. What is the language most often spoken by the student?
Yes No
Obtain an ACCESS or WIDA Screener score
report from previous school.
If not:
Administer the WIDA Screener or K MODEL
English language development (ELD)
screening assessment tool.
The student does not meet the criteria to be
identified as English Learner (EL).
Does the WIDA Screener score indicate the
student meets the eligibility criteria for
English for Speakers of Other Languages
program?
No
The student does not meet the criteria to be
identified as English Learner (EL).
Yes
Determine the EL student’s instructional needs
and place in an appropriate ESOL instructional
program.
Notify the EL student’s parents within 30 days
after the beginning of the school year, or
within two weeks of the child’s placement
within a program, regardless if they came from
another VA school division.
Enter student information into Student
Information Management System, assign a
caseload manager, add the student to the
caseload roster, and begin servicing the
student.
MCPS Procedure for Identifying English Learner Students
Does the Home Language Survey indicate the student’s primary language is a language other than
English or that English is not the dominate language in the household?
Draft MCPS 17-18 21
How does MCPS conduct Parental Notification requirements?
Title I requires that a school division must implement programs, activities, and procedures for the involvement
of parents including developing a written parent involvement policy, soliciting parental input, providing timely
information to parents, and building capacity for parental involvement.
Title III requires that MCPS must inform parents of a child identified for participation in a language instruction
educational program supported by Title III no later than 30 calendar days after the beginning of the school year.
For students who enroll mid-year, notification must take place within two weeks of enrollment. The parent
notification letters must be sent to all students identified as EL on an annual basis. If a child transfers into
MCPS from another Virginia school division, MCPS MUST send home the MCPS ESOL parent notification
letter. The letters are division and program specific, and contain detailed information on the ESOL program,
graduation requirements, and instructional practices in MCPS. Students who are identified as levels 1-4 are
considered EL and their parents/guardians must receive a notification letter. The parent notification must
include information about students as outlined below:
1. The reasons for identifying their child as being English Learner and for placing their child in a
language instruction educational program for EL students.
2. The child’s level of English language development, including how the level was assessed and the status
of the child’s academic achievement.
3. The method of instruction that will be used in the program, including a description of other alternative
programs.
4. How the program will meet the educational strengths and needs of the student.
5. How the program will help the child learn English and meet academic achievement standards.
6. The program exit requirements, including the expected rate of transition, and the expected rate of
graduation from secondary school.
7. How the program will meet the objectives of an individualized education program for a child with a
disability.
8. Their rights, including written guidance that: (a) specifies the right that parents have to have their child
immediately removed from a language instruction educational program upon their request; (b)
describes the options that parents have to decline to enroll their child in such program or to choose
another program or method of instruction, if available; and (c) assists parents in selecting among
various programs and methods of instruction, if more than one program or method is offered. (See
Appendices C and D)
The letter must be provided in an understandable and uniform format and, to the extent practicable, in a
language that the parent can understand.
Draft MCPS 17-18 22
Refused Services/Opt Out students
The 30 day parent letter provides parents of EL students’ information on their right to refuse ESOL services or
opt students out of the ESOL program. Parents who wish to opt their EL student out of the ESOL program must
meet in person with the ESOL caseload manager, who will explain the benefits of the student remaining in the
ESOL program. If the parent still wishes their student to opt out of the program, the parent must meet with the
principal/designee to sign the refused services letter. The parent/guardian must sign the letter every year.
Schools must contact RF parents/guardians and have a new letter signed by Sept 30 of each year.
Students who have met exit criteria DO NOT need a RF letter
The administrator/designee must review the following information with the parent before the letter is signed:
Review the current ACCESS score and discuss the student’s progress or lack of progress in learning
English
The student will still participate in the ACCESS ELD assessment in the spring until the child meets exit
requirements;
The student will still be classified as EL/ESOL in the student information system and in state reporting;
The student will placed on a caseload and their academic progress monitored;
The student may be re-enrolled into the ESOL program with parental permission;
The student is still allowed EL exemptions and accommodations on state assessments and;
The parent must opt out of ESOL services each year by signing the letter.
The original letter must be placed in the ESOL student’s academic record file in the blue ESOL section. Give
the parent a copy of the letter for their files.
Snapshot of the RF letter (see appendix for larger copy)
Draft MCPS 17-18 23
The appendix contains a copy of a checklist for newly enrolled students. This checklist must be filled out by
the lead teacher for every new ESOL student that registers in the division. Using the checklist will ensure
accurate identification, placement, and parental notification.
As each step in the enrollment process is completed, please check off the yes/no box to indicate it has been
done. The lead teacher will keep the completed form in a file for newly enrolled students.
Snapshot of the Checklist for Newly Enrolled Students (see appendix for larger copy)
Draft MCPS 17-18 24
How does MCPS meet the requirements for the English Language Development Standards?
On March 19, 2008, the Virginia Board of Education adopted the WIDA Consortium English Language
Development (ELD) Standards for the state. Further information on MCPS’ implementation of the WIDA
standards can be found in Section 4.
How does MCPS meet the requirements for the English Language Development Assessment?
On September 26, 2007, the Virginia Board of Education approved Assessing Comprehension and
Communication in English State-to-State for English Learners (ACCESS for ELs®) as the state-approved
English Language Development (ELD) assessment.
The Federal Register, dated October 17, 2008, released the following notice of final interpretation of annual
ELD assessment of EL students:
In the notice of proposed interpretations, the Secretary proposed to interpret Title III to require that all
EL students be assessed annually with an assessment or assessments that measure each and every one of
the language domains of speaking, listening, reading, and writing. We explained in the notice of
proposed interpretations that states could not exempt a student from an annual ELP assessment in any
domain or “bank” the proficient scores of an EL student.
[Volume 73, Number 202]
The Federal Register is available at http://edocket.access.gpo.gov/2008/E8-24702.htm.
Testing Memorandum Number 788, dated August 17, 2009, announced that all EL students in kindergarten
through grade 12 classified at WIDA® ELD levels 1 through 4 will be required to be assessed annually with an
assessment that measures each of the language domains of listening, speaking, reading, and writing.
Further information on assessing the English language development of ESOL students can be found in Section
5.
How does MCPS meet the requirements for Academic Achievement Assessment?
The Regulations Establishing Standards for Accrediting Public Schools in Virginia (2006) provides the
following information:
All students identified as an English Learner (EL) shall participate in the Virginia assessment program.
A school-based committee shall convene and make determinations regarding the participation level of
EL students in the Virginia assessment program. In kindergarten through eighth grade, English Learner
students may be granted a one-time exemption from SOL testing in the areas of writing, science, and
history and social science.
[8 VAC 20-131-30 G]
Further information on assessing ESOL students with the standards of learning assessments can be found in the
assessment section.
How does MCPS meet requirements for monitoring students for two years after they exit?
OCR requires a description of the progress made by children in meeting challenging State academic content and
student academic achievement standards for each of the 2 years after such children are no longer receiving
services under this part.
Monitoring of ELs is required for two years after a student exits an ESL/bilingual program.
Further information on monitoring 6 year 1 and 2 students is found in Section 3.
Draft MCPS 17-18 25
How does MCPS meet the Teacher/Student Ratio?
The Code of Virginia, Standards of Quality (SOQ), provide that:
In addition to the positions supported by basic aid and those in support of regular school year programs
of prevention, intervention, and remediation, state funding, pursuant to the appropriation act, shall be
provided to support 17 full-time equivalent instructional positions for each 1,000 students identified as
having limited English development.
[COV § 22.1-253.13:2 (F)]
Draft MCPS 17-18 26
Requirements and Timeline for Meeting Federal and State Requirements
The following chart summarizes the federal and state requirements and provides guidance on when each component should be completed.
Identification, Screening, and Placement of English Learner Students Timeframe for Completion
Initial identification of EL students is required as part of the enrollment process under Title VI of the Civil Rights
Act of 1964.
Ongoing as part of the enrollment process
Conduct an English language screening for students who have been flagged as possibly identified as EL through the
HLS. School divisions may determine the ELD assessment screening tool.
[Title VI of the Civil Rights Act of 1964]
Ongoing as part of the enrollment process
Place EL students in an appropriate English language instructional program based on the results of the English
language development assessment screening.
Ongoing as part of the enrollment process
Inform parents annually regarding their child’s placement in a language instruction education program within 30
days after the beginning of the school year, or within two weeks of the child’s placement within a program. The
letter must include the following components:
Why the student was identified as EL;
Level of English proficiency and how level was assessed;
Method of instruction and other available methods of instruction;
How the program will meet the educational needs of the student;
Graduation requirements;
Exit requirements;
EL students and special education; and
Parental right to remove student from program or refuse services.
30 days after the beginning of the school year
OR within 2 weeks after ESOL placement
Monitoring exited ELs for 2 years after meeting exit requirements for the ESOL program. Exited students will be monitored for two
calendar years after meeting the state exit
requirements.
Draft MCPS 17-18 27
Assessing the English Language Development of EL Students Timeframe for Completion
Assess the English language development of all EL students using the ACCESS for ELs® or a state approved
assessment.
The Division Director of Testing (DDOT) will notify division personnel of the state-approved division testing
window for the annual English language development assessment.
January through March (state-approved
testing window selected by school division)
Assessing the Academic Achievement of EL Students Timeframe for Completion
Assess the academic achievement of all EL students using Standards of Learning assessments or an assessment
linked to the SOLs.
The Division Director of Testing (DDOT) will notify division personnel of the state-approved division testing
window.
State-approved testing windows
MCPS 14.15 28
Section 3
MCPS ESOL Program Requirements
In addition to meeting all state and federal requirements relating to ELs, MCPS has implemented
specific division-wide requirements. This section will cover program requirements, including
registration, service requirements for ESOL students, paper work and documentation for all
ESOL students, roles and responsibilities of case managers, ESOL lead teacher, and Student
Information Management System information. Section 4 of the handbook details specifics of the
instructional program for ESOL students.
What are the ESOL Levels?
Proficiency Levels (information on the ELD levels may be found in Section 4)
VA English Language Development Levels based
on ACCESS or WIDA Screener score
(Classified as EL and
eligible for ESOL services)
AMO/Monitor purposes only
(Met state exit requirements,
not eligible for ESOL services)
Fully English Proficient
(FEP)
(No longer considered
EL for AMO purposes)
Levels 1, 2, 3, 4-4.3
(ACCESS) or 4-4.4 (WIDA
Screener)
Level 6, year 1 and year 2 –
must be monitored
Levels 6 year 3 and 4 – do not
need to be monitored
Students are included in the EL
reporting category for 4 years
after exit
FEP status in the student
information system.
Students are reclassified as
FEP after completing the 4
year of monitoring at 6Y1
through 6y4.
Exit requirements: ACCESS overall score of 4.4 or higher. Students who meet this criteria are
moved to ELD level 6Y1 and do not receive ESOL services. Six year 1 and 2 count as calendar
years. A six year 1 remains a six year 1 for a calendar year before being moved to six year 2.
MCPS 14.15 29
How Should Students be Placed when Entering MCPS?
Grade Level Placement - Recommended Grade Placement by Age
Students should be placed at grade-level as indicated by age. However, adjustments may be
made based on evaluation of prior academic records, exact date of birth, and other school
readiness factors. The table below displays the age and grade-level placement for students
younger than 14 years of age. High school students are placed at grade levels consistent with
MCPS OHS placement policies.
Recommended Grade Placement by Age
Age by September 30 Grade
4 Pre-Kindergarten
5 Kindergarten
6 Grade 1
7 Grade 2
8 Grade 3
9 Grade 4
10 Grade 5
11 Grade 6
12 Grade 7
13 Grade 8
http://www.doe.virginia.gov/administrators/superintendents_memos/2017/209-17.shtml
Generally, students who are 18 and 19 and who are transferring from high schools in other countries should be
counseled on all options. However, they are still eligible for enrollment as a person of school age as provided in
the Code unless they have a comparable diploma from a high school located in a foreign country. If a receiving
school division has questions about a student’s diploma or transcript, the receiving school division should research
the issues to determine what kind of diploma the student has and to determine whether it comparable to Virginia’s
diploma requirements. In addition, students who are from other countries and who have special education needs
may be eligible for special education and related services through age 21 if they have not graduated with a
comparable diploma from a high school located in a foreign country. If an English Learner is enrolled in a Virginia
public school and turns 22 during the school year, that student may continue through the end of that school year.
MCPS 18.19 30
What are the Steps to Registering an ESOL Student?
Step 1 – Home Language Survey (HLS)
HLS survey questions have been updated based on VDOE guidance. The first three questions are the required
questions from VDOE. The fourth question was kept because of alignment issues between the old and new
questions.
The registrar/secretary at the schools must check the HLS for completeness in InfoSnap. Upon completion of the
on-line registration, the registrar/secretary should make a copy of the HLS if parents have indicated there is
another language spoken in the home, and give the copy to the ESOL lead teacher in the school. In addition, the
registrar must enter the student into Student Information Management System and check the “needs screening”
button in the custom view screen. The ESOL teacher or designee will screen the student for English language
development, or contact previous school division to obtain an ACCESS or WIDA screener score. The screening
process is discussed further in this section.
Home Language Survey via InfoSnap
MCPS 18.19 31
HLS answers that trigger a screening
If ANY of the three questions indicate there is another language spoken by the student or in the home, the child
must be referred to the ESOL lead teacher/chair for screening.
Example answers from parents/guardians that will lead to a referral for ESOL screening:
Question 1: Spanish
Question 2: English Spanish
Question 3: Spanish
Question 1: English
Question 2: English and Spanish
Question 3: Spanish
Question 1: Farsi
Question 2: Farsi
Question 3: Farsi
Question 1: English
Question 2: Korean
Question 3: English
Question 1: Urdu
Question 2: English
Question 3: English
The only answer from parent/guardian that will not lead to a referral for ESOL screening:
Question 1: English
Question 2: English
Question 3: English
MCPS 18.19 32
Step 2 - Screening information in PowerSchool
The following screen shot shows the drop down menu for date of screening. If the parent registers their child via
InfoSnap, the needs screening tag will populate based on the responses to the HLS. Otherwise, the registrar or
school secretary must check the needs screening button and inform the lead ESOL teacher of the new student.
Once the ESOL lead teacher has been notified, he/she will review the student records, contact the previous school,
or screen the student using the WIDA Paper Screener. Once this is done, the lead teacher will use one of the
following choices under the Screening drop down menu:
Screened/MCPS: The student was screened and found eligible for ESOL services in MCPS. This choice will
apply to students who are new to the country or transferred in from a non-WIDA state or have not been screened in
other VA divisions. Students who score a 1-4.4 or lower on the WIDA Screener or 4.9 or lower on the K MODEL
screener qualify for ESOL services.
Screened/Other: The student was found eligible for ESOL services based on the previous division’s ACCESS
score, WIDA level, or WIDA screener.
Screened/Not Eligible: The student was screened, but did not qualify for services based on K MODEL or WIDA
Screener scores. The student is not identified as EL in the student information system.
Screened/Exited: The student met VDOE exit criteria on the ACCESS test. After reviewing records from the
previous division, the student was determined to have exited the ESOL program. The student would be listed as a
6Y1, 6Y2, 6Y3, or 6Y4 in the student information system, depending on when they exited the ESOL program.
Screened/Parents Refused Services: The student was screened in MCPS and found eligible for ESOL services.
The student’s parents or guardians signed the refused services letter.
Once the student has been screened, the ESOL lead teacher will enter the date the screening took place, or when
information was received from the sending school. Once the student begins school and is placed in ESOL, the EL
eligibility date must be filled out. (Note, this date may be the same as the screening date or the same as their
enrollment date)
Please note: The “needs screening” menu and “date of screening” are to be used ONLY when a new student
registers/enrolls in the city and the HLS indicates the student needs to be screened. Do not update the “date of
screening” window when the student’s ELD level changes. If a student leaves MCPS and then re-enrolls at a later
date, you may update the “date of screening” window if need be.
MCPS 18.19 33
No school may circumvent MCPS regulations that apply to all students, or state or federal law that dictates how EL
students and their families are treated and the services that must be provided to them. If ever in doubt about an
EL-related case, please contact the ESOL office.
Step 3 - Caseload managers in PowerSchool
Once a student has been screened and found to be eligible for the ESOL program, the ELD level must be shared
with the grade level teacher, or content area teachers. The student will also be assigned a caseload manager.
Students who are levels 6Y1 and 6Y2 will also be assigned a caseload manager for monitoring purposes. 6Y3 and
6Y4 students do not need a caseload manager. The caseload manager will need to be listed in PowerSchool.
Students who are identified as FEP do not have a case manager and do not appear on the caseloads.
Caseload managers are assigned via the drop down menu in the student information system:
Step 4 – Enter levels and state code information into PowerSchool
Enter the level of the student in WIDA level.
Enter the state code into the receiving ESL Services Code.
Step 5 – Enter the screening data for any student administered the WIDA Screener
This field will populate automatically if the student participated in the ACCESS for ELs assessment. If the student
was administered the WIDA Screener, the Dept. chair or lead teacher will need to enter the information. If the
student is screened using the WIDA screener, enter the EL composite score, using 10-4.5, without a decimal point.
NOTE - The WIDA Screener provides an overall score to the nearest 0.5. Use the W in the tier drop down to
indicate the student was screened with the WIDA Screener.
MCPS 18.19 34
The information below must be entered accurately to ensure that the SOL Student Data Upload File is correct. If
the information is not correct, then the school receives alerts when SOL data is sent to Pearson. Accurate
information must be entered into PowerSchool.
Step 6 – With the registrar, enter the oral and written communication preference from the parent.
Step 7 – ESSA 30-Day Parental Notification Letter
In order to meet the requirements of sec 3302 of ESSA, notification must be sent home to ESOL parents. MCPS
central office will send home the 30-day parent notification letter within the first 30 days of school for ALL ESOL
students identified in the student information system before Sept 30. C.O. will update the date in PowerSchool.
For all students that are found eligible after the 30-day letter has been sent home, the school must MAIL the letter
to the parents within 10 days of the child being found eligible. Lead teachers must enter in the date the letter was
mailed home to students.
For letters that have been “returned to sender, undeliverable” the ESOL lead teacher must work with the
secretary/registrar to verify the student is still enrolled, and then check the address in the student information
system, and then if able to obtain a correct address, re-mail out the 30-day letter. The return to sender envelope
must be placed in the academic record to show an attempt was made to mail the letter within the 30 day timeframe.
If there is no updated address, please send the letter home with the student. Please place the return to sender
If the student… ELL test tier ELL composite score ELL literacy score
Took the
ACCESS
Enter the tier - A, B, C Enter the score - 10-60. Do
not use a decimal point.
Enter the score - 10-60
Do not use a decimal point.
Took ALT
ACCESS
Leave blank (No tier
for ALT ACCESS)
A 1, 2, 3 = proficiency
level 1
P1 = proficiency level 1
P2 = proficiency level 2
P3 = proficiency level 3
A 1, 2, 3 = proficiency level 1
P1 = proficiency level 1
P2 = proficiency level 2
P3 = proficiency level 3
Took the
Checklist
Leave blank (No tier
on the checklist)
10, 20, 30, 40, 50, 60 Leave blank (you do not receive an ELL
literacy score on the checklist)
Took WIDA
Screener or K
MODEL
Choose S to indicate
the student took the
screener.
Enter the score - 10-60. Do
not use a decimal point.
Enter the score - 10-60 from the on-line score
calculator. Fall K MODEL will not have a
literacy score. Do not use a decimal point.
IMPORTANT NOTE!
PLEASE SEE INFORMATION BELOW FOR ACCESS SCORE/SDU FILE
REQUIRMENTS FOR SOL TESTING
MCPS 18.19 35
envelope in the academic file, with a note documenting the letter was sent home, but was returned, and the letter
was sent home with the student.
Snapshot of the ESSA 30-Day Parent Notification letter (see appendix for larger copy)
MCPS 18.19 36
Screening procedures by schools
Elementary Schools
Grade and teacher placement is made at the time of registration by the school registrar and/or principal. ESOL
students must be placed in the age appropriate grade level.
Most kindergarten students are screened during the summer before their K year starts. Students to be screened are
identified through the HLS given during the kindergarten registration days held at the schools in the spring. ESOL
teachers will screen potential ESOL students using the K-MODEL screener during the summer using a schedule
set up at each individual school. Kindergarten students that enroll after the summer screening finished will be
screened the first weeks of school.
Intermediate School
If the HLS indicates another language, and there is no WIDA score from a previous division or state, the parents
will make an appointment for ESOL screening and come back to have their student tested. Screening must be
done before scheduling or placement can occur.
Middle School
As ESOL students register, they are assigned tentative classes based on previous EL level from another division or
WIDA state. If they do not have a level, other factors will be taken into consideration for temporary placement,
such as: if the student has ever received ESOL classes, how long has the student been in the country, grades, etc.
ESOL lead teachers are immediately notified when a new ESOL student arrives. The lead teacher screens the
students within three days. After a new level is determined, the temporary schedule is reviewed and adjusted, if
needed.
MCPS 18.19 37
High School
Procedure Responsibility Party
Parents and student provide all documentation for enrollment. Registrar
Incomplete ESOL documentation:
Calls are made to the transferring school for verbal
verification of EL level until paper documentation arrives
ESOL Department
ESOL Chair
Documentation review:
HLS responses will determine screening for ELD.
If the student came from a school division in VA or
from another WIDA state, the ESOL chair will contact
the sending school for ELD level and ACCESS score
report.
Student will not be screened if it has been determined
the student has EXITED an ESOL program. The
student must have met the VA requirements for exit
on the ACCESS. MCPS will not take unofficial
exits from transferring schools. Either the student
has met VA exit requirements on the ACCESS or
they are screened for language development.
Student receives Special Education services.
The results are entered into Power School and/or ESOL
Custom page
ESOL Administrator
ESOL Chair
SPED Chair
Testing is scheduled if student is new to the country or
inadequate documentation exists.
The student must be tested within 10 days
Collaboration between the ESOL Chair
and registrar
Student is registered as Osbourn High School Student
All initially enrolled students whose HLS indicates another
language “Other than English” will be assessed with the
WIDA Screener.
Results are entered into WIDA website for composite
score and ESOL level.
ESOL Department Chair enters the level into Power
School and/or ESOL custom page
Input Service Code
ESOL Department
ESOL Chair
Class Schedule Counselor, student and parent
EL students will be assessed annually with the ACCESS Test
to determine progress in learning the English language
ESOL Department Chair
Caseload Managers
MCPS 18.19 38
Screening Questions and Answers
1. A child has just arrived from out of the country and indicated there was another language spoken in the
home on the HLS. What do I do next?
Since the student is new to the country and has been identified as needing screening on the HLS, administer the
WIDA Screener
2. A student transferred in mid-year from Prince William or another county in VA. The Home Language
Survey indicates another language. Should I screen the student?
Not yet – first call the sending school and ask for a WIDA level and the ACCESS score report to determine the
ESOL level. If they do not have the ACCESS score report, ask for the WIDA screener results. Use the ACCESS
or WIDA Screener results to assign a level in the student information system, assign a caseload manager and begin
providing services to the student.
What if the sending school does not have a level or a score?
Talk with the registrar or ESOL teacher to determine if the student was enrolled in ESOL
classes or identified as ESOL.
If the student has an ACCESS score from 2 years ago, or a score that is not current,
administer the WIDA Screener.
If the student exited ESOL – check the exit date and assign the student a level of 6 year 1 or 6 year 2
depending on exit date. If the student has completed the 2 years at level 6, do not identify the student as
ESOL. Place documentation in the student’s academic record detailing the phone conversations and
research done to show the student exited the ESOL program.
If the student did not qualify for ESOL in the previous division, screen the student using the WIDA
Screener. Or, if a WIDA Screener was administered, use the current assessment to assign a level based on
the MCPS ESOL placement criteria.
If the school division never screened the student, administer the WIDA Screener to determine a level.
3. Can I use other bodies of evidence (SOL scores, class schedules, talking with the student or parent about
former ESOL services etc.) to determine the need to screen a student for ESOL?
No – the decision to screen must be based on the responses to the Home Language Survey. Other documentation
can be used to determine academic placement.
4. What do I do if a student comes in with records indicating they were in ESOL in their previous
division/school, but filled out a new HLS in MCPS saying only English is spoken?
MCPS must follow the most current information provided by the parent. If the parent indicates only English is
spoken, you may choose to have a conversation with the parent referring to previous ESOL support and that their
student may not qualify for it here in MCPS.
5. A student transfers to MCPS from North Carolina (or other WIDA state) with a HLS that indicates
another language. What do I do?
MCPS 18.19 39
Call the sending school and ask for the ACCESS score report or the WIDA Screener results. Remember to apply
VA requirements to the score report – such as VA specific exit requirements, etc. If you have trouble getting the
score report from the other states, please contact the ESOL Office.
6. A student just enrolled from Florida or other non-WIDA state. The HLS indicates there is another
language spoken. What do I do?
Since FL is a non-WIDA state, the student would not have an ACCESS score or WIDA ELD level. Use the WIDA
screener to determine the student’s proficiency level or qualification for ESOL services.
7. We have a student who was enrolled in MCPS but only took certain portions of the ACCESS test, has a
score of NA, or missed the entire testing window. What level do we assign this student?
Since it is critical to have accurate level information on the student for testing documents and for instructional
purposes, administer the WIDA Screener to the student. Use the grade level adjusted composite score to determine
a WIDA ELD level for the student.
8. A student enrolled and the parents filled out the survey and said that only English is spoken in the home,
but there is a current ACCESS score report in the file. What do we do? Can we screen them?
Based on guidance from the state, the student cannot be screened due to the answers on the HLS. We must go by
the information provided by the parent. However, you can talk with the parent about former ESOL placement and
that their child will not be eligible to receive these services in Manassas based on the answers to the HLS.
9. A student comes from a division using the grade level MODEL. Do we accept the MODEL score, or do
we need to screen the student using the WIDA Screener?
Use the MODEL score.
MCPS 18.19 40
ESOL/WIDA Screener Screening Procedure
Initial Screening Process
Once the HLS has determined there is another language spoken in the home, and the student DID NOT come from
another VA division or a WIDA state, or does not have a complete score from taking the test in MCPS, screening
for language proficiency should be done within 3 days of registering. Please check with the sending school to see
if the student was screened with the WIDA Screener before leaving the school. If so, ask that the WIDA Screener
results be sent.
1. Conduct an English language development screening assessment
Potential ESOL students will be given the WIDA Screener This assessment tool, known as the "screener",
is used by educators to measure the English language development of students who have recently arrived in
the U.S. or in a particular district. It can help to determine whether or not a child is in need of English
language instructional services, and if so, at what level.
The WIDA Screener is designed to be individually administered by trained staff to potential ESOL
students. Teachers, paraprofessionals and other designated staff can be trained to administer the screener.
ESOL teachers must administer the K MODEL as part of kindergarten registration. It is essential that
anyone who administers the WIDA Screener complete the training modules.
Follow WIDA Screener guidelines for grade level screening:
The WIDA Screener Paper is divided into five grade-level clusters. Depending on a student’s grade level, a
particular grade level cluster should be administered to children one semester beyond the beginning of the
grade level cluster and one semester beyond the end of the grade level cluster. WIDA has made this
recommendation based on the fact that students just entering a new grade level cluster have not yet had a
chance to be exposed to the language standards and content topics appropriate for the grades in that cluster.
o The K MODEL test is intended for Kindergarteners, and first semester 1st graders.
o The grade 1 test is intended for second semester 1st graders through first semester 2nd graders
o The grades 2-3 test is intended for second semester 2nd graders through first semester 4th
graders.
o The grades 4-5 test is intended for second semester 4th graders through first semester 6th graders.
o The grades 6-8 test is intended for second semester 6th graders through first semester 9th
graders.
o The grades 9-12 test is intended for second semester 9th graders and for students in grades 10,
11, and 12.
Complete all four sections of the screener – listening, speaking, reading, and writing for grades 1-12. The
first half of the school year, use the listening and speaking section for K students.
2. Determine proficiency level
Five levels of English proficiency for ESOL students in grades K-12 have been defined for the state’s EL
population. These levels are level 1 – entering, level 2 – beginning, level 3 - developing, and level 4 through 4.4 –
expanding.
You MUST use the WIDA Screener Score Calculator to get an accurate proficiency level. It can be found here -
https://www.wida.us/assessment/screener/screenercalculator.aspx.
MCPS 18.19 41
Students who score a 1-4.4 or lower on the grade adjusted composite proficiency level qualify for services. The
following screen shot shows a student score that qualifies for ESOL services:
MCPS 18.19 42
Students who score a 4.5 or higher do not qualify for services. The following screen shot shows a student score
that DOES NOT qualifies for ESOL services:
Since the overall score is 5.5, this student does not qualify for ESOL services and should not be identified in the
student information system as ESOL. However, division expectations are that this student’s academic progress
would be monitored by the lead teacher. If the student is struggling because of language, enrolling the student into
the ESOL program may be discussed with the administration, parents/guardians, grade level/core teacher and
ESOL teacher.
MCPS 18.19 43
Using the GACPL for Kindergarten students during the first semester of the school year
1. Enter in the listening and speaking scores.
2. The score calculator will automatically calculate the overall oral development level.
3. You can use the printer friendly version to print out a score report.
MCPS 18.19 44
Kindergarten ESOL Qualification Summary
First semester of kindergarten – 4.9 or lower on the oral language development level = qualifies for ESOL
First semester of kindergarten – 5.0 or higher on the oral language development level = does not qualify for ESOL
Second semester of kindergarten – 4.9 or lower on the overall composite development level = qualifies for ESOL
Second semester of kindergarten – 5.0 or higher on the overall composite development level = does not qualify for
ESOL
DO NOT USE THE K MODEL LOOK UP TABLES. USE THE SCORES FROM THE ON-
LINE SCORE CALCULATOR
MCPS 18.19 45
After using the on-line score calculator, print out the “printer friendly” version of the score report. This copy
should be placed in the student’s academic file, and shared with all classroom/core content teachers. Below is a
sample of the printer friendly score report.
3. Determine eligibility for ESOL
Eligibility should be based on:
Results of the K MODEL or WIDA screener.
If a student does not achieve competency/proficiency on the grade appropriate K MODEL or WIDA screener, the
student must be recommended for ESOL services.
If a student demonstrates proficiency on the screener, do not recommend ESOL services. Students who score at
the proficient level MAY NOT be placed at ELD level 6, year 1 or 2. Do not identify them as EL or place them in
the ESOL program.
Once eligibility for ESOL services has been determined, the student’s level must be entered into the student
information system.
MCPS 18.19 46
How do Students Exit the ESOL Program?
Exit requirements
Virginia Department of Education (VDOE) exit requirements are an overall composite score of 4.4 on the
ACCESS for ELs assessment administered in the spring. Once a student meets the exit requirements, they are
moved to level 6 and are no longer receiving services. There are no “unofficial exits” or school based exits.
Parents will be notified when their child meets exit criteria. Appendix B contains the parental notification letter.
This letter will be sent home with the parent report showing the exit criteria have been met.
Snapshot of Exit Notification Letter
MCPS 18.19 47
What happens after a Student Exits the ESOL Program?
Monitoring Exited Students
A requirement of ESSA Title III: Language Instruction for English Learners and Immigrant Students is to monitor
transitioned (exited) students’ academic achievement and progress for a period of two years after exit from an
ESOL/bilingual program.
From the VA Department of Education:
Federal law allows for former EL students to be re-designated as EL
Prior to re-designating a formerly EL student as EL, academic interventions should have been consistently
provided to the formerly EL student for a reasonable period of time during which the student’s academic
performance showed no improvement. The interventions should be the same as those available to all students at
risk for academic failure.
All 6 year 1 and 2 students are tracked in the student information system and by a paper copy of the ESOL
Program Exit Form. Each caseload manager will complete the ESOL exit tracking form to document the school
year the student became a 6Y1, 6Y2, 6Y3 and 6Y4 and then reclassified as Fully English Proficient (FEP). This
form must be kept in the student’s academic file.
All 6 year 1 and 2 students will be assigned a caseload manager. The caseload manager will monitor the academic
progress of all 6Y1 and 6Y2 students every semester for two calendar years. Once the student has completed the
two calendar years of monitoring, the student will be moved 6Y3 and 6Y4 and then to FEP in the student
information system.
To determine academic progress and success, caseload managers will complete the Level 6 Monitoring Form
(Appendix K) on a semester basis (mid 2nd quarter and mid 3rd quarter) where they will review grades, SOL test
scores, division assessments (i-Ready, PALS, etc.) and unit assessments, and engage in discussion with the
student’s classroom/core content area teachers. The caseload manager will note if progress is satisfactory or
unsatisfactory.
Snapshot of the 6Y1 and 6Y2 Monitoring document (see appendix for larger copy)
MCPS 18.19 48
Instructions for filling out the form
These forms are saved on the shared drive and are “fillable” in Word format. There are drop down menus for most
of the choices, and other information can be typed into the Word document.
Fill out the student demographic information first.
Most Current Assessment Results
For students in grades 4-12, fill out the most current SOL scores. For example, a 6Y1 in 4th grade will have the
SOL scores from the 3rd grade administration. For students in grades 9-12, enter in the most current SOL scores by
EOC test.
i-Ready
DRA2 and PALS – enter the scores for these assessments if given.
Other – this can be any school based assessment given, such as PowerSchool Assessment and Analytics scores, or
classroom based assessments.
First Semester Review
The first review must be conducted by mid-December. The ESOL caseload manager and the classroom/core
content teacher will work together to fill out the monitoring form.
Progress – The classroom/core content teacher AND the ESOL teacher determine if the student’s progress in the
academic arena is
Satisfactory (i.e., passing classing, doing well on core class assignments and assessments, demonstrates
comprehension of the class material, etc.); or
Unsatisfactory (i.e., low grades in core classes, failing one core class, poor performance on assignments
and assessments, not turning in work, etc.); or
Failing (i.e., the student is failing more than one core class)
Progress determination can be based on the following items
Grades
Interactive achievement tests
i-Ready growth monitoring
Other assessments (PALS, DRA, etc.)
Projects
Classwork and homework
Teacher observations
Current SOL scores
Lexile levels
MCPS 18.19 49
What’s the difference between unsatisfactory and failing?
This determination needs to be based on multiple data points and teachers need to use their educational experience
to make the determination.
For example, a student may be failing core classes, but has excelled in the i-Ready growth monitoring and
PowerSchool Assessment and Analytics. The teachers may choose to label the student as unsatisfactory, not
failing, since they are doing well on their assessments, and may be failing the class due to missed homework and
assignments.
Reason – if unsatisfactory or failing is selected, the teachers must provide a reason.
Attendance – student does not attend school/class on a regular basis. Document days absent, or number of
class periods missed.
Effort – does the student put forth effort in class? Do they turn in completed work? Do they participate in
class?
Behavior – does the student’s behavior prevent them from learning?
Language – does the student’s former EL status contribute to them not doing well in class? Is language an
issue?
Discipline – are there discipline issues the student is involved in? Are there in school suspension, out of
school suspension?
Medical – Is there an underlying medical reason for the student’s poor performance?
Missing assignments – is the student failing because they are not turning in work? Are they missing
assignments both in and out of class?
Other – are there other reasons for the student doing poorly? For example, disruptions in the home life?
ESOL teacher action
If the progress is unsatisfactory or failing, the ESOL teacher must take action. These actions can include
Consult with the general education teacher – to provide strategies and supports for the monitor level
student
Consult with the guidance counselor – if there is known issues the student is struggling with, the ESOL
teacher should refer the student to the counselor.
Refer to the Response to Intervention Committee – if the student was not identified by the Universal
Screener, the ESOL teacher AND classroom teacher should fill out the referral paperwork for an RTI
intervention.
Monitor progress if already in an RTI intervention – work with the interventionist to determine how the
student is doing in the intervention.
Refer to Student Assistance Team – if behavior is an issue that is interfering with learning, the classroom
teacher should refer the student to the SAS team.
Other – this can be a phone call home, talking with the student, etc.
Notes from first semester review – this section must be complete for all students.
Students making satisfactory progress can have comments that include:
Meets grade level expectations
Does well in all classes
Demonstrates superior progress
English approaches near native fluency
Student reads on grade level
Student is doing excellent work
The student is a top performer in the class
MCPS 18.19 50
Student has trouble recognizing poetic elements in prose and poetry. The entire sixth grade class is having
trouble with this concept. The ESOL teacher will work with the gen ed teacher to support ALL student
learning by using strategies to classify poetic elements such as rhyme, rhythm, and repetition, alliteration,
and onomatopoeia.
Student struggles with explanatory and narrative text. The ESOL teacher works with the gen ed teacher to
help students generate ideas and organize information before writing by using graphic organizers to plan
their writing and also by helping students participate in brain storming ideas.
Students making unsatisfactory progress or failing comments can include:
Student is failing Eng. 10 because of multiple missed assignments. ESOL teacher has counseled the
student to complete make up work, and has enrolled him in the after school peer tutoring program
Student is making unsatisfactory progress in Alg. 1 because of attendance. Alg. 1 is the first block class,
and student has missed 20 class periods and has 15 late arrivals. ESOL teacher talked to the student, and
made a call home.
Student is making unsatisfactory progress in reading non-fiction texts with tier 3 vocabulary. Student has
been referred to the RTI committee for a tier 2 intervention in reading.
ESOL student is making unsatisfactory progress Eng. 8 because of processing and understanding figurative
language in poetry. All students in this grade 8 class are having trouble. ESOL teacher provided
information on differentiating instruction and gave an on-line website for figurative language.
ESOL student making unsatisfactory progress in Eng. 7 understanding the difference between primary and
secondary resources – the analysis and interpretation of the information. ESOL teacher provided graphic
organizers and outlines of the material, and a list of reference materials the student could access.
Student is failing 4th grade due to severe behavior issues. The student throws chairs, is defiant, and bullies
other students. The student has been referred to the student assistant team.
Student is struggling with relationships among words/ word structure. The ESOL teacher helps the gen ed
teacher explain and show usage of common Greek and Latin affixes and roots as clues to the meaning of
words.
Once a generic comment has been written, add additional information that
demonstrates the progress the individual student is making, such as referred
for GT, made straight A’s in class, always participates in class discussions, is
a class leader, etc.
If the student is doing unsatisfactory or failing, the comment MUST detail why. The comments must
match the information checked off and add details. For example, if missing assignments are checked,
give details (missing 11 out of 22 homework assignments in math class). Or if absences are an issue,
give the number of absences (student missed 12 days out of the first semester, or student has 45 class
absences and 34 tardies.)
MCPS 18.19 51
Comments that are unacceptable:
A list of student grades
Using “Can’t Do” descriptors - the student can’t follow one step directions. (Is it that they cannot, or they
will not?)
Student has trouble with comprehension
Student struggles in math
Cutting and pasting generic comments from report cards, Power Teacher, etc., for students who are marked
as unsatisfactory or failing. Comments should reflect consultation and conversations with the core teachers
to accurately document the reason for unsatisfactory progress or failing core classes.
Three Month Review
This is ONLY filled out if the student is in RTI or the ESOL teacher action was to refer the student to RTI
committee for an intervention.
Document the intervention the student is enrolled in, or using, and the progress the student has made in the
intervention. Then determine next steps:
Continue to monitor – the student is making expected progress in their intervention goal, and the ESOL and
gen ed teacher will continue to monitoring the student’s progress.
Continue intervention – student is making progress with intervention, and the intervention will be
continued.
Discontinue intervention – student has met RTI goal, and has transitioned back to tier 1 instruction. The
student is now working on grade level.
Referral to child study – the student is exhibiting behaviors that are not linked to language acquisition, and
a disability is suspected.
Referral to ESOL re-entry committee – student is not making expected progress and it may be based on a
language need
Second Semester Review
The second semester monitoring should be completed by mid-April. The ESOL caseload manager and the
classroom/core content teacher will work together to fill out the monitoring form.
Follow the same steps from first semester review. However, if the student is determined to be unsatisfactory or
failing, the teacher needs to review final grades, SOLs, etc., to determine if the student made progress from the
second semester review. For example, at student who was failing classes then passed all their SOLs as passed
advanced might not need to be marked as failing since they demonstrated their knowledge on the SOL assessment
and failing might have been due to not turning in home work or missing assignments.
Process for ESOL Re-Entry
Virginia’s exit criteria are quite rigorous – students must score a 4.4 or above in the overall/composite score.
ESOL-monitored students, although they have met the state's definition of proficiency, will often need instruction
that is scaffolded and differentiated. They may still need support in the classroom as they finalize their acquisition
of academic language. However, if these supports are not successful, a student may be re-entered into ESOL
services during the two-year monitoring period. They may be screened and entered into the ESOL program if
their academic struggles are clearly related to lack of proficiency in English.
The caseload manager and classroom/core content teacher(s), after determining that the monitored student may
need language support and should be considered for referral back into the ESOL program, have ten (10) days to
MCPS 18.19 52
refer the student to the ESOL Re-entry Committee using the form found in Appendix P, Referral to ESOL Re-
Entry Committee. This form must be submitted to the principal or administrator overseeing ESOL.
Then the ESOL Re-entry committee, consisting of the caseload manager, the classroom/core content teacher,
ESOL lead teacher/Dept. Chair, Division central office ESOL specialist, parent, and administrator, and if old
enough, possibly the ESOL student, have ten days to meet to determine next steps for the student. The committee
will review data, including SOL scores, RTI information, current grades, last ACCESS for ELs assessment, etc.
using form Evaluation of Evidence for Re-Entry into ESOL (Appendix Q) to determine if the student needs to be
screened and placed back into the ESOL program. The duty of this committee is to determine if the academic
struggles are related to lack of English language development and determine if the student should be re-screened
for ESOL and entered back into the program. After completing the Evaluation of Evidence for Re-Entry into ESOL
the committee will made a decision on re-assessment and re-entry back into the program.
If the committee has determined that the student should be screened for ESOL, the caseload manager or the lead
ESOL teacher will administer the WIDA screener to determine language proficiency needs. This screening needs
to take place within ten days of the referral by the ESOL re-entry committee. Once the ESOL screening has taken
place, the ESOL lead teacher/Dept. chair has ten days to provide the student with appropriate ESOL service
minutes, based on grade and ESOL level.
If the student qualifies for ESOL support and begins receiving ESOL services, the parent must be notified using
the Parent Notification of Re-Entry into ESOL letter, found in Appendix R.
The flow charts on the following pages document the 6Y1 and 6Y2 monitoring processes.
MCPS 18.19 53
All EL students who have met state exit requirements are monitored for two calendar years.
Student is able to meaningfully participate and
demonstrate success in MCPS’ educational
program on a semester basis (mid and end-of-
year). Determination is made by the ESOL and
classroom/core content teacher.
Student is not able to participate meaningfully
or demonstrates unsatisfactory progress in
MCPS’ educational program according to
semester evaluations (grades, SOL scores,
classroom assessments, etc.) by ESOL and
classroom/core content teacher.
Student continues in MCPS’ educational
program with the general student population
for two calendar years and is reclassified as
Fully English Proficient (FEP) in the student
information system after two years.
Teachers meet to determine the reason for
deficiencies:
Previous EL status
Other factors (attendance, effort, behavior,
etc.)
Teachers determine if interventions or
additional support is needed.
Student is provided appropriate interventions
(i.e., tutoring, support services, SOL boot-camp,
etc.) based on the results of the
discussion/assessment with follow up in 3
months to check on progress and evaluate
success of interventions.
If the student is still unsuccessful, a team
will determine the need to refer to child
study or the ESOL re-entry committee.
Parents will be notified of the option
selected by the team.
MCPS 18.19 54
Flow Chart for Re-Entry into ESOL
Student has been monitored and progress has been documented on the division
monitoring forms. The student has been unsuccessful or is failing core classes
and interventions have been tried. The student still continues to fail or not
experience success in their core content classes.
The classroom/core teacher and ESOL caseload manager believe that the
student’s unsuccessful or failing grades may be a result of their previous ESOL
status. The teachers compete the Referral for Re-Entry into ESOL and submit it
to the administrator in charge of ESOL within ten days.
The administrator has 10 days to assemble the ESOL Re-Entry Committee.
Committee members must include:
ESOL Caseload manager
Grade level core content teacher(s)
ESOL lead teacher/Dept. chair
Central Office ESOL staff (specialist or director)
Parent
Administrator
Student, if applicable
The ESOL Re-Entry Committee will complete the Evaluation of Evidence for
Re-Entry into ESOL form together. The committee will determine if the evidence
clearly supports the struggles the student is experiencing are related to their
former ESOL status. The committee will make the determination to re-assess and
re-enter the student into the ESOL program.
The ESOL lead teacher/Dept. chair or ESOL caseload manager will use the
WIDA Screener to screen the student for ESOL services within ten days of the
ESOL Re-Entry Committee’s decision and the school will begin providing
ESOL service based on grade level and ESOL level.
MCPS 18.19 55
How are ESOL Students Served in MCPS’ ESOL Program?
Required Service Minutes
Each ESOL student is assigned a minimum number of minutes for ESOL service according to grade level and
proficiency level. The following chart outlines the required minutes of direct ESOL services a student must
receive. Direct services are defined as an ESOL teacher providing direct ESOL instruction to ESOL students.
This can be done in several types of ESOL program models (defined in Section 4) such as a newcomer class, pull
out, or content mainstreaming. Additional interventions, such as PALS, Title I, DO NOT count as direct services
and MAY NOT be counted towards the minimum minute requirement. Minimum service minutes must be
recorded on the caseload roster. Students who have refused ESOL services or opted out are indicated on the
caseload by a state service code of 2. These students (levels 1-4.4) do not have required minutes of service on the
caseload document. However, they are monitored and offered other services to develop language proficiency.
Grade Level
Cluster
Level 1 Level 2 Level 3 Level 4 Level 5
Kindergarten 150 min/wk 150 min/wk 150 min/wk 150 min/wk 150 min/wk
Grades 1-4 225 min/wk 200 min/wk 200 min/wk 200 min/wk 150 min/wk
Grades 5-8 300 min/wk 225 min/wk 200 min/wk 200 min/wk 150 min/wk
Grades 9-12 300 min/wk 225 min/wk 200 min/wk 200 min/wk 150 min/wk
How are ESOL Services Ensured?
Caseload Manager
In addition to the minimum number of instructional minutes, each ESOL student is assigned an ESOL caseload
manager. The caseload manager has many responsibilities, including, but not limited to:
1. Updating caseload every quarter and when a new student arrives;
2. Serving as the key contact for the ESOL student and their parent/guardian;
3. Ensuring service minutes are met;
4. Working with the classroom/content teacher to develop an instructional plan based on individual language
needs and then sharing WIDA ELD level and ESOL instructional plan with classroom/content teachers;
5. Providing input on the assessment plan for the student;
6. Attending Child Study meetings;
7. Completing Dually Identified Service Plan for each student identified as requiring special education
services;
8. Working with classroom/content teacher to complete 6 Year Monitoring Forms;
9. Modifying instruction, assignments, and tests for EL students when need and appropriate;
10. Ensuring ESOL students receive the minimum minutes of service;
11. Participating in professional development opportunities to increase understanding of EL
students’ needs and to learn effective ESOL instructional strategies;
12. Providing direct services to the student or working with the ESOL teachers that do.
MCPS 18.19 56
What does the Lead ESOL Teacher Do?
In addition to the Caseload Manager responsibilities, the Lead ESOL Teacher has additional responsibilities,
including, but not limited to:
1. Monitoring the accuracy of grade level and class placement for EL students;
2. Completing and submitting the caseload roster to the director on a quarterly basis (or
more often, as needed or directed);
a. The first Monday of every month, CO will send lead teachers the PS ESOL numbers that need to be
checked against the current caseload. Once the lead teacher has verified that the CO numbers and
the case load numbers are correct, confirmation will need to be sent back to CO the next Friday.
b. CO will also be sending data reports showing what needs to be updated in PS, this may include:
i. EL accommodations not entered
ii. 30 day letter information not entered
iii. Language of communication not entered
iv. Tier, composite and literacy levels not entered
v. Date of screening and ESOL eligibility data not entered
3. Entering WIDA and WIDA Screener levels into the student information system. Updating
levels, including rolling over level 6 students;
4. Ensuring that EL students participate in the statewide assessment program;
5. Ensuring all EL students participate in the ELD assessment in the spring;
6. Planning and providing staff development activities to increase understanding of EL
students’ needs and to learn effective ESOL instructional strategies;
7. Maintains and submits an inventory list to the director and specialist that contains an
inventory by grade and subject of all ESOL specific materials, highlighting any new
materials added since the prior year and;
8. Notifying parents of student’s EL status and enrollment in the ESOL program via the
30-day ESOL Parent notification letter
9. Completing and submitting the EL testing plan to the division director of testing.
What are the MCPS Required Documents for ESOL Students?
Caseload Rosters
The caseload roster is the main document for identifying ESOL service information. Each school’s lead ESOL
teacher is responsible for maintaining and updating the caseload roster, assigning caseload managers for all
students, and assigning a caseload manager for newly enrolled students.
The caseload reports currently include the following information: ESOL caseload teacher’s name; student’s name,
grade, and current ELD level; whether the student’s parent/guardian refused ESOL services; whether the student
has been identified as gifted and/or in need of special education services (“SPED”); the content area focus of direct
ESOL services; the number of direct ESOL service minutes per day and week; descriptions of the direct ESOL
services (i.e., content mainstreaming, pull-out, co-teaching, newcomer, or self-contained); any indirect ESOL
service minutes per week or month; descriptions of the indirect ESOL services; and the names of the teachers
providing the direct and indirect ESOL services. Instructions on completing the caseloads, a sample caseload and
the key can be found in the appendix.
The lead teacher must update the caseloads each month to ensure that all ELs whose parents have not refused
services are receiving adequate and appropriate services. Caseloads are due at the end of each quarter for the
Director of Federal Programs’ review. To insure accuracy, the data used for the caseloads will be pulled directly
out of PowerSchool using the saved search. The Director of Federal Programs will verify using the Student
MCPS 18.19 57
Information Management System that all students identified as ESOL within the system are placed on a caseload
and receiving services based on their proficiency and performance needs. The Director will review these reports
each quarter with the ESOL lead teacher and ESOL team to provide guidance and support as needed.
If any MCPS employee learns that an ESOL student (levels 1-4) is not receiving adequate and appropriate services,
they shall notify the director who will ensure the student begins receiving services within 30 days of notification.
Sample Caseload document (see appendix for larger copy)
MCPS 18.19 58
How do I pull information from PowerSchool for the caseload?
MCPS 18.19 59
MCPS 18.19 60
MCPS 18.19 61
Academic Progress Monitoring
ESOL teachers will meet with the classroom/core content teachers of the students on their caseload to review the
academic progress of the students. Using the reports generator, ESOL caseload managers will pull academic data
on ESOL students from i-Ready, PS Assessment and Analytics and other data sources. These reports will be the
basis for discussion about the academic and language progress of the ESOL students, including students who have
refused services.
Monitoring for students who have refused ESOL services
Students who are listed as a state code 2, eligible for ESOL services, but have refused ESOL services, must be
monitoring 4 times a year to determine their academic progress, and if their refusal of ESOL services may need to
be reevaluated. The LEA is obligated to assist the opt-out EL with acquiring English proficiency despite the
student opting out of the program. This will be done on the refused services monitoring tab on the caseload
document.
Fill in student demographic information - name, grade, and EL level. Enter the date the student was monitored.
This must be done four times a year. Insert a row under the student’s name for each monitoring date.
MCPS 18.19 62
Elemetary Example
Staff consulted – list any staff members you spoke with during the monitoring process. Examples include grade
level/core content teachers, interventionists who may be working with the student, other ESOL teachers, etc.
Data Reviewed – list all data reviewed. This can include PALS scores, PS AA, and SGA scores, i-Ready growth
monitoring, classroom assessments, grades, etc.
Services provided – make specific comments on the student’s academic achievement. Note if there are issues
related to language, and what will be done to address the language issues. Note if the parent needs to be contacted
and informed of language issues.
Secondary Example
MCPS 18.19 63
What are the ESOL Instructional Plans?
The ESOL instructional plan is split into two parts. The upper portion provides a list of strategies and
accommodations that may be used to support English Learners in the classroom. The classroom/core content
teacher AND the ESOL teacher will work together to select the accommodations that will best meet the language
needs of each student. These should be checked off on the form and used to support the student across all content
areas.
The bottom portion of the Instructional Plan documents two or more learning goals each semester for each ESOL
student levels 1-4, state service code 1. Learning goals must be academic in nature and supported by
assessment data. They should be based on ACCESS spring scores, Can-Do descriptors for the WIDA level,
performance model indicators, SOL content, and the academic needs of the student. Caseload managers and
classroom/content teachers should work together to select a subject area (language arts, math, etc.) and a language
domain (listening, speaking, reading or writing) for each goal. The goals should also include an appropriate
scaffold to help the student meet the goal. Each goal must contain a language function (verb), sample topic
(combination of the MPI topic or SOL), and a support (graphic organizer, small group, etc.).
For example, a language arts goal for a 2nd grade EL who is at WIDA level 3 for reading could be: Sequence a
series of phrases or short sentences to retell a story using specific vocabulary such as first, then, and next with a
partner and a graphic organizer. This goal aligns with Virginia SOL 2.8 for English and with WIDA ELD
standard 2 for the language of language arts, grades 1-2. It includes the scaffold of working with a partner and
using a graphic organizer.
At the bottom of the instructional plan, there is an area for notes. If included, notes should be positive and related
to the learning goals or document the progress a student has made towards meeting the goals.
ESOL case managers are responsible for working with and sharing the learning goals with the ESOL student’s
classroom/content area teacher(s) and other available teachers/specialists (gym, SPED, etc.) that may work with
the student each semester. The lead teacher is responsible for ensuring all learning goals are completed by the end
of each semester. A sample ESOL instructional plan can be found in the appendix.
The learning goals will be done via the computer. MCPS has developed a “type-able” Word document. Caseload
managers will fill in information on the computer with the classroom/core content teacher, and then both “sign” the
learning plans. The save the learning plans to the shared drive for all teachers in the school to access. It is a
division expectation that all staff will know where the learning plans are and how to access them.
MCPS 18.19 64
Sample Instructional Plan (see appendix for larger copy)
MCPS 18.19 65
What is the EL Assessment Plan?
The EL assessment plans document the participation and accommodations of ESOL students on the Standards of
Learning (SOL) Assessments. An EL committee which includes 1) the caseload manager, 2) the EL student’s
content teacher(s), and 3) an administrator or designee (e.g. school counselor or reading specialist) should be
formed to determine how the EL student will participate in the Virginia Assessment Program and which, if any,
accommodations are required. The EL student’s parent/guardian should also be invited to serve on the EL
committee, if possible. Accommodations on the SOL assessments must mirror the accommodations the
student receives as part of their instruction. EL testing plans must be complete and submitted to the DDOT/
Director of Federal Programs by the first week in November of each school year. Caseload managers must make
sure the students are using these accommodations in the classroom throughout the year. A sample testing plan can
be found in the appendix.
Sample EL Assessment Plan, original found VDOE testing manuals
MCPS 18.19 66
Information found in the EL assessment plan must also be documented in the student information system. The
following screen shots show the information required to be entered:
Semester 11: Secretaries or registrars maintain the 11 semester counts based on guidance from the division
director of testing. ESOL lead teachers should spot check for accuracy.
11 semester field will be updated on October 31, 2018 and January 30, 2019.
EL Accommodations: All accommodations found in the EL assessment plan must be documented here. You
may use the numbers assigned by the state rather than writing out the specific accommodations.
EL Parent Notification: Enter the date the ESOL student’s parent was notified of the accommodations. This date
should reflect the parents’ participation in the EL meeting or when the letter was returned signed by the parent.
Please note, the state requires EL parents who DID NOT participate in the accommodations meeting to be notified
in writing. The EL accommodation form must be returned signed by the parent indicating they were informed of
the accommodation.
If the EL student’s parent or legal guardian is not a member of the EL committee making the decision about the
student’s participation in the SOL assessments, the parent or legal guardian must be notified in writing of the EL
committee’s decision prior to test administration and the form must be signed and returned.
Suggestions for meeting with and obtaining EL parent’s signatures on the accommodation forms
1. Hold EL meetings at varied times, in the evening, on a Saturday, or other times when parents may be able
to attend.
2. Hold an EL information session or ESOL back to school night and explain the forms to the parents and
have them sign the forms.
3. Meet with parents during parent-teacher conferences to obtain their signature.
4. Mail forms home with a letter explaining the accommodations and requesting the forms be signed and
returned.
5. Work with your translator and language line to make calls to parents who have not turned in the signed
forms and/or explain what the forms are used for.
MCPS 18.19 67
Where should ESOL student records be stored?
What should be in the student’s academic record?
What should be in the files caseload managers keep for each of their caseload students?
The following documents should be stored in the ESOL student’s academic record file in the “blue” section.
Student assessment results may be stored in a separate file at the high school level.
1. Home Language Survey print out from InfoSnap, if needed. (This document should be filed in the student
academic file folder, but does not necessarily need to be stored in the blue ESOL section)
2. ESOL screening assessment results (Score sheet from the WIDA Screener on-line score calculator, the
printer friendly version)
3. ACCESS score reports (teacher report, parent/guardian report, etc.) OR Checklist for Students with
Significant Cognitive Disabilities for K students only
4. ESOL instructional plans
5. EL assessment plan
6. DISP form, if applicable
7. 6Y1/6Y2 Monitoring form, if applicable
8. Refused services letter, if applicable
9. 6Y1 and 6Y2 tracking forms, if applicable
The following documents should be kept in an ESOL specific file maintained by the lead teacher or Dept. chair:
1. WIDA Screener writing sample and score sheet (if applicable)
2. Copy of the teacher ACCESS score reports
3. Instructional plans for all ESOL students in school (on computer)
4. EL assessment plans for all ESOL students in school
5. 6Y1 and 6Y2 Monitoring forms
6. DISP forms
7. Refusal of Services letter (if applicable)
The division expectation is that each caseload manager will have an individual file folder for each student on the
caseload manager’s roster. The following documents should be kept in the individual student file:
1. Copy of the parent and teacher ACCESS score report
2. EL testing plan
3. Work samples (recommended from each content area, if possible)
4. Documentation of communication with student’s classroom/content teachers
5. Documentation of communication with parents, if applicable
6. 6Y1 and 6Y2 Monitoring Forms
7. RF letter, if applicable
MCPS 18.19 68
The following documents are the responsibility of the ESOL Lead teacher and updated as needed. The lead
teacher should share the updated documents with the ESOL team.
1. Caseload roster
2. Inventory
MCPS 18.19 69
Student Information Management System Power School is a web-based Student Information System. ESOL lead teachers are responsible for updating ESOL
information in Student Information Management System and correcting some errors.
The following codes will be used to report EL students at the state level:
DOE Receiving Service Code
(Reported to DOE)
MCPS ESOL Level
(Used in MCPS)
State Code 1: Identified as EL and
receives services
WIDA Levels 1-4.3 (ACCESS) or 4.4
(WIDA Screener)
State Code 2: Identified as EL but does not
receive or has refused services WIDA Levels 1-4
State Code 3: Former EL: within the past
two years the student was identified as EL Levels 6 year 1 and 2
New State Code 4
Identified as formerly EL for each of the
four years after exiting EL services
EL students must be monitored for 2 years
after exit (6y1 and 6y2)
No State Code FEP
Remember!!!
State Code 2 students are the Refused Services/Opt-Out students
ESSA provides parents of EL students to refuse ESOL services or opt students out of the ESOL program. Parents
are notified of the right through the 30-day ESSA parent notification letter. Parents who wish to opt their EL
student out of the ESOL program must meet in person with the ESOL caseload manager, who will explain the
benefits of the student remaining in the ESOL program. If the parent still wishes their student to opt out of the
program, the parent must meet with the principal/designee to sign the refused services letter. The parent/guardian
must sign the letter every year. Schools must contact RF parents/guardians and have a new letter signed before
Sept 30 of each year.
The administrator/designee must review the following information with the parent before the letter is signed:
Current ACCESS score, and progress in learning English;
The student will still participate in the ACCESS ELD assessment in the spring until the child meets exit
requirements;
The student will still be classified as EL/ESOL in the student information system and in state reporting;
The student will still be placed on a caseload and their academic progress will be monitored during the
division data days;
The student may be re-enrolled into the ESOL program with parental permission;
The student is still allowed EL exemptions and accommodations on state assessments and;
The parent must opt out of ESOL services each year by signing the letter.
The original letter must be placed in the ESOL student’s academic record file in the blue ESOL section. Give the
parent a copy of the letter for their files.
MCPS 18.19 70
Generally, the following are the responsibility of the ESOL Lead teacher and the Secretary/Registrar. Please work
with your administrator to determine roles and responsibilities for your school.
School Staff PowerSchool Responsibilities for ESOL Student Information
ESOL Lead Teacher Secretary/Registrar Shared Responsibilities
Assigning a caseload manager
Entering home language
information, including sharing the
HLS responses with ESOL lead
teacher
Initially counting the 11
semesters a student has
been enrolled in a VA
school
Screening/Date of screening
information
Checks “needs screening” menu
item for newly enrolled students
that need ESOL screening
Working with parents to
determine entry dates
(US school, VA school)
Documenting EL
Accommodations Date of Entry to US
Documenting EL Parental
Notification sent Date of entry to VA school
Entering WIDA Level on custom
screen
Updating/rolling over the 11
semester count when notified by
DDOT
Entering a receiving services
state code
Entering date the 11 semester
count was updated
Correcting error reports for
matching receiving services code
and WIDA level
Correcting error reports relating
to demographic and HLS
information
Correcting any other error
reports from ESOL custom
screen
MCPS 18.19 71
Personnel for the Program
Providing appropriate instructional programs and assessing ESOL students involves many people, including the
Director of Federal Programs, the DDOT, ESOL teachers, classroom teachers and administrators. The following
chart outlines the roles and responsibilities of those working with ESOL students.
Responsibilities: Enrollment and Services
Dir
ecto
r of
Fed
eral
Pro
gra
ms
ES
OL
Lea
d T
each
er/C
hair
ES
OL
Tea
cher
s
Pri
nci
pal
or
Des
ign
ee
Gen
eral
Ed
uca
tion
Tea
cher
s
Div
isio
n D
irec
tor
of
Tes
tin
g
Recommending, implementing, and maintaining
program policies, procedures, schedules, and budgets.
Ensuring that the goals and requirements of MCPS
language instructional program are met.
Ensuring that the process for identifying EL students
is followed.
Coordinating ESOL services in MCPS.
Completing and submitting the Title III Data report.
Enforcing policies and regulations as established by
the Virginia Board of Education and division school
board.
Assisting with the identification of EL students using
appropriate English language development screening
assessment instruments.
Ensuring EL student enrollment forms are completed
for each student enrolling in the school and
maintained with the student’s educational record.
Providing appropriate/comparable space and materials
for ESOL instruction.
Ensuring correct minutes of service are met
MCPS 18.19 72
Responsibilities: Required Documents, Instruction
and Assessment
Dir
ecto
r of
Fed
eral
Pro
gra
ms
ES
OL
Lea
d T
each
er/C
hair
ES
OL
Tea
cher
s
Pri
nci
pal
or
Des
ign
ee
Gen
eral
Ed
uca
tion
Tea
cher
s
Div
isio
n D
irec
tor
of
Tes
tin
g
Ensuring accurate grade level and class placement for
EL students.
Completing and submitting the caseload roster, EL
testing plan, monitoring forms and ESOL learning
plans.
Complete the ESOL Learning Plans in conjunction
with classroom/core teachers, and save to school
shared drive.
Creating and maintaining an instructional climate for
EL students that is conducive to learning.
Planning and implementing language instructional
programs based on diagnosed needs of each EL
student.
Entering WIDA and WIDA Screener levels into the
student information system. Updating levels,
including rolling over level 6 students.
Sharing WIDA level, teacher score report, and
instructional plan with ALL CORE teachers and
specialists (music, PE teachers, etc.).
Providing classroom/core content teachers with a
roster showing the levels and caseload managers for
all ESOL students in the class.
Evaluating EL student performance in the language
instructional class and providing classroom teachers
with input regarding ESOL student progress.
Ensuring that EL students are provided appropriate
language instruction services.
Ensuring ESOL students receive the correct number of
minimum minutes of service.
Modifying instruction, assignments, and tests for EL
students when needed and appropriate.
Ensuring that EL students participate in the statewide
assessment program.
MCPS 18.19 73
Responsibilities: Required Documents, Instruction
and Assessment
Dir
ecto
r of
Fed
eral
Pro
gra
ms
ES
OL
Lea
d T
each
er/C
hair
ES
OL
Tea
cher
s
Pri
nci
pal
or
Des
ign
ee
Gen
eral
Ed
uca
tion
Tea
cher
s
Div
isio
n D
irec
tor
of
Tes
tin
g
Ensuring the EL assessment plan is completed.
Ensuring EL accommodations outlined in the EL
assessment plan are used throughout the year as part
of classroom instruction.
Ensuring all EL students participate in the ELD
assessment in the spring.
Planning and providing staff development activities to
increase understanding of EL students’ needs and to
learn effective ESOL instructional strategies.
Maintains and submits an inventory list to the director
and specialist that contains an inventory by grade and
subject of all ESOL specific materials, highlighting
any new materials added since the prior year.
Monitor refused services students’ academic progress
MCPS 18.19 74
Responsibilities: Professional Development,
Parental Involvement and Other Services
Dir
ecto
r of
Fed
eral
Pro
gra
ms
ES
OL
Lea
d T
each
er/C
hair
ES
OL
Tea
cher
s
Pri
nci
pal
or
Des
ign
ee
Gen
eral
Ed
uca
tion
Tea
cher
s
Div
isio
n D
irec
tor
of
Tes
tin
g
Participating in professional development
opportunities to increase understanding of EL
students’ needs and to learn effective ESOL
instructional strategies.
Functioning as a resource for school staff in regard to
language instructional programs.
Facilitating contacts and interaction between the EL
student’s home and the school, including ensuring
translated documents are sent home, and Language
Line used for low incident languages.
Communicating with the ESOL teacher regarding the
EL student’s progress and class assignment in general
education or ESOL classes
Maintaining records on each EL student assigned to
the language instruction class.
Attending Child Study meetings that involve ESOL
students.
Attending IEP meetings for an ESOL student to
determine appropriate ESOL services or consultative
support.
Oversee caseloads and all other required documents
and submits them to the Director.
MCPS 18.19 75
ESOL Caseload/Teacher Duties by Month
Time-frame Duties August – September - Attend the beginning of the year ESOL meeting
- Review ACCESS scores and share with
classroom/core content teachers
- Update the 6Y1 and 6Y2 students in
PowerSchool, based on ACCESS scores and the
annual roll-over
- Update State service codes for 6Y1-6Y4 students
to a “4”
- Administer the WIDA Screener/K MODEL
screener to all new students
- Caseload is assigned by Principal/ESOL lead
teacher/ department supervisor
- Levels for all newly screened ESOL students
entered into PowerSchool
- Identify 6Y1 and 6Y2 students on your caseload
- Identify SPED and GT students on your caseload
- Work with classroom/core content teachers to
develop the ESOL Instructional Plans
- Share ACCESS scores with classroom/core
content teachers
- Start pulling information on students assigned to
your caseload
- Start pulling documents/instructional work to
place in caseload files
- Have refusal of service letters signed for the
current school year and change the state service
code to 2 in PowerSchool
- Turn ESOL teacher schedules into the specialist
and director
- Update ESOL Inventory with new supplies, and
continue to update as supplies are ordered
October
- Meet with classroom/core content teachers during
the division data day to discuss academic progress
of ESOL students
- Complete the ESOL Instructional plans and goals
- Have classroom/ core content teachers sign the
goal forms
- Place a copy in each student’s file and in your file
for the student
- Continue to update caseload with new students
- Finalize folders for students on your caseloads
- Hold meetings with students to discuss ACCESS
score reports/Parent Guardian score reports (3rd-
12th grade)
- Begin the SOL accommodations list, hold EL
Assessment meetings
MCPS 18.19 76
November - Continue to finalize caseload folders
- Caseloads due to specialist and director
- EL assessment plans finished
- 6Y1 and 6Y2 monitoring forms finished for 1st
semester
- Hold meetings with students to discuss ACCESS
score reports/Parent Guardian score reports (3rd-
12th grade)
- ACCESS orders are due
December - Continue to add new students to caseload
January - Attend division-wide ESOL meeting, if applicable
- Begin the ACCESS on-line training. All teachers
(including experienced ESOL teachers) must
certify or recertify each year. Certificates must be
sent to the specialist before administering the
ACCESS
- Start reviewing WIDA test format
- Second quarter caseloads due
February - Work with classroom/core content teachers to
develop goals for the second semester
- Prepare ESOL students for the ACCESS test –
practice sample test items, hold meetings, etc.
- Work with STC to develop ACCESS testing
schedule
- Continue to update caseload with new students
- For secondary schools, being to schedule classes
for the next school year
- Metz/OHS meet to schedule rising ESOL 9th
graders
March - Submit the ACCESS testing plan to the DDOT
and director
- Administer the ACCESS test
- Complete the 6Y1 and 6Y2 monitoring
documents for the second semester
- Continue to update caseload with new students
April - Finish administering the ACCESS test
- Submit caseload to the specialist and director
- Continue to update caseload with new students
May - Continue to update caseload with new students
- Prepare for end of year requirements
June - Attend division-wide ESOL meeting
- Caseloads, DISP forms, Monitoring documents,
and trainings due to the director and specialist
- Inventory updated and sent to the director and
specialist
- Enjoy your summer!
MCPS 18.19 77
On-Going Duties
1. Screen new students and enter the information into PS and onto the caseload, assign a caseload manager
2. Attend Child study, evaluation, IEP, and re-evaluation meetings for dually identified students. Fill out the
DISP form as appropriate.
3. Attend professional development activities.
4. Add new material to the ESOL Inventory list.
5. Plan and implement instruction for ELs on caseload.
6. Oversee students’ academic progress/instructional goals for the students on your caseload.
7. Mentor/work with new staff.
8. Communicate on a regular basis with central office and administration on ESOL issues.
9. Ensure SOL accommodations are being used in the classroom.
10. Other duties as assigned
MCPS 18.19 78
Is there support for ESOL teachers and teachers of ELs?
MCPS has several resources for supporting ESOL teachers and teachers of ELs.
1. The Supporting English Learners handbook. This handbook provides information on language acquisition,
state and federal requirements for ELs, instructional support and strategies for ELs, and information on the
MCPS ESOL program. The handbook can be found on the website, and is on the school-based shared drive.
Training is provided on the SEL handbook each year at every school.
2. ESOL Instructional coaches. MCPS has a K-12 ESOL Program Specialist. These specialists are available to
work with all staff in MCPS. Some of the services offered include modeling lessons, observing instruction and
providing feedback, assistance with modeling lessons, help in modifying curriculum, sharing information on
the WIDA EDL standards, and any other assistance a staff member may need.
3. Professional Development. MCPS offers several opportunities to attend PD on working with ELs. Some of
the PD includes – What’s Different about Teaching Reading to Students Learning English, Co-Teaching and
Collaboration, Academic Vocabulary, and writing strategies. Flyers announcing the PD will be sent to every
school.
4. Collegial Visit Checklist and ESOL Teacher Evaluation Look Fors documents. These documents help provide
support to teachers and to administrators that evaluate ESOL teachers. These documents are found on the
following pages.
MCPS 18.19 79
ESOL Collegial Visit Checklist PLEASE NOTE: This checklist is designed to be used during collegial visits by our ESOL Specialists who are responsible for coaching and supporting our ESOL teachers. The checklist is not to be used for evaluative purposes.
School_________________ Observer ___________________ ESOL Teacher_______________ Date __________________ Location/Room: ________________ Start Time______ End Time______
Level of student engagement (What percentage of students are on-task/attentive?)
_ 0-50%
_ 51-75%
_ 76-90%
_ 91-100%
Class organization (What are the students doing?)
_ Receiving information
_ Practicing new skills
_ Taking/prepping for test or quiz
_ Viewing videos/other media
_ Presenting information
_ Using resources other than
textbook
_ Applying skills
_ Participating in collaborative
activities
_ Using technology
(Specify:__________)
_ Analyzing or synthesizing
information
_ Other _____________
Instructional Framework – LFS _ Language and content
objectives posted
_ LEQ posted
_ Graphic organizers
_ Use WIDA ELD standards/
language function
_ All LFS lesson components included
_ Differentiation of lesson
_ Higher order thinking skills
_ Collaborative pairs
_ Use of grade level SOLs
_ Lesson Plan Accessible
ESOL Teacher interaction with class (What role does the ESOL teacher have in the classroom?)
_ Demonstrating to whole group
_ Lecturing whole group
_ Modeling whole group
_ Leading whole group
_ Directing small group
_ Observing/floating
_ Modeling small group
_ Asking/answering questions
Blooms level _____________
_ Coaching individual students
_ Other
_ No interaction
Co-Teaching Model Used _ Co-teaching
_ Station teaching
_ Alternate teaching I or II
_ Parallel teaching
_ One teach one support I or II
_ None evident
Comprehensibility Instructional Strategies (How is the ESOL teacher lowering language barriers?)
_ Modeling
_ Think alouds
_ Re-teaching
_ Individualized instruction
_ Read alouds – checking for
understanding
_ Mini-lesson/skills focus lesson
_ Scaffolding for language -
(sentence frames, word banks,
graphic organizers, etc.)
_ Guided practice
_ Lecture
_ Error-correction evident yet not
over-used
_ Visual aids/realia
_ Graphic organizers
_ Contextualization/Clarification
_ Increased wait time
_ Sheltered instruction techniques
_ Flexible groups/cooperative learning
_ Differentiated student product/work
_ Adapted materials/books
_ Abundant comprehension checks
using varied and appropriate
questioning techniques
_ Cooperative learning activities
_ Vocabulary word walls evident
_ Addresses various Learning styles
_ Other __________________
MCPS 18.19 80
Assessment/checking for learning/understanding by ESOL teacher. (How is the ESOL teacher making sure students understand the lesson?)
_ Formative assessment is ongoing
throughout the lesson
Example___________________
_ Instructional adjustments are
made based on progress
monitoring/teacher observation
Example ___________________
_ Formative assessment is ongoing
throughout work time
Example ______________________
_ Lesson objective(s) assessed
throughout lesson
Example ______________________
Small reading groups led by ESOL teacher, if applicable. (Is the ESOL teacher following guided reading protocols?)
_ Clear focus of the lesson
_ Broken into clear beginning,
during, and after reading
activities (book intro, strategy
check, running records,
comprehension activity, etc.)
_ Level text matches students’
reading level
_ Skill set worked on:
_ Cue system (meaning, visual,
structure)
_ Reading comprehension
_ Verbal skills and discussion
_ Vocabulary
_ Decoding and fluency
Technology _ Technology used by teacher:
Example__________________
_ Technology used by students
Example: _______________________
Classroom culture and student interaction when ESOL teacher present. (What is the climate of the classroom? If applicable, is there evidence of collaboration between ESOL and co-teacher?)
_ Respectful, positive student-
ESOL teacher relationship
evident
_ Teacher has high expectations
_ Classroom ground rules are
followed
_ Students are comfortable
sharing ideas, questions,
concerns, etc.
_ Varied grouping (proficiency
levels, need, etc.)
_ Works as facilitator and teacher
_ Feeling of community
_ Works collaboratively and
cooperatively with co-teacher
_ Evidence of shared teaching
responsibilities
_ Students have frequent opportunities
to:
1. Talk about lesson content
2. Clarify concepts
3. Re-present learning in a variety of
ways
Noted strengths of lesson
Suggestions for enhancement of instruction
Follow-Up Action _ None needed at this time
_ Please contact me so I can learn
more about your classroom.
_ Other:
ESOL Specialist Signature Date
MCPS 18.19 81
ESOL Instructional Observation “Look Fors” During Formal Evaluations
PLEASE NOTE: This document is designed to give principals and other administrators conducting formal observations
suggestions to look for when observing ESOL teachers, sheltered classes, or classrooms that contain English learners. These
are suggestions, and are not a complete list of all items to be observed during a formal observation.
Professional Knowledge ESOL Teacher Sheltered Teacher/teacher of ELs
Effectively addresses appropriate curriculum standards, including SOLs and WIDA English Language Development Standards
Use of higher order thinking skills, including common cognitive functions based on the WIDA ELD standards
o E.g., all students level 1-5 can ANALYZE
Bases instructional goals on the student’s English language level
Demonstrates an understanding of the language acquisition process, including pre-production through continued language development
Effectively addresses appropriate curriculum standards, including SOLs and WIDA English Language Development Standards
Use of higher order thinking skills, including common cognitive functions based on the WIDA ELD standards
o E.g., all students level 1-5 can ANALYZE
MCPS 18.19 82
Instructional Planning ESOL Teacher Sheltered Teacher/Teacher of ELs
Uses ACCESS and other data to guide planning
Plans for differentiated instruction based on ELD level
Works collaboratively and cooperatively with co-teacher
Evidence of shared teaching responsibilities and co-planning
Knowledge and use of instructional framework used in building
Essential questions and language objectives used
Incorporation of the WIDA English Language Development standards and the Virginia Standards of Learning
Uses grade level standards
Has select, sequence of activities that meet language needs of students
Know the cognitive, linguistic and social development of individual students
Knows ELD levels of their students
Uses ACCESS and other data to guide planning
Plans for differentiated instruction based on ELD level
Works collaboratively and cooperatively with ESOL teacher
Evidence of shared teaching responsibilities and co-planning
Knowledge and use of instructional framework used in building
Essential questions and language objectives used
Incorporation of the WIDA English Language Development standards and the Virginia Standards of Learning
Uses grade level standards
Has select, sequence of activities that meet language needs of students
Know the cognitive, linguistic and social development of individual students
MCPS 18.19 83
Instructional Delivery
ESOL Teacher Sheltered Teacher/Teacher of ELs
Clear objective
Differentiates instruction based on language learning needs and uses a variety of effective instructional strategies and techniques
o Lesson connected to prior learning o Scaffolding for language o Use of realia o Total Physical Response activities o Visuals o Teacher modeling o Graphic organizers o Leveled materials o Flexible groups/cooperative learning –
interaction among and between students o Word walls o Time to practice new skill o Review and assessment
Instruction designed to develop language proficiency while teaching content objectives
o Students are given opportunities to develop all four language domains while learning about a given topic
When applicable, can plan and deliver early literacy instruction for students who have no or limited oral proficiency or literacy in English
Communicates clearly and checks for understanding
o Repeats or rephrases instructions o Says things in more than one way o Uses wait time o May use native language support o Accepts non-verbal responses (thumbs up,
etc.) o Monitoring student work/performance
Clear objective
Differentiates instruction based on language learning needs and uses a variety of effective instructional strategies and techniques
o Lesson connected to prior learning o Works with ESOL teacher on adapting
materials o Works with ESOL teacher to adapt
assignments o Uses SOL/EL accommodations in the
classroom to allow for seamless transition between instruction and assessment
o Scaffolding for language o Use of realia o Total Physical Response activities o Visuals o Teacher modeling o Graphic organizers o Leveled materials o Flexible groups/cooperative learning -
interaction among and between students o Word walls o Time to practice new skill o Review and assessment
Communicates clearly and checks for understanding
o Repeats or rephrases instructions o Says things in more than one way o Uses wait time o May use native language support o Accepts non-verbal responses (thumbs up,
etc.) o Monitoring student work/performance
MCPS 18.19 84
Assessment of and for Student Learning ESOL Teacher Sheltered Teacher/Teacher of ELs
Uses pre-assessment o ACCESS data o ESOL goals
Involves students in setting learning goals o ESOL goals o ACCESS goals
Uses a variety of assessment strategies and instruments that are appropriate for language level
On-going monitoring and feedback
Uses ESOL accommodations during classroom assessments
o Bilingual/English dictionary o More time o Read aloud
Uses pre-assessment o ACCESS data o ESOL goals
Involves students in setting learning goals o ESOL goals o ACCESS goals
Uses a variety of assessment strategies and instruments that are appropriate for language level
On-going monitoring and feedback
Uses ESOL accommodations during classroom assessments
o Bilingual/English dictionary o More time o Read aloud
Learning Environment ESOL Teacher Sheltered Teacher/Teacher of ELs
Maximizes instructional time o Evidence of planning with co-teacher o Works as facilitator and teacher o Meets required ESOL service minutes for
every child in the class
Classroom exhibits word banks, word walls, graphic organizers, and supplementary books for student reference.
Logical and clear flow to the lesson
Maximizes instructional time by working with students individually as well as in small groups or whole groups
o ESOL teacher may be doing guided reading lesson, small group work, teaching whole class, teaching small group or may have a pull-our groups
Classroom exhibits word banks, word walls, graphic organizers, and supplementary books for student reference
Logical and clear flow to the lesson
Maximizes instructional time o Evidence of planning with ESOL teacher o Instructional responsibilities are shared
Professionalism ESOL Teacher Sheltered Teacher/Teacher of ELs
Adheres to all federal and state laws, division and school requirements/policies and ethical guidelines
o Required minutes met o All division requirements followed
(caseload, attend child study/SPED meetings, etc.)
Work in collegial and collaborative manner with co-teacher, grade level teams and ESOL team
Builds positive and professional relationships with parents and guardians
o Using interpreters to communicate with parents
o Attends parent/teacher conferences with co-teachers if applicable
Adheres to all federal and state laws, division and school requirements/policies and ethical guidelines
o Ensured ESOL teacher provides required ESOL minutes
Work in collegial and collaborative manner with ESOL teacher and ESOL team
Builds positive and professional relationships with parents and guardians
o Using interpreters to communicate with parents
o Includes ESOL teacher in parent meetings if applicable
MCPS 18.19 85
Section 4
Instruction for ESOL Students in MCPS
Once a student has been identified as needing screening through the Home Language Survey, screened for
language proficiency, and assigned an ELD level, he/she is placed in an instructional program.
Manassas City Public Schools
Language Instruction Educational Programs
MCPS is required to thoughtfully and deliberately plan, resource, and evaluate their LIEP. The plan and
evaluation results must be made available to all staff working with ELs as well as parents of ELs.
The Code of Virginia [COV § 22.1-253.13:1 D.11] states that local school boards shall also implement the
following: identification of students with limited English proficiency and enrollment of such students in
appropriate instructional programs.
Non-Negotiable Definitions for the MCPS LIEP
“ESOL services” refers to English Speaker of Other Languages services, which the Division and the
Virginia Department of Education (“VA DOE”) also refers to as English as a Second Language (“ESL”).
“Sheltered content instruction” is instruction, primarily in English, where teachers use sheltered content
instructional techniques (such as, for example, grouping students by language proficiency level, adapted
materials and texts, visual displays, cooperative learning and group work, primary language support, and
clarification) to make lessons understandable.
“Direct ESOL services” include: (a) newcomer classes (ESOL teacher with students in a self-contained
setting); (b) pull-out (ESOL teachers pulling out individual or small group); (c) push-in/inclusion (ESOL
teacher pushing in to classroom) and content area inclusion (ESOL teacher and content teacher are co-
teaching or a teacher dually certified in ESOL and the content area is teaching); (d) sheltered content
instruction (ESOL teacher and content teacher are co-teaching within the classroom or a teacher certified in
the content area with adequate training in sheltering techniques); (e) ESOL Content Course at
intermediate/secondary (7-12) (ESOL endorsed teacher with students in a self-contained setting); and (f)
General Education Content Course at the secondary (7-12) (Content teacher is dually endorsed in
content/ESOL); and (g) ESOL Resource class at Osbourn High School (ESOL endorsed teacher).
“Indirect ESOL services” include: (a) regular (i.e., at least monthly) and ongoing consultation between an
ESL endorsed teacher and either a general education or special education (“SPED”) teacher of the EL,
including but not limited to the ESL teacher training the general education or SPED teacher on how to
instruct ELs, suggesting and/or modeling sheltered strategies, and sharing ESOL and sheltered materials;
and (b) an ESL endorsed teacher monitoring an EL’s academic performance every marking period and how
his/her ELP level is impacting that performance.
“Language acquisition services” refers to ESOL, ESL, sheltered content, or newcomer services.
As used here, the term "program" refers to:
Planned English language development instruction by a qualified ESL teacher, and
Adaptations/modifications in the delivery of content instruction and assessments by all teachers based on
students' language proficiency levels and the WIDA English Language Development Standards as well as
the Virginia Standards of Learning academic standards.
MCPS 18.19 86
Program models and program design
ELs must have equitable access to academic content for all courses in which they are enrolled. Regardless of the
program model(s) employed, the LIEP at each school must, at a minimum:
be aligned to VA state academic content standards for the appropriate grade level of the ELs;
include ELD instruction delivered by properly certified teachers who hold an ESL certificate or who are
working in conjunction/co-teaching with ESL certified teachers;
incorporate the use of the WIDA ELD Standards;
provide equitable access to content for ELs at all language proficiency levels by providing research-based
sheltered instruction strategies with fidelity; and
not limit the enrollment of ELs in any course or academic program for which they would otherwise be
eligible.
ESOL service is provided via three program models
1. Content based ESOL
This LEIP is used at the k-4 level and consists of pull out or inclusion/in-class support to develop language. This is
language instruction that uses content, the VA SOLs, as a medium for building language skills.
Pull out services
Schools must provide additional time for level 1 and 2 students, and possibly up to a level 3.5. The division
expectation is that these students will receive small group instruction in language acquisition in addition to the
content mainstreaming ESOL service. The goal for the ESOL program is to have all students exit after 3 to 4 years
of intensive English language instruction.
Pull Out Services
Level 1 and 2 students in elementary schools must receive pull out ESOL services. Although there is no hard and
fast rule on when and how to pull out, here are several suggestions:
Level 1 and 2 students may be pulled out during language arts time to receive intensive language
instruction
Level 1 and 2 students may be pulled during science or social studies to reinforce the content being taught,
front load the information, and work on language acquisition via the content area.
Level 1 and 2 students may be pulled out during intervention/enrichment time for language support
Level 1 and 2 students may be pulled for up to 30 minutes in addition to the content mainstreaming support
during the day, depending on schedule and staffing
Pull out groups should consist of no more than 12 students to one ESOL teacher
Pull out groups can cross grade levels or proficiency levels. For example, you may pull all grade 1 and 2
level ones together or all level 1 and 2 second graders together.
Other factors to take into consideration when pulling out – location/setting for pull out service, consistency
of the pull out service, schedule, staffing, needs of the students, and materials
How is pull out different than targeted small group instruction?
Targeted small group instruction can take place within a classroom, for example, a guided reading group done
within the grade level class, leading a center during a rotation, or pulling a small group to the back of the
classroom to review material, or front load/pre-teach information. Generally, these small groups happen on
occasion, not every day. It is the division expectation for ESOL teachers working with a classroom teacher and
MCPS 18.19 87
providing ESOL service minutes in the classroom, that there should be joint planning and delivery of instruction.
Simply “being in the classroom” does not count towards meeting service minutes. If an ESOL teacher provides
some targeted small group instruction, they must ensure that ALL students in the class receive the required minutes
of service for the day/week. This may mean they increase their time in the classroom or rotate through guided
reading groups to ensure all ESOL students get their required minutes of service.
The Language Enrichment Curriculum Guide for ELs with ELP levels 1 and 2 in grades 1-4 is to provide language
objectives and suggested learning activities for the instruction as part of the larger ESOL and Elementary
curriculum. The curriculum guide provides topics based on Social and Instructional Language, as well as
English/Language Arts.
Inclusion/Co-teaching
In this model, ESOL teachers push into a grade level classrooms to support content instruction. ESOL teachers
support the academic content being taught within a language framework by reinforcing academic vocabulary,
using strategies specific to ESOL instruction, modifying and adapting materials, instruction, and curriculum based
on individual student language needs, etc. It is a division level expectation that ESOL teachers in a content
mainstreaming situation plan and modify instruction with the classroom/core area teachers. Simply being in the
classroom with the ESOL students does not count as direct ESOL service. The ESOL teacher must be actively
planning and teaching along with the classroom/core content teacher.
2. Sheltered instruction
In MCPS, this can mean only EL students in the classroom or EL students clustered in a class with native English
speakers. Instruction focuses on the teaching of academic content to students and the acquisition of English.
General Education Content Course: In this model, an ESOL teacher who is dually endorsed in a content area
and ESOL is providing content area instruction for students. This model is used in grades 7-12. Or, a content area
teacher who is also certified in ESOL is providing the instruction to ESOL students.
3. Newcomer programs
This program is designed for students new to the country with limited English proficiency.
Level 1 and 2 class: In an ESOL level 1 and 2 class, ESOL students new to the country receive ESOL services
from an ESOL teacher in a self-contained classroom. They receive intensive ESOL instruction in their ESOL level
1 and 2 class, and ESOL support in their content class. Mayfield and Baldwin Intermediate must provide support
in content areas, and Metz must provide support for math (and could do additional content areas as well.)
DOJ Requirements for Baldwin and Mayfield Intermediate and Metz Middle School
The division shall provide the direct ESOL services at Grace E. Metz Middle School (“Metz”), Mayfield
Intermediate School (Mayfield”), and Baldwin Intermediate School (“Baldwin Intermediate”) as follows:
direct ESOL services to ELP level 1 and 2 ELs at Metz via the entering/emerging English Language Arts
class taught by a dually certified English/ESOL teacher or co-taught by a certified English Language Arts
content teacher and an ESOL-endorsed teacher, and additional ESOL services in their grade-level math
classes through content area inclusion with an ESOL certified teacher.
direct ESOL services to ELP level 3 and 4 ELs at Metz via content area inclusion classes, which are taught
by a teacher dually certified in ESOL and the content area or co-taught by a certified content teacher and an
ESOL endorsed teacher. The ESOL teacher provides ELD and differentiated instruction using the four
language domains based on the ELs with ELP levels.
MCPS 18.19 88
direct ESOL services to ELs with ELP proficiency levels 1 and 2 at Mayfield and Baldwin Intermediate via
the entering/emerging English Language Arts class taught by an ESOL-endorsed teacher. ESOL students
levels 1-4 are served through content area inclusion, which are co-taught by a certified content teacher and
ESOL endorsed teacher who provide ELD and differentiated instruction using the four language domains
based on the ELs ELP levels. In addition, ELs who need additional linguistic and/or academic direct
instruction based on progress monitoring receive targeted pull-out ESOL instruction by an ESOL endorsed
teacher. Each EL shall receive ESOL instruction based on individualized goals in his/her EL Individualized
Instruction Plans, in which an ESOL-endorsed teacher has incorporated the SOL and WIDA standards to
customize the goals for each EL.
Required level 1 and 2 Curriculum
The curriculum for ELs with ELP levels 1 and 2 at Osbourn, Metz, Mayfield and Baldwin Intermediate includes
curriculum guides, general resources (print and online), ongoing language and content objectives (including skills,
WIDA Can Do descriptors, and vocabulary), and unit topics broken into SOL objectives, skills in all four language
domains (e.g., oral communications, reading comprehension, grammar/writing), ESL strategies and organizers,
activities and assessments in all four language domains, and additional materials and resources specific to that
unit/lesson, and the curriculum’s reading components shall progress from basic reading skills to applied skills (i.e.,
from learning to read to reading to learn).
MCPS 18.19 89
Requirements for Graduation EL students must meet the same requirements for graduation as for all students. There are no waivers or
exemptions of requirements for students who demonstrate proficiency in a foreign language; however, school
divisions may grant credit within the provisions outlined in the standards for accreditation. School officials should
also review any updated guidelines provided by the Virginia Department of Education.
Diplomas
Detailed information about the diplomas offered in the Commonwealth can be found on the links below.
Standard Diploma
http://www.doe.virginia.gov/instruction/graduation/standard.shtml
Advanced Studies Diploma
http://www.doe.virginia.gov/instruction/graduation/advanced_studies.shtml
Modified Standard Diploma
http://www.doe.virginia.gov/instruction/graduation/modified_standard.shtml
Other Diplomas and Certificates
http://www.doe.virginia.gov/instruction/graduation/other_diploma.shtml
Graduation (Diploma) Seals of Achievement
http://www.doe.virginia.gov/instruction/graduation/diploma_seals/
Detailed descriptions of Graduation Requirements for Virginia Public Schools are available in the Regulations
Establishing Standards for Accrediting Public Schools in Virginia at http://www.doe.virginia.gov/VDOE/Accountability/soa_09.pdf
Verified Credits
The Regulations Establishing Standards for Accrediting Public Schools in Virginia provides the following
information about verified credits.
B. A verified unit of credit for graduation shall be based on a minimum of 140 clock hours of instruction,
successful completion of the requirements of the course, and the achievement by the student of a passing score on
the end-of-course SOL test for that course or additional tests as described in this subsection. A student may also
earn a verified unit of credit by the following methods:
1. In accordance with the provisions of the Standards of Quality, students may earn a standard and verified unit
of credit for any elective course in which the core academic SOL course content has been integrated and the
student passes the related end-of-course SOL test. Such course and test combinations must be approved by the
Board of Education.
2. Upon the recommendation of the division superintendent and demonstration of mastery of course content
and objectives, qualified students may receive a standard unit of credit and be permitted to sit for the relevant
SOL test to earn a verified credit without having to meet the 140-clock-hour requirement.
3. Beginning with the ninth grade class of 2003-2004 and beyond students who do not pass Standards of
Learning tests in science or history and social science may receive locally awarded verified credits from the
local school board in accordance with criteria established in guidelines adopted by the Board of Education.
[8 VAC 20-131-110. B]
The Regulations Establishing Standards for Accrediting Public Schools in Virginia can be found at:
http://www.doe.virginia.gov/VDOE/Accountability/soa_09.pdf
MCPS 18.19 90
ESOL Course Codes Grades 9-12 English for Speakers of Other Languages (ESOL) courses intended to satisfy English requirements
for graduation should have curricula that have been correlated to the Virginia Standards of Learning (SOL) for
English grades 9, 10, 11, and 12. These courses must be taught by state certified teachers.
Students in such ESOL English courses must pass the SOL EOC English: Reading and EOC English: Writing SOL
tests to earn verified units of credit and satisfy graduation requirements.
At local discretion, credit for grades 9-12 English as a Second Language (ESOL) courses may be counted for
foreign language credit using the following course codes: ESOL I - 5710; ESOL II - 5720; ESOL III - 5730; ESOL
IV- 5731. Credit for a single ESOL class may be given only once in the area of foreign language, English, or
electives. If a student receives foreign language credit for an ESOL course, then he or she may not receive credit
for the same course in the area of English or electives.
http://www.doe.virginia.gov/administrators/superintendents_memos/2007/inf205.html
MCPS 18.19 91
What are some additional services ESOL students may qualify for?
Title I services: Title I, Part A provides financial assistance through the state to school divisions and public
schools with high numbers or percentages of poor children to help ensure that all children meet challenging state
academic content and achievement standards.
School divisions target the Title I funds they receive to public schools with the highest percentages of children
from low-income families. Unless a participating school is operating a school wide program, the school must focus
Title I services on children who are failing, or most at risk of failing, to meet state academic standards. Schools
enrolling at least 40 percent of students from poor families are eligible to use Title I funds for school wide
programs that serve all children in the school.
Phonological Awareness Literacy Screening (PALS): PALS is the state-provided screening tool for Virginia’s
Early Intervention Reading Initiative (EIRI) and is used by 99% of school divisions in the state on a voluntary
basis. PALS consists of three instruments: PALS-PreK (for preschool students), PALS-K (for kindergartners), and
PALS 1-3 (for students in Grades 1-3). PALS assessments are designed to identify students in need of additional
reading instruction beyond that provided to typically developing readers. PALS also guides teachers’ instruction by
providing them with explicit information about their students’ knowledge of literacy fundamentals.
PALS and ELs: Requirements for screening students who are designated as EL vary according to students’ level
of language proficiency. The Virginia Department of Education recommends that Level 1 students not be screened
with PALS; however, individual school divisions may elect to screen Level 1 students if they wish. The decision as
to whether Level 2 students should be screened is left to the school-level EL committee. Level 3, 4, and 5 students
are required to be screened with PALS.
System 44: System 44 is a foundational reading and phonics program designed for challenged, struggling readers.
System 44 helps students understand that the English language is a finite system of 44 sounds and 26 letters that
can be mastered. The program invites students to “crack the code” and join the community of readers, and provides
educators with a comprehensive set of tools to meet this challenge.
MCPS 18.19 92
Gifted and Talented Services for gifted/talented students are available in kindergarten through grade twelve in each city school. The
Manassas City Public Schools program for gifted/talented students has been designed to offer differentiated
curriculum and instruction to meet their needs for significantly advanced acceleration in one or more content areas
in a continuous and sequential manner.
Identification of Gifted and Talented English Learners
General screening is in place for all kindergarten through grade two students. The Primary GT Resource Specialist
designs and presents lessons presented in each kindergarten, first, and second grade classroom to ALL
students. Lessons encourage students to display to critical and creative thinking skills, to demonstrate advanced
reasoning and to allow the resource specialist and teacher to identify characteristics and behaviors of gifted
learners.
In February each second grade student is given the Naglieri Non-Verbal Aptitude Test (NNAT2) online. That
measure has been determined to recognize potential in the spatial and quantitative reasoning as well as problem
solving skills. Based on scores from the NNAT2 and the cumulative observations from the Primary GT Resource
Specialist and classroom teachers, a portion of the second grade student population is formally referred for
eligibility and will move through the complete review. By school, the top ten percent of ethnic group and the EL
population is brought forward to form the initial DOORS pool. All parents of those students are invited to a
presentation, given in English and Spanish to explain the eligibility process and to get their signed permissions to
evaluate. A regulation in the Regulations Governing Educational Services for Gifted Student (2008) requires
written permission of a parent before a student may be evaluated for these services.
As new students are screened for English language development, beginning in 2014-2015, newly enrolled students,
grades three through six who are found eligible for EL services, will then be given the NNAT3 as part of their
initial screening. Grade two new enrollees entering the division after the February testing will also be given the
NNAT3 as part of their initial screening. The ESOL lead teacher will refer specific newly enrolled ESOL students
to their building level ITTS who will ensure that test sessions are set up in the NNAT3 system. The testing team
(consisting of GT, admin, ITTS, teachers, ESOL lead teacher, etc.) has five days to complete the testing after being
informed by the ESOL lead teacher.
The testing team will report the test completion and score, and print out and give the score report to the ESOL lead
teacher who will file it in the CUM file. Any ESOL student scoring at or above the 90% percentile will be reported
to the GT Coordinator for further evaluation and consideration for entrance into the GT program grades 3-6 and
will file the NNAT3 in the student’s CUM file. Those students will become part of the next available GT eligibility
cycle and pending written parent permission, they will be fully evaluated for GT services. For students in grades
7-12, the GT, honors and/or AP classes are self-selected, meaning students choose to enroll in the classes, and are
not placed there.
Gifted information is located on the ESOL page, but is not entered by the ESOL teacher.
MCPS 18.19 93
Special Education: Special education is a specifically designed instructional plan, provided at no cost to parents,
that addresses the unique needs of a child with a disability. Manassas City Public Schools offers a free and
appropriate education to all children ages 2 through 21 residing in Manassas City who are identified as a student
with a disability and require special education services. Students referred for possible special education services
are evaluated using the most current evaluative materials and procedures while remaining sensitive to any cultural
or racial issues. All identified students have an individualized education program (IEP) based upon their unique
needs. These services are provided in the least restrictive environment; in a challenging yet comfortable setting. In
accordance with the Individuals with Disabilities Education Act (IDEA), the least restrictive environment requires
that wherever possible, students with disabilities be educated with students who do not have disabilities, unless
education in regular classes with the use of supplementary aids and services cannot be achieved.
P.L. 105-17 The Individuals with Disabilities Education Act, (1997) (IDEA) guarantees a free and appropriate
education to all students with disabilities. There are sections of the law that pertain to language minority students
that are listed below:
Establishing nondiscriminatory evaluation procedures appropriate for use with culturally and linguistically
diverse students.
Testing in the native (dominant) language unless it is clearly not feasible to do so.
Ensuring that the eligibility determination is not due to limited English proficiency.
Developing an IEP for each culturally and linguistically diverse (CLD) student that reflects his or her
needs.
Providing oral and written information to parents in their native language to facilitate informed parental
involvement in the special education identification, assessment, eligibility and service delivery process.
Exclusionary Clause (IDEA, 614 (b)(5))
In making the determination of eligibility, a child shall not be determined to be a child with a disability if the
determinate factor for such determination is lack of instruction in reading or math or lack of English proficiency
What is non-negotiable when it comes to ESOL/SPED students?
1. EL students must receive ESOL and special education services jointly – one service does not trump
another service.
o MCPS shall not be required to provide direct ESOL services for SPED ELs who, on account of their
disabilities, are unable to benefit from such services.
o The determination that a SPED EL is unable to benefit from direct ESOL services shall be made by
a school-based team familiar with the student and which includes at least one individual certified in
special education and one individual certified in ESOL/Caseload manager.
o If this determination is made, MCPS shall document the basis for this determination and the student
shall receive indirect/consult ESOL services.
2. When an EL student is presented for child study, IEPs, re-evals, etc., the ESOL caseload manager MUST
be present to ensure the language acquisition process is accounted for during the special education process. The ESOL teacher is there to provide information on the student and their progress in learning English. If the
caseload manager cannot attend, another ESOL teacher must attend in his/her place. The caseload manager must
provide a write up on the student’s progress in learning English and any other information that may be useful
during the child study process.
MCPS 18.19 94
What happens if the child study chair is not inviting ESOL staff to the child study, IEP meetings,
etc.?
o The ESOL teacher must notify the administration as soon as possible. The Director of Federal
Programs and Executive Director of Student Services must also be notified. If the meeting was
convened without ESOL representation, the meeting may need to be re-convened. The child study
chair or person responsible for planning the meetings and inviting participants will be required to
attend re-training with the Director of Federal Programs and Executive Director of Student Services
to ensure they understand their responsibility as the child study chair and the federal requirements
relating to SPED and ESOL.
What happens if the ESOL teacher is invited, but does not come to the child study, IEP meeting, etc.?
o The child study chair must notify the administration as soon as possible. The Director of Federal
Programs and Executive Director of Student Services must also be notified. If the meeting was
convened without ESOL representation, the meeting may need to be re-convened. The ESOL
teacher will be required to attend re-training with the Director of Federal Programs and Executive
Director of Student Services to ensure they understand their responsibility as the caseload manager
and the federal requirements relating to SPED and ESOL.
Are subs provided to ESOL teachers in order for them to attend child study/IEP meetings?
o This is a school based decision depending on when the child study/IEP meetings are held. If the
ESOL teacher will be pulled from providing direct ESOL service minutes, then they should have a
substitute to cover their service minutes.
o
What does the ESOL teacher need to bring to the meeting? What are they responsible for?
o The ESOL caseload manager should be prepared to discuss the student’s ACCESS scores, where
the child is on the language acquisition continuum, how the child’s language acquisition is similar
or different that another ESOL students’, and any other information that may help the committee
decide next steps. The ESOL teacher is responsible for completing the Dually Identified Service
Plan (DISP) and ensuring all signatures are on the form.
3. EL students MAY BE referred to child study at any time, regardless of English language development
level or length of time enrolled in MCPS. (What does this mean? The child study committee cannot refuse to
hear an ESOL case because the child is a level 1 student, or has been enrolled in MCPS for a short amount of
time).
o MCPS shall evaluate ELs in their native language or other mode of communication and in the form
most likely to yield accurate information on what the child knows and can do academically,
developmentally, and functionally, unless it is clearly not feasible to do so.
4. Parents of ESOL students or EL parents must have an interpreter if they indicated they want to receive
oral communication in another language on the Home Language Survey. The home language is found in
PowerSchool as well.
What happens if there is not an interpreter and the parent needs one?
o The Child Study chair may not continue to meeting until there is a school based interpreter at the
meeting.
What if the parent brings their own interpreter? Do we still have to provide one from the school
system?
MCPS 18.19 95
o Yes, the school division must provide an interpreter that has received training from MCPS on
interpreting, translating SPED terms, etc. A family member may not be communicating the
information accurately and appropriately.
What if the parent indicated they did not need an interpreter? Do we still need one?
o It is recommended that you have one on hand to assist the parent. English special education terms
may be unfamiliar to the parent and they may need assistance.
What if the ESOL teacher speaks the parent’s language? Can they interpret?
o The caseload manager is there to advocate for the ESOL student and provide information on their
language acquisition progress. They cannot do both – interpreter and provide information.
o If an ESOL teacher is going to be the interpreter, that must be their sole role during the child study,
IEP, etc. meeting.
If the caseload manager is going to interpret, then another ESOL teacher must attend to
advocate for the ESOL student and provide information.
What happens if we have a language that we do not have an interpreter for? What do we do?
o There are several options:
Contact an individual on the division interpreter list
Contact the Director of Federal Programs and Executive Director of Student Services for
interpreters outside of the division
Use Language Line for the low incident language
IMPORTANT – FOR FURTHER INFORMATION ON DUALLY
IDENTIFIED STUDENTS, PLEASE REFER TO THE HANDBOOK
ON IDENTIFYING AND WORKING WITH DUALLY IDENTIFIED
STUDENTS
MCPS 18.19 96
How Dually Identified ESOL/SPED students are identified and provided ESOL Service
DISP Form
For each ESOL student found eligible for SPED services, a team consisting of an administrator, ESOL teacher,
SPED teacher, and the classroom teacher, if applicable, must meet to determine if direct or indirect ESOL services
are appropriate. This team will meet after the IEP has been written, and the ESOL teacher will bring the Dually
Identified Service Plan (DISP) form to the meeting. The team will determine if indirect or direct ESOL services
are the most appropriate, and then sign off on the form. The original DISP form must be placed in the student’s
academic record under the SPED section, and a copy placed in the blue ESOL section. Copies of all DISP forms
will be sent to the Director of Federal Programs and Executive Director of Student Services at the end of the year.
DISP forms will also be reviewed on a quarterly basis during the ESOL spot check visits.
A DISP form must be completed if the student is classified as Speech or Language Impairment (SPED code 9).
The division expectation is that all Speech and Language students will receive direct ESOL services. A 504 plan
provides accommodations to students; it does not count or determine SPED services. Therefore, a DISP does not
need to be filled out on any 504 plan student. In certain circumstances, if an “other health impairment” (Code -
OHI 10) disability is selected, and the health impairment results in SPED services, a DISP needs to be filled out.
At the beginning of each school year, the service minutes must be updated on the current DISP form to reflect the
new WIDA level. This is done by crossing out the old ELD level, hand writing the new one in. Then the minutes
or service are crossed out and hand written in and initialed by the caseload manager. The date on the DISP should
also be updated. A new DISP form must be completed when the IEP is updated. These updates can include
updates to whether the student will receive direct or indirect services.
A copy of the form, instructions, and a Q and A document is provided in the appendix.
Snapshot of the DISP form (see appendix for larger copy)
MCPS 18.19 97
Indirect Service
For dually identified students who are receiving indirect ESOL services, the ESOL teacher who has the dually
identified student on his / her caseload must meet with the SPED teacher once a month for consultative services.
These meetings must last a minimum of 30 minutes. The 30 minute requirement does not have to be met at one
meeting, but could be a series of 10 minute meetings throughout the month. The ESOL teacher MUST document
the meetings on the ESOL/SPED shared drive. Information needed for documentation include: student name, date
met, and topics discussed. Important Note: It is the joint responsibility of the SPED and ESOL caseload manager
to meet monthly. Each caseload manager should be responsible for reaching out to the other to meet once a month.
Screen shot of the indirect service document
1. Locate the shared folder drive
2. Click on the ESOL-SPED folder
MCPS 18.19 98
3. Select the school year
4. Select your school
MCPS 18.19 99
5. Open the spreadsheet
6. Complete the spreadsheet, document the date, who was invovled in the discussion, and what was discussed.
Special Education information is seen on the ESOL page, but is not entered by the ESOL teacher.
MCPS 18.19 100
Virginia Standards of Learning
The Standards of Learning (SOL) describe the Commonwealth's expectations for student learning and
achievement in grades K-12 in English, mathematics, science, history/social science, technology, the fine arts,
foreign language, health and physical education, and driver education.
The Standards of Learning provide a framework for instructional programs designed to raise the academic
achievement of all students in Virginia and are an important part of Virginia’s efforts to provide challenging
educational programs in the public schools.
The Standards of Learning set reasonable targets and expectations for what teachers need to teach and students
need to learn. The standards are not intended to encompass the entire curriculum for a given grade level or course
or to prescribe how the content should be taught; the standards are to be incorporated into a broader, locally
designed curriculum. Teachers are encouraged to go beyond the standards and select instructional strategies and
assessment methods appropriate for their students.
Further information on the SOLs can be found here:
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml.
English Language Development Standards
On March 19, 2008, the Virginia Board of Education adopted the English language development (ELD) standards
developed by the WIDA Consortium as the statewide ELD standards for the Commonwealth of Virginia.
Manassas City Public Schools uses the WIDA ELD Standards as a basis for providing services to ELs.
The WIDA® Consortium has developed the following English language development (ELD) standards for EL
students in PreK-12:
English Language Development Standard 1: English learners communicate for Social and Instructional
purposes within the school setting;
English Language Development Standard 2: English learners communicate information, ideas, and
concepts necessary for academic success in the content of Language Arts;
English Language Development Standard 3: English learners communicate information, ideas, and
concepts necessary for academic success in the content of Mathematics;
English Language Development Standard 4: English learners communicate information, ideas, and
concepts necessary for academic success in the content of Science; and
English Language Development Standard 5: English learners communicate information, ideas, and
concepts necessary for academic success in the content of Social Studies.
MCPS 18.19 101
The WIDA® ELD levels show the progression of language learning and development from 1, entering the process,
to 6, reaching the end of the continuum. The language development levels represent what an EL student should
know and be able to do at each level within each language domain (listening, speaking, reading, and writing). The
development levels also include:
linguistic complexity: the amount and quality of speech or writing for a given situation;
vocabulary usage: the specificity of words or phrases for a given context; and
language forms and conventions: the types, array, and use of language structures used within speech or
writing.
In 2016 the WIDA Can DO Descriptors were updated in response to greater language demand placed on
curriculum from challenging state college and career readiness standards. To do this the focus was shifted to the
four academic purposes of academic communication:
WIDA Standards Framework
MCPS 18.19 102
2012 Amplified Standards
Components of the Standard Framework:
Featured in the WIDA standard frameworks is a connection to the state content standards. The connection is the
content standard that is referenced in the topic for language use. In the example context for language use includes
the task where communication occurs i.e. group work.
The cognitive demand that is required for learning is expressed through the Cognitive Function. WIDA adopted
the Bloom’s revised taxonomy to represent the cognitive demand across all levels of language proficiency. The
cognitive demand of a task needs to be maintained as the language of the instruction and assessment is
differentiated to ensure the educational equity for all students.
Topic related language gives teachers an idea of the vocabulary and academic language that would be needed for
the standard.
MCPS 18.19 103
Complimentary strands for educators who work with ELs. Language learning happens throughout the entire
school day in formal and informal settings. Complimentary strands cover the Language of Music and performing
Arts, Humanities, Visual Arts, Health and Physical Education, and Technology and Engineering.
MCPS 18.19 104
Features of academic language – the academic language is seen in three dimensions – discourse, sentence and
word/phrase level and how they correspond to linguistic complexity, language forms and conventions and
vocabulary usage.
MCPS 18.19 105
Performance Definitions, listening and reading, used for receptive language and represents how ELs process
language to comprehend information, ideas or concepts in oral or written communication.
MCPS 18.19 106
Performance Definitions, speaking and writing, used for expressive language and represents how ELs process
language to comprehend information, ideas or concepts in oral or written communication.
MCPS 18.19 107
Listed below is a brief description of each WIDA® ELD level:
1 – Entering
Recount: matching words and pictures, answering yes/no or Wh- questions, reproduce words or phrases
related to a topic.
Explain: label parts of a process, order event or stages with pictorial support.
Argue: respond with yes/no to questions, express opinion, create lists of information.
Discuss: using non-verbal signals to demonstrate engagement, responding to yes/no questions.
2 – Emerging
Recount: restating information with content specific terms, produce phrases or short sentences.
Explain: Sequencing steps in a process, write connected short sentences with transition or connector
phrases.
Argue: identify and express claims with evidence, distinguish between fact and opinion, connect simple
sentences to form content-related ideas.
Discuss: answer Wh- questions, connecting ideas to personal experience, asking and answering questions.
3 – Developing
Recount: Posing and responding to questions, summarizing content-related materials, produce short
paragraphs.
Explain: Choose language to provide precise details and descriptions, compare and contrast information or
events, produce descriptive paragraphs around a central theme.
Argue: Support opinions with content-related examples or evidence, identify opposing perspectives.
Discuss: ask clarifying questions, support ideas with details.
4 – Expanding
Recount: paraphrasing and summarizing content-related ideas, produce content related reports.
Explain: Use precise language to provide details and descriptions, compare content related concepts
Argue: compose persuasive pieces with content-related support, comparing and contrasting opposing views
Discuss: demonstrating stamina when building ideas in a small group, elaborating on the ideas of others.
5 – Bridging
Recount: organize information according to content-specific expectations, produce content related reports
from multiple sources.
Explain: produce informational texts, synthesize information from a variety of sources,
Argue: identify evidence of bias and credibility, organize information to show logical reasoning.
Discuss: managing a conversation to focus on a specific topic, generating new ideas or questions to sustain
conversation.
6 – Reaching
Recount: evaluate, analyze and compare texts of varying complexity.
Explain: recognize discipline-specific patterns and use them to create extended descriptions or reports.
Argue: represent contrasting views in a logically organized way, evaluate positive and negative
implications associated with various positions.
Discuss: synthesizing information from a variety of sources, extended conversations.
MCPS 18.19 108
EL’s need to construct meaning from oral and written language as well as express complex ideas and information.
Students must practice using language through the different Language Domains. Within each of the development
levels, the WIDA® ELD standards also include the four language domains as follows:
Listening: process, understand, interpret, and evaluate spoken language in a variety of situations;
Speaking: engage in oral communication in a variety of situations for a variety of purposes and audiences;
Reading: process, understand, interpret, and evaluate written language, symbols and text with
understanding and fluency; and
Writing: engage in written communication in a variety of situations for a variety of purposes and
audiences.
Model Performance Indicators (MPIs) found in the 2007 standards
A model performance indicator (MPI) is a single cell within the WIDA® ELD standards’ matrices that describes a
specific level of English language development for a language domain. An MPI is the smallest unit of a topical
strand and appears in two different formats:
Formative (the processes of learning); and
Summative (the outcomes of learning).
Within each grade cluster and domain, there are MPIs for each language development proficiency level. Both
formative and summative MPIs focus on the same example topic from a content area reflected in the standard,
forming a “strand” that illustrates the language development continuum. Each MPI contains three elements: a
language function (e.g., describe, justify), an example topic (e.g., weather, human populations), and a form of
support (e.g., pictures or illustrations, working in small groups).
Detailed information about the WIDA ELD Standards can be found at: http://www.wida.us.
MCPS implementation of the WIDA ELD Standards
Division expectations are that ESOL and grade level/core content area teachers are using the WIDA ELD
standards as part of their lesson planning. The WIDA ELD standards are flexible to invite creativity in
transforming to fit particular curricular goals
MCPS 18.19 109
Section 5
Assessment
Annual English Language Development Testing
Beginning with the 2009-2010 school year, all EL students in kindergarten through grade 12 will be required to be
assessed annually with an assessment that measures each of the language domains of listening, speaking, reading,
and writing. EL students may not be exempted from any portion of an annual EL assessment.
On September 26, 2007, the Virginia Board of Education selected Assessing Comprehension and Communication
in English State-to-State for English Learners (ACCESS for ELs®) as the state-approved English language
development (ELD) assessment (Informational Superintendent’s Memorandum, No. 218, dated October 5, 2007).
In the 2015-2016 school year, the WIDA Consortium released the ACCESS 2.0. The ACCESS for ELs 2.0 is a
large-scale test that addresses the English language development standards and model performance indicators
developed by the WIDA Consortium. ESOL students are assessed on the each of the four language domains:
Listening, Speaking, Reading, and Writing. The test is available in both online formats and paper-based for grades
1-12, while Kindergarten and Alternate ACCESS for ELs 2.0 are paper-based tests. The online test is an adaptive
test, meaning that students’ progress through the test based on their performance on previous folders (groups of
items), and the test engine determines the appropriate items the students see next. Due to this adaptability, the
online test does not require Test Administrators to determine tier placement of students in order to administer the
test.
While the test is adaptive, there are still tiered forms for the Speaking and Writing domains. The appropriate tiered
form automatically loads in the online test platform based on students’ performance in the earlier domains. In cases
where a student handwrites his or her responses for the online Writing test or when a student is placed in the Pre-A
tier for Speaking, Test Administrators can view a report indicating the appropriate tiered form to administer. The
following chart shows how the different tiers map to the proficiency levels of the students.
MCPS 18.19 110
The online test is broken down by grade level cluster – 1, 2-3, 4-5, 6-8, and 9-12 and tier for each grade level A
and B/C. The paper-based test is broken down by grade level cluster – 1, 2, 3, 4-5, 6-8, and 9-12 and tier for each
grade level: A, B, and C.
To ensure students are tested correctly on the paper-based test, teachers should carefully pick the tier that best
matches the student’s language proficiency. The following chart gives guidance on tier selection and placement:
MCPS 18.19 111
The ESOL team and caseload managers should work together to determine tier levels for paper-based assessment
on the ACCESS. The ESOL lead teacher and school test coordinator should work together in developing a testing
schedule for administering the ACCESS for ELs 2.0 during the testing window.
Accommodations usually allowed on the SOL test are not allowed on the ACCESS, since the goal is to asses
English language development. Dually identified ESOL and special education students must follow the guidelines
set forward in the ACCESS Test Administrator’s Manual as to what accommodations are allowable.
Starting with the 16-17 school year, all EL students in grades 1-12 will be assessed on-line. Kindergarten students
will still be assessed using a paper-based assessment. Students who qualify for a paper-based assessment can be
assessed on paper. The Alternative ACCESS is still paper-based.
ELD Assessment Administration
The responsibilities for the administration of the ELD assessment may be shared between the Division Director of
Testing (DDOT) and the English as Second Language (ESOL)/Title III Coordinator. The DDOT and ESOL
Coordinator may jointly determine test dates and schedules including make-up sessions, ensure that test materials
are coded correctly, monitor the test administration, and ensure test security guidelines are followed.
Division Director of Testing
The DDOT may assume the responsibility for ordering, receiving, distributing, collecting, and returning
secure and non-secure test materials, identifying and resolving test irregularities, and receiving and
distributing score reports.
Division Director of ESOL (or designee)
The ESOL Coordinators may assume the responsibility for working with the appropriate school staff to
identify students to be tested, arranging locations for testing, identifying test Examiners/Proctors, receiving
and/or preparing training materials, and training test Examiners/Proctors.
MCPS 18.19 112
EL Students with Significant Cognitive Disabilities
To meet the requirements of evaluating and reporting English language progress and proficiency for all EL
students in Kindergarten through grade 12 as required under ESSA 2015, the English language development of EL
students with significant cognitive disabilities should be assessed.
For the 2011-2012 school year and beyond, dually identified students in grades 1-12 will use the Alternate
ACCESS for ELs. The Alternate ACCESS is an individually administered paper and pencil test. It is intended
only for English learners with significant cognitive disabilities severe enough to prevent meaningful
participation in the ACCESS for ELs assessment. Please note that Alternate ACCESS is not intended for ELs
who can be served with accommodations on ACCESS for ELs. Decisions regarding a student's participation should
be made by IEP teams.
What criteria should be used to determine if the student should take the Alternative ACCESS?
1. The student has been classified as an EL
2. The student has a significant cognitive disability and is eligible for Special Education services under IDEA
3. The student is in an alternate curriculum aligned with the state’s academic standards and is or will be
participating in the state-wide alternate accountability assessment (VAAP).
Students with significant cognitive disabilities in grade K should continue to use the Virginia Checklist for EL
Students with Significant Cognitive Disabilities, based on the WIDA English language development standards.
The individual checklist should be used only for those EL students with significant cognitive disabilities for whom
the IEP team and/or school-based EL committee determine that the English language development test cannot be
administered.
To obtain a copy of The Virginia Checklist for English Learner Students with Significant Cognitive Disabilities,
contact the Division of Student Assessment and School Improvement at [email protected] or
by phone at (804) 225-2102.
MCPS 18.19 113
ACCESS 2.0 Score Reports
Each student who takes ACCESS for ELs 2.0, Kindergarten ACCESS for ELs, and Alternate ACCESS for ELs
will receive an Individual Student Report.
The score report contains the following information:
Scores for each language domain (Listening, Reading, Speaking, Writing)
Composite scores (combining one or more domain scores, such as Listening and Speaking scores to
calculate Oral Language)
Brief descriptions of what students at each proficiency level are typically able to do
MCPS 18.19 114
Academic Achievement Assessment Requirements for EL Students
Under ESSA, EL students are required to participate in state academic assessments. The chart below details the
assessments student may participate in, and how they may participate.
Reading/LA
Grades 3-8 only
Writing
Grades 5 and 8
only
Math
Grades 3-8 and
Alg. I only
Science
History/
Social Science
Level 1 SOL
1. Use one time
exemption in grades
5 or 8
Or
2. Take SOL
1. Plain English
version of the SOL
(grades 3-8 and
Alg. 1)
Or
2. Take SOL
No Exemption
1.Take SOL
2. Take SOL with
testing
accommodation
1. Use one time
exemption on
Virginia Studies or
Civics &
Economics test
Or
2. Take SOL
Level 2 SOL
1. Use one time
exemption in grades
5 or 8
Or
2. Take SOL
1. Plain English
version of the SOL
(grades 3-8 and
Alg. 1)
Or
2. Take SOL
No Exemption
1.Take SOL
2. Take SOL with
testing
accommodation
1. Use one time
exemption on
Virginia Studies or
Civics &
Economics test
Or
2. Take SOL
Level 3
SOL
1. Use one time
exemption in grades
5 or 8
Or
2. Take SOL
1. Plain English
version of the SOL
(grades 3-8 and
Alg. 1)
Or
2. Take SOL
No Exemption
1.Take SOL
2. Take SOL with
testing
accommodation
1. Use one time
exemption on
Virginia Studies or
Civics &
Economics test
Or
2. Take SOL
Level 4 SOL 1. Use one time
exemption in grades
5 or 8
Or
2. Take SOL
SOL No Exemption
1.Take SOL
2. Take SOL with
testing
accommodation
1. Use one time
exemption on
Virginia Studies or
Civics &
Economics test
Or
2. Take SOL
Level 5 SOL 1. Use one time
exemption in grades
5 or 8
Or
2. Take SOL
SOL No Exemption
1.Take SOL
2. Take SOL with
testing
accommodation
1. Use one time
exemption on
Virginia Studies or
Civics &
Economics test
Or
2. Take SOL
First year in US
school
1. Exempted from
assessment
1. Use one time
exemption in grades
5 or 8 8
Or
2. Take SOL
1. Plain English
version of the SOL
(grades 3-8 and
Alg. 1)
Or
2. Take SOL
No Exemption
1.Take SOL
2. Take SOL with
testing
accommodation
1. Use one time
exemption on
Virginia Studies or
Civics &
Economics test
Or
2. Take SOL
*No exemption is available for End-of-Course SOL assessments.
MCPS 18.19 115
An EL committee which includes: 1) a person responsible for the education of EL students in the school or school
division; 2) the EL student’s content teacher(s); and 3) an administrator or designee (e.g. school guidance
counselor or reading specialist); should be formed to determine how the EL student will participate in the Virginia
Assessment Program and which, if any, accommodations are required. The EL student’s parent or guardian should
also be invited to serve on the EL committee, if possible. If an EL student is also identified as having a disability
under the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), P.L. 105-17 or is identified as
an “otherwise qualified handicapped” student under Section 504 of the Rehabilitation Act of 1973, decisions about
the student’s participation must be made by the IEP or 504 committee in collaboration with the EL committee and
documented in the student’s IEP or 504 Plan.
Overview of Exemptions from SOL Assessments Available to EL Students
Content Area Available Exemptions on SOL Assessments
Reading
EL students who have attended school in the United States for less than 12 months
may receive a one-time exemption for the SOL Reading test in grades 3 through 8. This
guideline also applies to students arriving from Puerto Rico. No exemption is available
for the End-of-Course SOL Reading test.
Mathematics EL students may NOT be exempted from the SOL Mathematics tests.
Science EL students may NOT be exempted from the SOL Science tests.*
History/Social Science
EL students in grades 3 through 8 may exercise a one-time exemption from the SOL History/Social Science tests (Virginia Studies or Civics & Economics tests). No exemption is available for the End-of-Course SOL History/Social Science tests. (Regulations Establishing Standards for Accrediting Public Schools in Virginia, 8 VAC 20-131-30.G)
Writing EL students may exercise a one-time emption from the Grade 8 SOL Writing test. No
exemption is available for the End-of-Course SOL Writing test.
The following Web site lists the assessment participation guidelines for EL students as described in English
Learner Students: Guidelines for Participation in the Virginia Assessment Program (Update August 4, 2014).
The guidelines are available at: http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf.
MCPS 18.19 116
Standards of Learning (SOL) Assessments by Content Area
MCPS 18.19 117
Accommodations
EL accommodations can include small group test administration, flexible testing schedule, read aloud of test items
in English (except on a Reading test, unless specified in a Dually Identified EL student’s IEP), an audio version of
tests, and adult scribe of student’s answers. Each accommodation has a specific number. More accommodations
can be found on the Virginia Department of Education website.
The EL accommodation form is completed by the student’s caseload manager after consult with the EL committee.
The student’s name, State Testing Identifier number, and other information must be completed in the top portion of
the EL accommodation form. Next to each testing subject area, the caseload manager will write the number of
each testing accommodation for which the committee has determined the student qualifies. Each member of the
EL committee must sign every EL accommodation form, and a copy is given to the parent for review and
signature. It is the caseload manager’s responsibility to inform all of the student’s teachers,
including specialists, of the accommodations to ensure that the student receives them appropriately
throughout the school year.
Beginning with the 2017-2018 school year, students within their first two years of monitoring as a formerly EL
(Monitor Status Years 1 and 2) will be eligible for direct and indirect linguistic accommodations on the Virginia
Standards of Learning (SOL) assessments. Formerly ELs are students considered to have achieved English
language development (ELD) on the WIDA ELD assessment, the ACCESS for ELs® 2.0, or other state-approved
ELD assessment.
For the 2017-2018 school year, a Formerly EL student in Year 1 of Monitor Status is defined as a student who
earned an Overall Composite Score of 4.4 or higher in Spring 2017 on the ACCESS for ELs 2.0® OR was
assessed with the Proficiency Level 5 Virginia English Language Proficiency (ELP) checklist for English Learner
(EL) Students in Kindergarten through Grade 12 with Hearing and Visual Impairments.
For the 2017-2018 school year, a Formerly EL student in Year 2 of Monitor Status is defined as a student
who tested in Spring 2016 on Tier B or C of the ACCESS for ELs 2.0® test and earned an Overall
Composite Score of 5.0 or higher and a Literacy Proficiency Level of 5.0 or higher OR
was assessed with the Proficiency Level 5 Virginia English Language Proficiency (ELP) checklist for
English Learner (EL) Students in Kindergarten through Grade 12 with Hearing and Visual Impairments.
Students in Monitor Status Years 3 and 4 are not eligible for direct or indirect accommodations on SOL
assessments.
Please note that any accommodations provided to ELs and Formerly EL students in Monitor Status Years 1 or 2,
must first be documented in EL Assessment Participation Plans.
MCPS 18.19 118
Summary of allowable accommodations on the SOLs for EL students. For more information regarding allowable
accommodations refer to the English Learner Students: Guidelines for Participation in the Virginia Assessment
Program.
MCPS 18.19 119
School Accreditation
Additionally, according to the Regulations Establishing Standards for Accrediting Public Schools in Virginia,
The scores of EL students enrolled in Virginia public schools fewer than 11 semesters may be removed
from the calculation used for the purpose of school accreditation required by 8 VAC 20-131-280.C. and 8
VAC 20-131-300.C. Completion of a semester shall be based on school membership days. Membership
days are defined as the days the student is officially enrolled in a Virginia public school, regardless of days
absent or present. For a semester to count as a completed semester, a student must have been in
membership for a majority of the membership days of the semester. These semesters need not be
consecutive [8 VAC 20-131-280 D 1].
The scores of EL and transfer students will be used in the calculation of a school’s accountability
(accreditation) rating if it will benefit the school.
For more information on the assessment of EL students, please refer to English Learner Students: Guidelines for
Participation in the Virginia Assessment Program.
MCPS 18.19 120
Section 6
Parental Involvement, Translation/Interpretation and Community Resources
While involving parents in education has been outlined in legislation since 1964, Title I and Title III of ESSA
place a renewed and expanded emphasis on the involvement of all parents and, in particular, EL parents. ESSA
defines parental involvement as “the participation of parents in regular, two-way, and meaningful communication
involving student academic learning and other school activities”. Furthermore, Title III of the law requires that
schools provide “an effective means of outreach to parents of EL children to inform them of how they can be
active participants in their child’s education to help them learn English and succeed academically”. To
communicate in a meaningful way with EL parents, schools must “hold regular meetings for these purposes, and
the information must be presented in an understandable and uniform format and, to the extent practicable, in a
language that the parent can understand”
Increasing the involvement of EL parents is not a simple matter. “Parent involvement is a process,” not a program
of activities; therefore, it requires the ongoing energy and effort of the school staff and community (Davis 1989).
Schools must carefully consider the linguistic, cultural, and educational backgrounds of EL parents and skillfully
develop a parental outreach program that teaches them about their role and responsibility as academic partners
with their child’s school.
The following are examples of ESOL parent outreach, provided by the Virginia Department of Education:
Be creative with resources. Bring resources to parents and the community rather than basing them in one
school.
Use the local native language newspapers or international grocery stores or restaurants to announce school
events to parents.
Offer workshops with general information parents must know about the American education system. If the
school is not in a central location, hold the workshops in community centers, local businesses, etc.
Hold an open house/orientation for EL parents with concurrent sessions in different languages (i.e.,
welcome by school staff, tour of school and child’s classroom, meet the teachers, demonstrate classroom
activities, etc.). Explain to parents how they can be volunteers, mentors, and aides at the school. Make sure
open house is not competing with other school or community activities.
Use simplified language, different fonts, color paper, etc. to highlight important parental information being
sent home.
Further information can be found in the document “Increasing English Learner (EL) Parent Involvement”
published by the VDOE:
http://www.doe.virginia.gov/instruction/ESOL/standards_resources/resources/increasing_parent_involvement.pdf.
MCPS 18.19 121
Translation/Interpretation
Translation and interpretation services are provided to parents that require assistance. Translation is written - it
involves taking a written text (such as a book or an article) and translating it in writing into the target language.
Essential information provided to native English speaking parents should be translated and provided to parents in
their native language, to the extent feasible. Interpretation is oral - it refers to listening to something spoken (a
speech or phone conversation) and interpreting it orally into the target language. Parents may request interpreters
during parent conferences, back to school nights, or during an IEP meeting.
ESOL parents are asked what language they prefer to receive oral communication and written communication from
the school on the Home Language Survey. This information should then be entered into Student Information
Management System for reference when sending out communications or arranging conferences, etc.
Essential information that should be translated and communications that should interpreted included but may not
be limited to: (a) documents regarding special education issues, such as IEP meetings and evaluations, issues
arising under the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act, report cards,
and other academic progress reports; (b) documents provided to parents/guardians during the disciplinary process;
(c) requests for parent permission for student participation in Division/school sponsored programs and activities;
(d) announcements distributed to students that contain information about school and Division activities for which
notice is needed to participate in such activities (e.g., testing, school performances, activities requiring an
application); and (e) any other written information describing the rights and responsibilities of parents or students
and the benefits and services available to parents and students.
Each school will maintain a list of all available personnel in each building who speak a language other than
English and can serve as interpreters or translators with their current phone numbers, building location, and email
addresses. School may request the assistance of employees at other schools to meet the translation and interpreter
needs of ELs and their parents. The ESOL and Special Education Department will co-maintain a list of outside
interpreters. For all SPED-related translating and interpreting, the MCPS shall provide a translator or interpreter
who is qualified in the language and, when practicable, also trained to provide SPED-related translating and
interpreting; this may include ESOL teachers provided they have the requisite language skills and have SPED-
related training for interpreting and translating.
Except in a dire emergency, students are NOT to translate to
or for their parent/guardian. Use the school based translator
or Language Line.
MCPS 18.19 122
Manassas City has access to a service called Language Line. This service allows staff to speak with/to EL parents
of low incident languages or those we do not have a division based interpreter for, or for situations which require
immediate contact with a parent.
There are several ways to use Language Line:
1. The parent/guardian speaking a low incident language enters the school and needs to speak to someone. The
office staff identify the language the parent needs, and then places a call to Language Line. The parent and staff
member can use speaker phone, or can use a dual handset phone.
2. The school needs to reach out to a parents/guardian that speaks a low incident language. The school calls
Language Line, requests the needed language, places the interpreter on hold, calls the parent/guardian, and then
does a three-way connection so that all three individuals are on the phone.
MCPS 18.19 123
Who has access to Language Line?
All schools do. Each interpreter, lead ESOL teacher and most adminsitrators have been trained in using the
Language Line service. In order to access Language Line, you need a 6 digit password. This is held by the
lead teacher, administrator, or interpreter.
When would I use Language Line?
The sitation may very, but here are some times when it would be used:
IEP meeting for a low incident language
Student is sick, in trouble, etc. and the parent needs to be contacted right away via phone
A parent speaking a low incident language comes into the school and needs to speak with attendance,
clinic, principal, etc.
What if I need a written translation?
1. Review the translated documents on the MCPS shared folder.
Step 1: locate the shared folders
MCPS 18.19 124
2. Locate the MCPS translation folder
3. Open the file and browse for items that may meet your needs
4. If you cannot find what you need, contact your schoolbased translator or the division level Community Liaison.
MCPS 18.19 125
Section 7
Glossary of Terms
ACCESS for ELs: Assessing Comprehension and Communication in English State-to-State for English Learners.
This is the state approved English language development test to be taken each spring.
AMO: Annual Measurable Objectives (AMOs). Under the accountability provisions in ESSA, all public school
campuses, school districts, and the state are evaluated for AMOs. Districts, campuses, and the state are required to
meet AMO criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high
schools and districts) or Attendance Rate (for elementary and middle/junior high schools).
BICS: Basic Interpersonal Communicative Skills. This acronym refers to the kind of language skills children need
to talk with teachers, other adults, and classmates on a daily basis in informal situations, such as in the classroom
or on the playground. These skills may not be sufficient to allow English Learner children to excel in school.
Bilingual education: A program which utilizes the students’ native language (e.g., French, Chinese, Spanish...)
and cultural factors in instructing these students in their academic subjects except for English.
CALP: Cognitive Academic Language Proficiency. This acronym refers to the kind of language skills related to
school achievement. Literacy skills such as reading comprehension, decoding meaning from context, writing
mechanics, writing proficiency, vocabulary development, and content-area comprehension are included in this
aspect of language proficiency.
Content Mainstreaming: In this model, ESOL teachers push into a grade level or core content classrooms to
support content instruction. ESOL teachers support the academic content being taught within a language
framework by reinforcing academic vocabulary, using strategies specific to ESOL instruction, modifying and
adapting materials, instruction, and curriculum based on individual student language needs, etc. It is a division
level expectation that ESOL teachers in a content mainstreaming situation plan and modify instruction with the
classroom/core area teachers.
DOE: Virginia Department of Education
EL: English Learner
ELD: English Language Development
English for Speakers of Other Languages (ESOL): A structured language learning program or curriculum
designed to teach English to students whose native language is not English.
FEP: Fully English Proficient. FEP is an example of a language proficiency category which refers to students who
are capable of functioning in an English-only educational environment in the areas of comprehension, speaking,
reading, listening and writing skills.
L1: First language. This acronym refers to the primary or native language (NL) the student acquired and which
she/he normally uses; generally, but not always, the language usually used by the parents of the student.
L2: Second language. This acronym refers to the second or target language (TL) which a person (at any age)
acquires, either formally through school instruction or informally through communication with speakers of that
language.
LEA: Local Education Agency.
MCPS 18.19 126
MPI: Model Performance Indicator. A model performance indicator (MPI) is a single cell within the standards’
matrices that describes a specific level of English language development (ELD) for a language domain. An MPI is
the smallest unit of a topical strand.
Pull-out ESOL: In an ESOL pull-out model, students divide their time between ESOL instruction and
mainstream instruction. Students are “pulled out” of general education instruction during any class period (art,
music, social studies, mathematics, etc.) to receive instruction in English. Usually EL students are taught in a
separate small group setting consisting of only EL students. Pull-out classes may be composed of students from
one language group or from different language backgrounds, and students may be grouped by grade-level or
proficiency level. English instruction is adapted to students’ proficiency levels.
Refugee: One who has fled the native country (e.g., Vietnam, Cambodia, Ethiopia, Somalia, Iraq...) usually for
political asylum based on a well-founded fear of political persecution and/or family safety. Refugee status,
including that of “resident alien” is determined by the Immigration and Naturalization Services which provides a
special ID card with such designation.
SEA: State Educational Agency
Sheltered Instruction: in this model, ESOL teacher and content teacher are co-teaching within the content
classroom using integrated language and content methods, standards-based language and content objectives,
language learning strategies, cooperative learning strategies, and students’ background knowledge. It is a division
level expectation that teachers in a co-teaching situation plan instruction together and share the responsibilities of
teaching the material. One teacher may teach the lesson while another “floats” to ensure all students are following
along, and then switch roles for the next lesson. Both teacher may divide up the class and teach the same material.
These are a few examples of using the co-teaching model.
WIDA Screener: This assessment tool, known as the "screener", is used by educators to measure the English
language development of students who have recently arrived in the U.S. or in a particular district.
WIDA ELD Standards: The WIDA Consortium's English Language Development Standards for English
Learners (ELs) in Pre-Kindergarten through Grade 12 encompass:
Social and Instructional language
The language of Language Arts
The language of Mathematics
The language of Science
The language of Social Studies
MCPS 18.19 127
Online Resources from the Virginia Department of Education
WIDA Assessment English Language Development Standards Companion Resource Document for
Teachers and Administrators
http://www.doe.virginia.gov/VDOE/Instruction/ESOL/wida_elp_standards.pdf
WIDA ELD Standards Instructional Videos
http://www.doe.virginia.gov/VDOE/Instruction/ESOL/elp_videos.html
English: Strategies for Teaching English Learner (EL) Students – A Supplemental Resource Guide to
the K-12 English Standards of Learning Enhanced Scope and Sequence
http://www.doe.virginia.gov/instruction/esl/resources/strategies_teach_english.pdf
Mathematics: Strategies for Teaching EL Students – A Supplemental Resource to the K-12
mathematics Standards of Learning Enhanced Scope and Sequence
http://www.doe.virginia.gov/VDOE/Instruction/ESOL/LEPmathResource.pdf
English Learner Students: Guidelines for Participation in the Virginia Assessment Program
http://www.doe.virginia.gov/VDOE/Assessment/LEPStudentsparticipationguidelines.pdf
Increasing English Learner (EL) Parent Involvement
http://www.doe.virginia.gov/VDOE/Instruction/ESOL/increasing-LEP-parent-involvement.pdf
MCPS 18.19 128
Online Resources from the United States Department of Education
Title I, Part A
Improving Basic Programs Operated by Local Educational Agencies
http://www.ed.gov/policy/elsec/leg/esea02/pg2.html
Title I, Part C
Education of Migratory Children
http://www.ed.gov/policy/elsec/leg/esea02/pg8.html
Title II, Part A
Preparing, Training, and Recruiting High Quality Teachers and Principals
http://www.ed.gov/policy/elsec/leg/esea02/pg20.html
Title IV, Part B
21st Century Community Learning Centers Grant (21st CCLC)
http://www.ed.gov/policy/elsec/leg/esea02/pg51.html
Additional Web Resources
Appalachia Regional Educational Laboratory: http://ies.ed.gov/ncee/edlabs/regions/appalachia/index.asp
Center for Advanced Research on Language Acquisition: http://www.carla.umn.edu
The Center for Applied Linguistics: http://www.cal.org
National Center for Education Evaluation and Regional Assistance: http://ies.ed.gov/ncee/
National Center for English Language Acquisition: http://www.ncela.gwu.edu
Northwest Regional Educational Laboratory: http://www.nwrel.org/index.php
Pacific Regional Educational Laboratory: http://www.prel.org
WestEd: http://www.wested.org/cs/we/print/docs/we/home.htm
WIDA Consortium: http://www.wida.wisc.edu
MCPS 18.19 129
APPENDICES
MCPS 18.19 130
Appendix A
30-Day Parent Notification Letter (Sample)
Original on shared drive
MCPS 18.19 131
ESOL PROGRAM NOTIFICATION September 30, 2017
To the Parent/Guardian of:
«Lastfirst», ID# «ID», Grade «Grade», «School»
It is the intent of Manassas City Public Schools (MCPS) to keep parents informed about their child’s education. Your child has been identified as an English learner and is eligible for MCPS ESOL services. This notification provides information about your child’s language proficiency level and about the MCPS ESOL Program. How and why was my child identified as an English learner?
When a student is registered in MCPS, the parents complete the Home Language Survey, which is part of the student registration process. If a language other than English is spoken in the home or by the student, the student’s English language development is assessed. The WIDA Screener is the assessment used to determine English proficiency levels for new students. Continuing students take the annual state approved ACCESS for ELs language proficiency assessment in the spring. The ACCESS for ELs assessment tests students in listening, speaking, reading, and writing. If your student was tested in the spring of 2017, the school sent home the score report for the ACCESS for ELs.
What is my child’s current level of English language development and academic achievement?
There are five levels of English development identified in Virginia and used for program placement in MCPS. These levels are: 1 (entering), 2 (emerging), 3 (developing), 4 (expanding), and 5 (bridging). All students designated at English language development (ELD) levels 1- 4.3/4.4, receive direct ESOL services as determined by the instructional program within each school. Based on recent assessments, your child, «First_Name» has been identified as level «Wida». This score is based on the 2017 spring ACCESS assessment or the WIDA Screener. Information on the WIDA levels or standards can be found on the WIDA website – www.wida.us. Academic achievement based on Standards of Learning (SOL) assessments is sent in a separate notification by the division.
How will my child be instructed and what are the ESOL program goals?
The goal of the program for English learners is to provide instruction so that students can become fully proficient in English and meet the same challenging state academic content, student achievement standards and graduation requirements as all other children are expected to meet. Students identified as English learners receive individualized ESOL services by certified ESOL teachers who provide instruction in English language acquisition while also teaching grade level SOL objectives in reading, writing, math, science and social studies as well as the WIDA English Language Development Standards. All instruction is provided in English. The amount of time each student receives ESOL services differs depending on the proficiency level of the student, the student’s academic needs, and grade level. Service minutes range from 150 minutes of direct service to 300 minutes, based on level and grade. ESOL services are language and content based, and the methods of instruction for ESOL services are provided through the in-class/inclusion model, sheltered instruction, or targeted small group instruction. ESOL instruction is provided to meet the educational strengths and needs of the student to meet the academic achievement standards for their grade level, or the high school graduation rate.
How will my child exit the ESOL Program?
Federal law requires all English learners to participate in an annual English language development assessment. English learners are reclassified as non-EL after they demonstrate full English proficiency on the ACCESS for ELs. Fully English proficient is defined as scoring a 4.4 or above ACCESS for ELs. Students’ academic achievement is monitored for 2 years after exiting the ESOL program.
What if my child needs special education, gifted/talented, or other special services?
If your child is a student with a disability which requires an Individualized Education Plan (IEP) or a 504 Plan, the language instruction educational program will be utilized in coordination with your child’s existing plan. ESOL students may also be eligible to receive services from Gifted and Talented, Title I, and/or other special programs offered by the school.
What if I do not want my child to receive ESOL services?
You have the right to decline to enroll your student in the ESOL program or to remove him or her from ESOL services. School staff can discuss other instructional options for your child if you wish to refuse ESOL services. If you do not want your student to participate in the program, you must complete and sign a “Refusal of ESOL Service Form” which is available at each school. You must sign and return this form each year you intend on removing your child from ESOL services. ENGLISH LEARNERS WHO ARE NOT RECEIVING SERVICES/REFUSED SERVICES ARE STILL REQUIRED TO PARTICIPATE IN ANNUAL LANGUAGE PROFICIENCY ASSESSMENTS REQUIRED BY THE STATE.
MCPS 18.19 132
Appendix B
Exit Notification Letter (Sample)
Original on shared drive
MCPS 18.19 133
MCPS 18.19 134
Appendix C
Refusal of ESOL Services Letter (Sample)
Original on shared drive
MCPS 18.19 135
MCPS 18.19 136
Appendix D
Reminder of RF Services Letter (Sample)
MCPS 18.19 137
MCPS 18.19 138
Appendix E
Home Language Survey from InfoSnap (Sample)
MCPS 18.19 139
Appendix F
ESOL Instructional Plan (Sample)
MCPS 18.19 140
MCPS 18.19 141
Completed Sample Plan
MCPS 18.19 142
MCPS 18.19 143
Appendix G
ESOL Caseload and Key (Sample)
MCPS 18.19 144
Caseload Roster Key for 2017-2018
1. Column A - Caseload ESOL Teacher Name
2. Column B - Student Last name
3. Column C - Student First name
4. Column D - Student middle name
5. Column E – MCPS Student ID number
6. Column F – Grade
7. Column G – Home language, will pull the PowerSchool language code
8. Column H -ELD Level: Use WIDA ELD levels 1, 2, 3, 4
9. Column I - State code for receiving services: 1 = ESOL levels 1-4.3 (ACCESS) and 4.4
(WIDA Screener) AND receiving services, 2 = ESOL level 1-5 AND refused services, 4 = 6Y1
or 6Y2
10. Columns J and K - GT or SPED if applicable. The GT and SPED service codes will
populate the GT and SPED fields when pulled from PowerSchool.
Data items 1-10 (columns A-K) will be pulled directly from PowerSchool, using the stored
search feature.
11. Column L – Consult minutes for SPED/Indirect service students: This column should be
filled in ONLY for dually identified (ESOL/SPED) students who are receiving indirect ESOL
services. There is a 30 minute requirement for SPED/ESOL consultations. The ESOL and SPED
teachers must meet at least 30 minutes a month to discuss the dually identified student.
This column is highlighted in blue. The only minutes that should be in this column will be 30 –
the 30 minutes of required consultation for indirect ESOL students.
12. Column M – Indirect service minutes: log in the minutes of indirect service time provided to
or for ESOL students. Indirect services as defined in our DOJ agreement are:
(a) regular (i.e., at least monthly) and ongoing consultation between an ESL endorsed teacher and
either a general education or special education (“SPED”) teacher of the EL, including but not
limited to the ESL teacher training the general education or SPED teacher on how to instruct
ELs, suggesting and/or modeling sheltered strategies, and sharing ESOL and sheltered materials;
and
MCPS 18.19 145
(b) an ESL endorsed teacher monitoring an EL’s academic performance every marking period
and how his/her ELDP level is impacting that performance.
You are indirectly serving a child when communicating with a gen. ed. teacher, providing
training, etc. Team/grade level meetings where the academic performance of the ESOL student
has been discussed should be included as indirect service minutes. Also include any
training/coaching/faculty meeting trainings provided to gen. ed. on working with ESOL students.
Please add the minutes up and provide an average monthly total. For example: 75 min/month or
120 min/month. There is no drop down menu for this, please type in the minutes. There is NO
minimum or maximum number of minutes required for indirect service minutes for monitoring
academic performance or sharing strategies.
Indirect Service minutes are provided to ALL ESOL students (levels 1-4) who are not classified
as indirect ESOL/SPED service. This column needs to be completed for all students levels 1-4,
including RF students. It does not include consult ESOL/SPED students.
This column is highlighted in purple.
13. Column N - Teacher providing indirect ESOL services: enter the name of the ESOL
teacher(s) who provide direct ESOL services to the student. This may or may not be the same
teacher as the caseload manager.
This column is highlighted in purple.
14. Column O - Teacher providing direct services: enter the name of the ESOL teacher(s) who
provide direct ESOL services. This may or may not be the same teacher as the caseload
manager.
This column is highlighted in turquoise.
15. Column P - Core teacher: Elementary - Classroom Teacher(s) or Secondary - Core Content
Teachers (English, Math, Science, Social Studies)
16. Column Q - Content Area Focus for Direct Services:
English Language Arts (ELA)/Math (M)/Science (S)/Social Studies (SS)
MCPS 18.19 146
17. Column R - Direct Service Minutes per Week:
Use the drop down menu to enter in the number of service minutes provided to the student by
week. The chart below details the number of required minutes per week by grade and ELD
level. For the 12-13 school year, the RF option has been added to the minutes of service drop
down menu. For any students who are a state code 2 – refused services, please use the RF code
from the drop down menu.
Grade Level
Cluster
Level 1 Level 2 Level 3 Level 4 Level 5
Kindergarten 150 min/wk 150 min/wk 150 min/wk 150 min/wk 150 min/wk
Grades 1-4 225 min/wk 200 min/wk 200 min/wk 200 min/wk 150 min/wk
Grades 5-8 300 min/wk 225 min/wk 200 min/wk 200 min/wk 150 min/wk
Grades 9-12 300 min/wk 225 min/wk 200 min/wk 200 min/wk 150 min/wk
For students who are indirect service students (ESOL/SPED), their designation is
consult/indirect/ SPED ONLY.
18. Column S - Direct minutes of service per day: Enter the number of minutes of direct ESOL
service by day. Use the drop down menu or hand enter in the minutes of service by day. Be
sure the minutes of service per day equal the number of required minutes of service by
week. For any students who are a state code 2 – refused services, please use the RF code from
the drop down menu.
For students who are indirect service students (ESOL/SPED), their designation is
consult/indirect/ SPED ONLY.
19. Column T - Description of Direct Services:
First list the direct service model being used for services to the student.
MCPS utilizes the following models:
(1) Level 1.2 class (ESOL teacher with students in a self-contained setting, primarily
this is with students new to the country – Level 1s) (NC)
(2) Pull-out/Individual or Small Group (PO/I-SG)
(3) Inclusion/Co-teaching (ESOL teacher pushing in to support content instruction
within the classroom) (INC/Co-T)
(4) Sheltered Instruction (ESOL teacher and content teacher are co-teaching within
the classroom) (SI)
(5) ESOL Content Course at intermediate/secondary (7-12) (ESOL endorsed
teacher with students in a self-contained setting) (ESOL/CC)
(6) General Education Content Course at the secondary (7-12)
(Content teacher is dually endorsed in content/ESOL) (CC/DE)
(7) ESOL Resource Course (R) OHS ONLY
(8) C/SPED: Consultation (C) should only be used for dually identified
MCPS 18.19 147
ESOL/SPED students where it has been determined that the dually identified
student is unable to benefit from ESOL services and will be receiving
indirect/consult ESOL services. DO NOT LIST 6Y1 and 6Y2 AS “C.”
(9) M/6Y1/2: This is to designate monitoring for all 6 year 1 and 2 students. This
Is the only option for 6y1 and 6y2 students.
(10) RF – for students who have refused services
The Division shall identify on the ESOL caseload the service delivery model through which direct or
indirect ESOL services are provided to each SPED EL.
The Division shall record on the ESOL caseload the type of language acquisition services provided to
each SPED EL, including the nature and duration of such services (e.g., 45 minutes of ESOL per day
and sheltered science three days a week for 135 minutes). The ESOL teacher providing indirect
services to SPED ELs who are unable to benefit from direct services shall keep a record of his/her
regular and ongoing consultation with the EL’s special education teachers. This will be done under
the Indirect ESOL Service minutes/consultation with SPED column on the caseload document.
20. Column U - Additional Interventions
In this column, Case Managers need to record any additional interventions that students are
receiving. This is NOT an indirect service – these are additional instructional interventions
that ESOL students may participate in. However, you may provide indirect services (e.g., a
conversation with the RTI Interventionist) and can count this as minutes towards indirect
services. Use the drop down menu to enter the additional interventions.
Some of the current acceleration options include:
(1) PALS
(2) Reading Street
(3) Leveled Literacy Intervention
(4) Reading A-Z
(5) Read 180
(6) Accelerated Math
(7) IXL
(8) I Can Learn
(9) Moby Max
NOTE: If the Reading Specialist is ESOL endorsed, this goes under DIRECT Services – not as
an additional intervention. If the individual providing the instruction is not ESOL endorsed, then
it is an “additional service”.
Reminder – 6Y1 and 6Y2 students
These students must be assigned a caseload manager. For these students, the only columns that
need to be filled in are:
Caseload manager
Demographic info
ELD level and state code (6Y1 or 6Y2 and State code 4)
MCPS 18.19 148
GT/SPED
Additional services
Reminder – Dually Identified ESOL/SPED students
The determination that a SPED EL is unable to benefit from direct ESOL services shall be made by a
school-based team familiar with the student and which includes at least one individual certified in
special education and one individual certified in ESL. If this determination is made, the Division
shall document in detail the bases for this determination and the student shall receive indirect ESOL
services on the DISP form.
Two options are available in determining services status:
Option I: Direct ESOL services
If direct services are appropriate, record on the caseload in the same manner you would for any
student by indicating the direct/indirect services to be delivered.
Option II: Indirect ESOL services/Consultation
Only record on the caseload the amount of indirect/consultation time being provided in column
M and in column T (description of services) record a C/SPED.
Reminder –
Use the PowerSchool stored search to pull the information for the caseload!
MCPS 18.19 149
Sample Blank Caseload
MCPS 18.19 150
Sample Completed ESOL Caseload
MCPS 18.19 151
All students listed as state code 2, eligible for ESOL services, but have refused ESOL services, must be monitored at least 4 times a year.
Student Name Grade Level Monitor date Staff Consulted Data Reviewed Comments
MCPS 18.19 152
Appendix H
EL Student Assessment Participation Plan
MCPS 18.19 153
(Please note, this is for sample purposes only. Please work with your STC to obtain the correct EL Assessment
Plan.)
MCPS 18.19 154
Appendix I
Exit Tracking Form (Sample)
MCPS 18.19 155
Manassas City Public School
ESOL Program Exit Form
Date form completed _______________
Place this completed form in the student’s academic file folder.
Student______________________________________________ Grade__________________
STI # _________________ School________________________________________________
Caseload Manager for monitor student ______________________________
Virginia exit requirements: 2017-2018 school year: Overall composite score of 4.4 or higher on the ACCESS for ELs
assessment taken in the spring of 2017. No tier or literacy score required for the 17-18 SY.
ACCESS for ELs exit scores:
Tier _________ Overall composite score _________ Literacy score _________
After meeting State exit requirements, student’s academic progress must be monitored for
2 years. However, students are included in the EL reporting category (subgroup) for four
years after exit. These years are indicated by a 6Y1 (6 year 1), 6Y2 (6 year 2), 6Y3 and 6Y4
on the MCPS ESOL Screen under WIDA level and a ELD Service Code of 4.
This child will be identified as a 6Y1 student for the 20_____/20_____ school year.
This child will be identified as a 6Y2 student for the 20_____/20_____ school year
This child will be identified as a 6Y3 student for the 20____/20_____ school year
This child will be identified as a 6Y4 student for the 20____/20_____ school year
This child will have completed their four years of monitoring and be identified as a FEP for the
20_____/20_____ school year.
MCPS 18.19 156
Appendix J
Level 6 Monitoring Forms (Samples)
MCPS 18.19 157
MCPS 18.19 158
Sample 6Y1 and 2 monitoring form:
Satisfactory progress
MCPS 18.19 159
MCPS 18.19 160
Sample 6Y1 and 2 monitoring form:
Unsatisfactory progress
MCPS 18.19 161
MCPS 18.19 162
Appendix K
Dually Identified Service Plan (Samples)
Q and A Document
Special Education Codes
MCPS 18.19 163
MCPS 18.19 164
Sample DISP form for student receiving direct ESOL services
MCPS 18.19 165
Sample DISP form for students receiving indirect (consult) ESOL services
MCPS 18.19 166
Sample DISP form after Sept update for level and minute change
MCPS 18.19 167
Directions for completing the DISP
The DISP must be completed within five days of the ESOL student’s identification for SPED
services. The school team responsible for completing the DISP: ESOL teacher, SPED teacher,
classroom teacher (if applicable), and a school administrator or designee.
Complete the student information at the top of the page. The school team will record the ESOL
service minutes. If the student will receive direct ESOL services, please provide the number of
ESOL service minutes per week.
If the team determines, if on account of the student’s disabilities, they are unable to benefit from
direct ESOL service, the student would receive indirect services. If indirect ESOL service is
selected, please fill out the justification. The reason for indirect ESOL services must be
documented in detail, so the reader has a clear idea of WHY the student would not benefit from
ESOL services due to their disability.
The justification for indirect services must be clear enough and in enough detail that the reader
understands why the student would be unable to benefit from ESOL services.
Required elements for detailed explanation why the student would be unable to benefit:
Disability code and description of the disability
The students full scale IQ if appropriate
A robust explanation of the student’s language ability including how the student
communicates – PECS, sign language, etc.
Sample:
After consultation with the ESOL and SPED team, it has been determined that this student will
receive the most benefit from indirect (consult) ESOL services due to the student’s disability
code of 13 – autism. The student is non-verbal and communicates on a limited basis through
pictures and gestures. The student would be unable to benefit from ESOL services on account of
their disability.
…This student is identified as having an intellectual disability with a full scale IQ of 40. This
student is non-verbal and does not interact with surroundings or stimuli. The student is unable to
benefit from ESOL services as a result of his disability.
Examples that do not document in detail the reason for Indirect ESOL Service
1. Because of the student’s low cognitive ability, they would not benefit from ESOL services.
This is example does not explain in detail why the student would not benefit from ESOL
services.
2. The student has a specific learning disability, and would not benefit from ESOL services.
There is not enough detail to determine the extent of the disability or if it is severe enough to
prevent the student from benefitting from ESOL support.
MCPS 18.19 168
The school-based team must sign the DISP. The original will be placed in the student’s
academic file under the special education section and a copy will be placed in the ESOL section
of the academic file. A copy should be kept in the ESOL caseload managers file for that student.
A copy will be sent to the Director of ESOL at the end of each academic year.
A DISP form does need to be completed if the student is classified as Speech or Language
Impairment (SLI - SPED code 9). However, the division expectation is that all Speech and
Language students will receive direct ESOL services. A 504 plan provides accommodations to
students; it does not count or determine SPED services. Therefore, a DISP does not need to be
filled out on any 504 plan student. In certain circumstances, if an “other health impairment”
(OHI - SPED code 10) disability is selected, and the health impairment results in SPED services,
a DISP needs to be filled out.
MCPS 18.19 169
Dually Identified Students Q and A Document
1. When do we need to begin implementing these changes? The division expectation is that each school will meet the DOJ requirements as soon as their
school team has received the training. From this point forward, the division created statement
“Student X is an identified level 2 ESOL student. She receives services based on her Dually
Identified Service Plan” must be included in the PLOP. Each student who is dually identified
must have the Dually Identified Service Plan (DISP) on file, including students who have
previously been identified as SPED and ESOL.
2. How long do the regular and ongoing consultation meetings for students receiving
indirect ESOL services have to be?
The division expectation is that the ESOL and SPED teachers will meet for 30 minutes a month
on the dually identified student. The 30 minutes can be broken up into several smaller meetings,
but teachers will meet for 30 minutes on each dually identified student. Please note, the required
30 minute regular and on-going consultation meeting is ONLY for students who are found to
need indirect ESOL services.
3. What does the regular and on-going consultation look like? Who should be meeting?
What should be discussed?
The consultation should take place in a professional setting, face to face, and be conducted
regularly and with a purpose. While e-mails are encouraged as a form of communication
between teachers, the consultation should be face to face. E-mails do not count as part of the 30
minute consultation. The ESOL caseload manager and either the SPED caseload manager (if the
caseload manager works with the student), OR the SPED roster teacher should be included in the
consultation meetings. Additional, teachers may choose to include the classroom/core content
teachers if applicable. During the consultation, the teachers should discuss the dually identified
student’s academic progress, supporting the dually identified student’s language acquisition,
sharing strategies, etc.
4. What about students that are already identified as ESOL and SPED?
All dually identified students must have a DISP filled out (retroactively, in some cases) and on
file. For dually identified students who are receiving ESOL and SPED services, simply check
the direct services box. For students who are receiving indirect services, please complete the
justification.
5. Do we have to turn in the DISP forms?
Yes, they are due to the Director of ESOL on June 10. They will be collected, reviewed and
submitted to DOJ as part of MCPS’s agreement.
6. Do ESOL teachers have to attend child study, initial evaluations, IEP, and re-evaluation
meetings?
Yes. The division expectation is that the ESOL caseload manager must attend the meetings. If
the ESOL caseload manager is unable to attend, the caseload manager must submit a narrative
about the student, and another ESOL teacher must attend in the place of the caseload manager.
MCPS 18.19 170
The division expectation is that child study chairs will give ESOL caseload managers sufficient
notice of child study, IEP, and other meetings in a timely fashion.
7. Do ESOL teachers need to attend meetings for 6 year 1 and 2 students?
Yes. Since these students are still acquiring academic language and are being monitored, ESOL
teachers must attend.
8. How do we ensure that all IEPs of ELs shall consider the language needs of the EL as
such needs relate to the EL’s IEP?
Follow the factors for IEP consideration guidelines. Question 7 relates to ESOL students.
9. How do ESOL caseload managers record the indirect services on the ESOL Caseload
form?
Column 9 “Indirect service minutes/consultation with SPED” on the caseload form is to be used
when documenting indirect services.
Indirect services, as defined in our DOJ agreement are:
regular (i.e., at least monthly) and ongoing consultation between an ESL endorsed teacher
and either a general education or special education (“SPED”) teacher of the EL, including
but not limited to the ESL teacher training the general education or SPED teacher on how
to instruct ELs, suggesting and/or modeling sheltered strategies, and sharing ESOL and
sheltered materials.
10. Should we put the minutes of ESOL service into the IEP?
No. The IEP addresses only SPED services and disability. ESOL is not a disability.
11. How are testing decisions, accommodations, and exemptions documented for dually
identified students?
Please refer to state assessment testing memo 875: Clarification on State Assessment
Participation of Student Dually Identified as English Learner and with a Disability. Each ESOL
lead teacher and STC has a copy of this memo.
12. Where can I find the DISP form?
It is stored on the division-wide shared drive ESOL/SPED. The forms are in the file folder
named “forms.”
13. Do we have to fill out a DISP form for 6 year 1 and 2 students?
No. 6 year 1 and 2 students have exited the ESOL service program and do not need a DISP
filled out. However, an ESOL teacher must attend child study, IEP meetings, etc for 6 year 1
and 2 students.
14. Do we have to fill out a DISP for Speech and Language dually identified students?
Yes and the division expectation is these services/identifications do not preclude these students
from receiving ESOL services or not. They will receive ESOL services. In the case of
extenuating circumstances, an appeal may be made through school-based administration to the
Director of Federal Programs and Executive Director of Student Services for indirect ESOL
services for the student.
MCPS 18.19 171
15. Do we have to fill out a DISP for 504 students?
A 504 plan provides accommodations to students; it does not count or determine SPED services.
Therefore, a DISP does not need to be filled out on any 504 plan student.
16. Do I have to fill out a DISP for OHI students?
In certain circumstances, if an “other health impairment” (Code - OHI 10) disability is selected,
and the health impairment results in SPED services, a DISP form needs to be filled out.
17. Do I have to attend child study, IEPs, etc. for students who have refused services?
Yes. These students are still considered EL, and must have ESOL representation at the meetings.
MCPS 18.19 172
Special Education Codes for PowerSchool
Disability Code Abbrev. Description Definition
Revised 8/17/2012 3 MD Multiple
disabilities Are simultaneous impairments (such as intellectual disability with blindness, intellectual disability with orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness. (34 CFR 300.8(c)(7))
4 OI Orthopedic impairment
A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). (34 CFR 300.8(c)(8))
5 VI Visual impairment
An impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. (34 CFR 300.8(c)(13))
6 HI Hearing impairment
An impairment in hearing in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section. (34 CFR 300.8(c)(5))
7 SLD Specific learning disability
A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; of environmental, cultural, or economic disadvantage. (§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(c)(10)) Dyslexia is distinguished from other learning disabilities due to its weakness occurring at the phonological level. Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
MCPS 18.19 173
8 ED Emotional disability
A condition exhibiting one or more of the following characteristics over a
long period of time and to a marked degree that adversely affects a
child's educational performance: (34 CFR 300.8(c)(4)) 1. An inability to learn that cannot be explained by intellectual, sensory, or health factors; 2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers; 3. Inappropriate types of behavior or feelings under normal circumstances; 4. A general pervasive mood of unhappiness or depression; or 5. A tendency to develop physical symptoms or fears associated with personal or school problems. Emotional disability includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disability as defined in this section.
9 SLI Speech or language impairment
A communication disorder, such as stuttering, impaired articulation, expressive or receptive language impairment, or voice impairment that adversely affects a child's educational performance. (34 CFR 300.8(c)(11))
10 OHI Other health impairment
Having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia and Tourette syndrome that adversely affects a child's educational performance. (34 CFR 300.8(c)(9))
12 DB Deaf-blindness Are simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. (34 CFR 300.8(c)(2))
13 AUT Autism A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance. A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied. (34 CFR 300.8(c)(1))
14 TBI Traumatic brain injury
An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. (34 CFR 300.8(c)(12))
MCPS 18.19 174
15 504 Qualified individual with disabilities under Section 504 of the Rehabilitation Act
The qualified individual is a handicapped person who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such impairment. The qualified individual is a person with a disability who meets one of the following conditions: is of an age during which it is mandatory, under state law, to provide such services to persons with disabilities; is of an age during which persons without disabilities are provided such services; OR a person for whom a state is required to provide a free appropriate public education under the Individuals with Disabilities Education Act (IDEA).
16 DD Developmental delay
A disability affecting a child ages two by September 30 through six, inclusive: (34 CFR 300.8(b); 34 CFR 300.306(b)) 1. (i) Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, or (ii) who has an established physical or mental condition that has a high probability of resulting in developmental delay; 2. The delay(s) is not primarily a result of cultural factors, environmental or economic disadvantage, or limited English proficiency; and Department of Education 8VAC20-8110. Definitions. 11 3. The presence of one or more documented characteristics of the delay has an adverse effect on educational performance and makes it necessary for the student to have specially designed instruction to access and make progress in the general educational activities for this age group.
19 ID Intellectual Disabilities
New for school year 2009 - 2010. Has formerly been known as "mental retardation" and means significantly sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance. (34 CFR 300.8(c)(6))
MCPS 18.19 175
Appendix L
Checklist for Newly Enrolled Students
MCPS 18.19 176
Checklist for Newly Enrolled Students 2018-2019
Date: School: _____________________________________________ Name: Grade: Date enrolled: Language Spoken at Home: Date entered US __________________ Date entered US school _____________________
yes no Was the student enrolled in another Virginia school? School Phone number Contact person ACCESS Score Year of ACCESS Score Enrolled in ESOL Program in previous school? yes no Number of semesters enrolled in Virginia Updated in PowerSchool? yes no SOL Scores Math Reading Science __ Social Studies
yes no Was the prior school a WIDA participating state? State School Phone number Contact person ACCESS Score Year of ACCESS Score
yes no Is the student new to the country? Date WIDA Screener administered
*If ACCESS/WIDA Screener Score is not available for student because student is new to the country, does not have an ELD level assigned from a prior school division or was not from a WIDA participating state, WIDA Screener is to be administered within five days of student enrollment
Date WIDA Screener administered
yes no Student placed in appropriate language instructional program? Case Manager Homeroom Teacher
yes no Student placed on Caseload Roster? Date yes no Student information entered into Power School? Date yes no Parent notification letter sent? Date
*Must be sent within two weeks after ESOL program placement yes no Parent refused services? Date refusal form signed
*Refusal form must be signed yearly and copy placed in the cumulative file.
yes no Accommodation form completed? Date yes no Parent notified of accommodations receiving? Date
MCPS 18.19 177
Appendix M
Home Language Codes in PowerSchool
MCPS 18.19 178
Language Codes
Code Language Code Language Code Language
10 Abkhaz 1330 Sinhala 2730 Navaho
20 Afar 1340 Siswati 2740 Nez Perce
25 Afghan 1350 Slovak 2750 Nomlaki
30 Afrikaans 1360 Slovenian 2760 Nootka
40 Akan 1370 Somali 2770 Nootsack
50 Albanian 1380 Spanish 2780 Northern Paiute
60 Amharic 1390 Sundanese 2790 Ojibwa, Eastern
70 American Sign Language 1400 Swahili 2800 Ojibwa, Northern
80 Arabic 1410 Swedish 2810 Ojibwa, Western
90 Armenian 1420 Tagalog 2820 Okanagan
100 Assamese 1430 Tamil 2830 Omaha
110 Awadhi 1440 Tatar 2840 Oneida
120 Azerbaijani 1445 Tchamba 2850 Onondaga
130 Bashkir 1450 Telugu 2860 Osage
140 Basque 1455 Temene 2870 Other Athapascan-Eyak
150 Belarusan 1460 Thai 2880 Ottawa
160 Bengali 1465 Tigrinya 2900 Pacific Gulf Yupik
170 Bhojpuri 1470 Tonga 2910 Panamint (dialect of Shoshone)
180 Bihari 1480 Tsonga 2920 Passamaquoddy
185 Bisaya 1490 Turkish 2930 Patwin
190 Bislama 1500 Turkmen 2940 Pawnee
200 Bulgarian 1510 Twi 2950 Penobscot
210 Burmese 1520 Ukrainian 2960 Picuris
220 Breton 1530 Urdu 2970 Pima
230 Cambodian (Khmer) 1540 Uyghur 2980 Pomo (alt. For POL)
240 Carolinian 1550 Uzbek 2990 Pomo, Central
250 Catalan 1560 Vietnamese 3000 Pomo, Eastern
260 Cebuano 1570 Volapuk 3010 Pomo, Northeastern
270 Chhattisgarhi 1575 Wolof 3020 Pomo, Northern
280 Chamorro 1580 Yapese 3030 Pomo, Southeastern
290 Chinese, Hakka 1590 Yoruba 3040 Pomo, Southern
300 Chinese, Mandarin 1595 Yugoslavian 3050 Ponca (dialect of Omaha)
310 Chinese, Min Nan (Fukienese or Fujianese)
1600 Xhosa 3060 Potawatomi
320 Chinese, Yue (Cantonese) 1610 Zhuang, Northern 3070 Quapaw
330 Chittagonian 1620 Zulu 3080 Quechua, Ancash, Chiquian
340 Chuukese/trukese 1630 Abnaki 3090 Quechua, Ancash, Conchucos, Northern
350 Creole 1640 Achimawi 3100 Quechua, Ancash, Conchucos, Southern
360 Czech 1650 Ahtena 3110 Quechua, Ancash, Corongo
MCPS 18.19 179
370 Danish 1660 Alabama 3120 Quechua, Ancash, Huaylas
380 Deccan 1670 Aleut 3130 Quechua, Ancash, Sihuas
385 Dinka 1680 Algonquin 3140 Quechua, Apurimac
390 Dutch 1690 Apache 3150 Quechua, Ayacucho
400 English 1700 Arapaho 3160 Quechua, Boliviano
410 Esperanto 1710 Araucanian 3170 Quechua, Cajamarca
420 Estonian 1720 Arikara 3180 Quechua, Chachapoyas
422 Ewe 1730 Athapascan 3190 Quechua, Chilean
425 Fante 1740 Atsina 3200 Quechua, Classical
430 Farsi 1750 Atsugewi 3210 Quechua, Catahuasi
440 Fiji 1760 Aucanian 3220 Quechua, Cuzco
450 Finnish 1770 Aymara 3230 Quechua, Huanca, Huaylla
460 French 1780 Aztec 3240 Quechua, Huanca, Jauja
470 Frisian 1790 Blackfoot 3250 Quechua, Huanuco, Huaylla
475 Fula 1800 Caddo 3260 Quechua, Huanuco, Huamalies-Northern Dos De Mayo
480 Fulfulde, Nigerian 1810 Cahuilla 3270 Quechua, Huanuco, Maranon
485 Ga 1820 Cakchiquel, Central 3280 Quechua, Huanuco, Panao
490 Galican 1830 Cakchiquel, Eastern 3290 Quechua, Huanuco, Southern Dos De Mayo-Margos Chau
500 Georgian 1840 Cakchiquel, Mam 3300 Quechua, Lambayeque
510 German 1850 Cakchiquel, Northern 3310 Quechua, North Bolivian
520 Greek 1860 Cakchiquel, Santa Maria de Jesus
3320 Quechua, North Junin
530 Greenlandic 1870 Cakchiquel, Santo Domingo 3330 Quechua, North Lima Cajatambo
550 Guarani 1880 Cakchiquel, Southern 3340 Quechua, Northwest Jujuy
570 Gujarati 1890 Cakchiquel, Southwestern 3350 Quechua, Pacaroas
580 Haitian, Creole French 1900 Cakchiquel, Western 3360 Quechua, Pasco, Santa Ana De Tusi
590 Haryanvi 1910 Cayuga 3370 Quechua, Pasco-Yanahuanca
600 Hausa 1920 Chasta Costa 3380 Quechua, Pastaza, Southern
610 Hebrew 1930 Chemeheuvi (dialogue of Ute)
3390 Quechua, Puno
620 Hiligaynon 1940 Cherokee 3400 Quechua, San Martin
630 Hindi 1950 Chetemacha 3410 Quechua, San Rafael-Huariaca
640 Hmong 1960 Cheyenne 3420 Quechua, South Bolivian
650 Hungarian 1970 Chinook Jargon 3430 Quechua, Yauyos
655 Ibo 1980 Chiricahua 3440 Quekchi
660 Icelandic 1990 Chiwere 3450 Quiche, Central
670 Igbo 2000 Choctaw 3460 Quiche, Cunen
680 Ilocano 2010 Chumash 3470 Quiche, Eastern
690 Indian 2020 Clallam 3480 Quiche, Joyabaj
700 Indonesian 2030 Cocomaricopa 3490 Quiche, San Andres
710 Island Carib 2040 Coeur d'Alene 3500 Quiche, West Central
720 Italian 2050 Columbia 3510 Quinault
MCPS 18.19 180
730 Japanese 2060 Comanche 3520 Sahaptian
750 Kannada 2070 Cowlitz 3530 Saint Lawrence Island Yupik
760 Kashmiri 2080 Cree 3540 Salish, Southern Puget Sound
770 Kazakh 2090 Crow 3550 Salish, Straits
780 Kinyarwanda 2100 Cuna 3560 San Carlos
790 Kirundi 2110 Cupena 3570 Sandia
800 Korean 2120 Dakota 3580 Santiam
810 Kosraen 2130 Delaware 3590 Seneca
815 Krahn 2140 Delta River Yuman 3600 Serrano
817 Krio 2150 Diegueno 3610 Shastan
819 Kurdi 2160 Eskimo 3620 Shawnee
820 Kurdish 2170 Eyak 3630 Shoshone
830 Kurmanji 2180 Foothill North Yokuts 3640 Siuslaw
840 Kyrgyz Kirghiz 2190 Fox 3650 Southern Maidu
850 Latin 2200 French Cree 3660 Southern Paiute
855 Lebanese 2210 Guarani 3670 Spokane
860 Lingala 2220 Guaymi 3680 Tachi
870 Laothian 2230 Haida 3690 Tanacross
880 Latvian 2240 Han 3700 Tanaina
890 Lithuanian 2250 Havasupai 3710 Tanana
900 Lombard 2260 Hichita 3720 Tarahumara Baja
905 Luganda 2270 Hidatsa 3730 Central
907 Macedonian 2280 Hopi 3740 Northern
910 Madura 2290 Hupa 3750 Southeastern
920 Magahi 2300 Ingalit 3760 Southwestern
930 Maithili 2310 Inupik 3770 Tarascan
940 Malagasy 2320 Iroquois 3780 Tewa
945 Malawi 2330 Jicarilla 3790 Tillamook
950 Malay 2340 Kalispel 3800 Tiwa, Northern
960 Malayalam 2350 Kansa 3810 Tiwa, Southern
970 Maltese 2360 Karok 3820 Tlingit
980 Marathi 2370 Kawaiisu 3830 Tonkawa
990 Marshallese 2380 Keres 3840 Towa
1000 Marwari 2390 Keres 3850 Tsimshian
1010 Mongolian 2400 Kickapoo 3860 Tubatulabal
1020 Napoletano-Calabrese 2410 Kiowa 3870 Tupi
1030 Nauru 2420 Kiowa-Apache 3880 Tuscarora
1040 Nepali 2430 Klamath 3890 Twana
1050 Norwegian 2440 Koasati 3900 Upland Yuman
1060 Occitan 2450 Koyukon 3910 Upper Chehalis
1070 Oriya 2460 Kuchin 3920 Upper Chinook
1080 Oromo, West-Central 2470 Kutenai 3930 Upper Kuskokwim
MCPS 18.19 181
1090 Palau 2480 Kwakiutl 3940 Upper Tanana
1100 Panjabi, Eastern 2490 Lower Chehalis 3950 Upriver Yuman
1110 Panjabi, Western 2500 Luiseno 3960 Ute
1120 Pashto, Northern 2510 Maidu, Northeast 3970 Walapai
1130 Pashto, Southern 2520 Maidu, Northwest 3980 Wappo
1135 Patois 2530 Maidu, Valley 3990 Washo
1140 Pohnpeian 2540 Makah 4000 Wichita
1150 Polish 2550 Mam 4010 Winnebago
1160 Portuguese 2560 Mandan 4020 Wintun
1165 Punjabi 2570 Maya 4030 Wiyot
1170 Quechua 2580 Menomini 4040 Wyandot
1190 Romanian 2590 Miami 4050 Yaqui
1200 Russian 2600 Micmac 4060 Yavapai
1210 Rwanda 2610 Mikasuki 4070 Yuchi
1220 Samoan 2620 Miwok, Southern Sierra 4080 Yuki
1230 Sangho 2630 Miwok, Central Sierra 4090 Yuma
1240 Sanskrit 2640 Miwok, Coast 4100 Yupik, Central
1250 Saraiki 2650 Miwok, Lake 4110 Yupik, Central Siberian
1260 Serbian 2660 Miwok, Northern Sierra 4120 Yupik, Pacific Gulf
1270 Serbo-Croatian 2670 Miwok, Plains 4130 Yurok
1280 Sesotho 2680 Mixteco, San Juan Mixtepec 4140 Zapoteco, Yalalag
1290 Setswana 2690 Mohawk 4150 Zapoteco, Yatzachi
1300 Shona 2700 Mono 4160 Zuni
1310 Sindhi 2710 Mountain Maidu 9999 Unknown or unlisted language
1320 Singhalese 2720 Muskogee
MCPS 18.19 182
Appendix N
PowerSchool ESOL Page
MCPS 18.19 183
To begin, enter student’s name in PS.
Click on the MCPS Pages/ESOL.
MCPS 18.19 184
1. EL Case Manager - assigned by the lead teacher or Dept. Chair
2. WIDA level – loaded in from ACCESS data file or hand entered by lead teacher or Dept.
Chair
3. Receving ESL Services Code – entered by lead teacher or Dept. Chair
4. EL Accomodations – entered by lead teacher or Dept. Chair
5. Birth country- entered by registrar and pulled into ESOL page
6. Home Language – entered by secretary or registrar and pulled into ESOL page
7. VA Entry Date – entered by secretary or registrar and pulled into ESOL page
8. US Entry Date- entered by secretary or registrar
9. EL Exit Date – entered by lead teacher or Dept. Chair
10. EL Eligibility Date – entered by lead teacher or Dept. Chair
11. Screening (type) - entered by lead teacher or Dept. Chair
12. Date of Screening – entered by lead teacher or Dept. Chair
13. 30-day Parent Notification Letter – batched entered by Central Office for students enrolled
before Sept 23. Hand entered by lead teacher or Dept. Chair for any students enrolling after
Sept 23.
14. Semester 11– entered by secretary or registrar and/or by lead teacher or Dept. Chair
15. Date Semester 11 was Modified – entered by secretary or registrar and/or by lead teacher or
Dept. Chair
16. SOL EL Parent Notification (when signed letter was returned by parents notifying them of
their students accommodations and participation in SOL assessments) – entered by lead
teacher or Dept. Chair
17. Oral Communication- entered by secretary or registrar
18. Written Communication – entered by secretary or registrar
19. Years Participating in VGLA Reading- entered by lead teacher or Dept. Chair and/ or STC
20. School Year of First VGLA – entered by lead teacher or Dept. Chair and/or STC
21. EL Test Tier (ACCESS)- batch loaded from Central Office
22. EL Composite Score (ACCESS or WIDA Screener) – batch loaded (ACCESS) from Central
Office or hand entered (Screener) by the lead teacher or Dept. Chair
23. EL Literacy Score (ACCESS) – batch loaded from Central Office
24. Gifted Referral- pulled from PowerSchool data
25. Gifted Code – pulled from PowerSchool data
26. Primary Disability- pulled from PowerSchool data
27. Actual Eligibility Date (students who also receive SPED services) - pulled from
PowerSchool data
MCPS 18.19 185
Appendix O
Referral to ESOL Re-Entry Committee (Samples)
MCPS 18.19 186
MCPS 18.19 187
(page 2)
MCPS 18.19 188
MCPS 18.19 189
Appendix R
Parent Notification of Re-Entry into ESOL
MCPS 18.19 190
MCPS 18.19 191
