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Elementary ELD Placement Guidelines

2014 – 2015

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Revised November 2014

Contents

I. Introduction

II. LIEPs

Guide to Fall Testing

LIEP Conferences

How to read an LIEP

III. ELD Service Categories

IV. ELD Class Descriptions

RSA Compliance and ELD Scheduling

V. Scheduling ELD Services

Appendix A. Testing Accommodations

Appendix B. Classroom Modifications

Appendix C. Retention of ELL Students

Appendix D. ELD Staff Job Descriptions

Bilingual Paraprofessional Job Description

ELL (ELD) Teacher Job Description

ELL Instructional Facilitator Job Description

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I. Introduction It is the policy of Oklahoma City Public Schools to provide equitable access to education for limited English

proficient students (LEP), otherwise known as English Language Learners (ELLs). In accordance with the Six

Goals of Educational Equity, as illustrated in OKCPS’ Lau Plan and listed below, OKCPS is committed to

providing appropriate placement for English language development (ELD) services, along with curricular,

instructional, and other related services, to ensure that English Language Learners participate successfully in

the district’s educational and extracurricular programs.

The Six Goals of Educational Equity are:

Goal 1: ELLs have comparably high academic achievement and other student outcomes Goal 2: ELLs have equitable access and inclusion in schools, programs and activities Goal 3: ELLs receive equitable treatment Goal 4: ELLs have an equitable opportunity to learn Goal 5: ELLs have equitable resources Goal 6: Accountability for ELLs is shared by stakeholders

With an extremely high student mobility rate within the district, OKCPS’ Elementary and Secondary ELL

Placement Guidelines are meant to standardize English language development services and content grade-

level instruction offered to OKCPS’ ELL students so that a continuum of service is in place in order that the

linguistic and content area needs of our large ELL population are met. Furthermore, the guidelines strive to

make orderly and clear the rationale behind the scheduling and coordination of services of ELD teachers,

bilingual paraprofessionals, and mainstream instructional staff, ensuring that ELLs receive English language

development and other services that are in accordance with their linguistic and developmental needs.

Additionally, the guidelines clarify for which ELL students, at each site, ELD teachers and bilingual

paraprofessionals are to be held accountable regarding English language progress and proficiency (as

documented by State and Federal guidelines).

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II. Language Instruction Educational Plan (LIEP)

The Language Instruction Educational Plan (LIEP) is a state-mandated document, which details services, placement,

goals, modifications, and assessment accommodations for ELL students. The LIEP is required for all served English

language learner (ELL) students from Kindergarten to 12th grade.

What is an LIEP Conference?

An LIEP conference is an opportunity for educators to come together to review data and make decisions about

placement for ELL students. The LIEP conference is done in Professional Learning Community (PLC) meetings in the

fourth or fifth week of school. ELD, Special Education and mainstream staff meet to review data for all ELL students in

the grade at once.

Is the LIEP Conference the same as a data meeting? Data meetings are held outside of PLCs, and are scheduled with one teacher at a time. If the ELD teacher and bilingual

paraprofessionals are invited to the individual data meetings, present data for ELLs, and the team can make all of the

decisions required for LIEP Conferences during this time, then the data meeting certainly serve as the LIEP conference;

however, in schools with higher ELL populations, it might be a good idea to have the Beginning of the Year LIEP

conference as a separate meeting, during PLC time.

Who is the LIEP Team?

The LIEP team consists of ELD staff (teachers and/or bilingual paraprofessionals), any and all mainstream/ content area

teachers, and the Special Education personnel for students on an Individual Education Plan (IEP). Using the Elementary

Placement Guidelines, decisions should be made as a team. If there is not a full-time ELD teacher, the meeting may be

led by a full-time paraprofessional. If there is only a traveling ELD teacher, the ELD teacher may set up times to meet

with mainstream teachers and other relevant staff at a time of their convenience instead of meeting with all PLCs.

How are bilingual paraprofessionals involved?

Bilingual paraprofessionals should be involved throughout the service determination process. They should be present

for all LIEP conferences that may involve students they will serve, and should be a part of the discussion regarding

current data and placement. Furthermore, scheduling for bilingual paraprofessionals, based upon the Elementary

Placement Guidelines, should be a product of the beginning of the year LIEP conference.

Can students participate in both ELD and Special Education?

Students have legal rights to participate in any and all programs for which they qualify, including ELD and Special

Education services. There are no regulations that prohibit a student from participating in both Special Education and

English language development programs.

How are LIEPs generated?

For elementary schools with an English Language Development (ELD) teacher and/or bilingual paraprofessionals, the

LIEP team meets Professional Learning Community (PLC) meetings between the third and fifth week of school to hold

the LIEP conference. The purpose of this meeting is to determine services for ELL students based on current WIDA, Easy-

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CBM and OCCT scores. For elementary schools with no ELD teacher or bilingual paraprofessionals, LIEPs are coordinated

and printed by the principal or his/her designee. For students who enroll after the LIEP conferences, ELD staff and

mainstream teachers should meet to determine ELD services, modifications and accommodations within 2 weeks of

enrollment so that an LIEP can be generated.

Why do we need to meet?

LIEPs should be a product of professional collaboration among all teachers involved with the students. For that reason,

ELD and mainstream teachers will meet for the purpose of determining appropriate ELD services for students. The

meeting will focus on data, placement, and plans for testing accommodations. LIEPs will be generated as a result of the

meeting.

What if I have concerns about a student?

Student concerns should be discussed with the LIEP team as soon as they become apparent. An interim meeting

(between the other LIEP conferences) may be necessary. ELD, mainstream and special education staff (as applicable)

should work together to meet students needs as early as possible.

Grade retention is not an academic intervention, and may not be carried out if the LIEP has not been followed (ELD

services, classroom modifications, and testing accommodations). Please refer to Appendix C for more information about

retaining ELL students.

LIEP Timeline

Week ELD Teachers/ Bilingual Paraprofessionals Mainstream Teachers

1

- Begin pulling newcomers (as defined by Category list) for ELD services

- WIDA Access Placement Testing (WAPT) and Pre-K Testing

- Notify SpEd teachers of upcoming meetings

- Alert ELD teachers to any immediate concerns regarding ELL students

- Mainstream teachers attend training on LIEP modifications (site-based and district-wide) – Offered in weeks 1-4

2 - Newcomer classes - WAPT and Pre-K Testing

- Begin Easy-CBM Testing

3 - Newcomer classes - WAPT and Pre-K Testing -

- Complete Easy-CBM Testing

4-5

- Newcomer classes - LIEP Meeting – bring ELL Roster with WIDA

scores and Category levels - When WAPT is complete, begin pulling non-

newcomer students for services (trial schedule – will finalize later)

- LIEP Meeting – bring Easy-CBM and/or other relevant data

6 - Finalize class schedule

Nov. - ELD teachers will generate LIEPs and

distribute to mainstream teachers.

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Guide to fall ELD testing

Steps in identifying and placing English language learners

1. Parents complete a Home Language Survey (HLS) and answer YES or NO to Question 1: Is a language other than

English spoken in your home?

2. School office/ Home language survey organizer enters HLS information into TERMS so ELL coordinator receives

information.

3. If an answer of YES is given for HLS question 1, the student is identified as a potential ELL and a test score

acquired.

a. If student is coming from another school in Oklahoma City, a current score is attained from SIPS.

b. If student is coming from a district in Oklahoma or another WIDA state, a current score is requested.

c. Pre-K, first time (not retained) Kindergarteners, and students in grades 1-6 without current WIDA scores

(Access or WAPT) are given a WAPT test.

4. Assessments should be completed within the first 4 weeks of school.

L=Listening, S=Speaking, R=Reading, W=Writing

Grade Test Students to test Grouping Time per student

Test administrator

Training

PK Pre-K Screening Tool

All students identified by HLS*

Individual 5-10 minutes Any teacher or parapro

None

K WAPT-K L & S only

All students identified by HLS* with no current score

Individual 10-20 minutes total

Certified teacher

WAPT training Training is required once; no need to renew every year

1 WAPT K All 4 sections New students

identified by HLS* with no current score (check for out-of-district scores before testing)

Speaking: individual L, R, W: Group

Speaking 10 min each L+R+W: 2 hours total

2 WAPT 1-2 All sections 3

4 WAPT 3-5 All sections

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*Students are identified by the Home Language Survey (HLS) for initial assessment by an answer of YES to question 1 on

the Home Language Survey (There is another language spoken in the home)

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LIEP Conferences

The purpose of the LIEP conference is for staff members involved with ELL students to collaborate to

determine and review services, accommodations and modifications for ELLs. ELD teachers and bilingual

paraprofessionals will participate in professional learning community (PLC) meetings with teachers whose

students they work with regularly. ELD staff will meet with mainstream and special education teachers (if

applicable) in August to determine services, in December to make adjustments to services, and in May to

reflect upon efficacy of services.

LIEP Conferences At-a-Glance

Beginning of the Year (BOY) Conference

Middle of the Year (MOY) Conference

End of Year (EOY) Conference

Timeframe By 5th week of school December May

Grades K-6th K-6th 1st-6th

Objectives

Review WIDA and Easy CBM / OCCT data

Determine ELD Services, accommodations and modifications

Evaluate current ELD placement and make adjustments as needed

Complete monitoring documentation

Complete monitoring documentation

Review/reflect on ELD services

What to bring

ELD teacher/staff:

WIDA roster

Easy CBM, OCCT or other assessment information

Recommendations for ELD services

Mainstream:

Relevant data

ELD teacher/staff:

Any new or relevant data Mainstream:

Letter grades for monitored students and other relevant data

ELD teacher/staff:

Any new or relevant data Mainstream:

Letter grades for monitored students and other relevant data

Meeting Format

ELD staff and mainstream teachers meet to determine ELD services

ELD staff and mainstream teachers meet to adjust services

ELD staff and mainstream teachers meet to reflect upon services and make recommendations for the next year

See next pages for detailed meeting agendas

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Beginning of the Year (BOY) LIEP Conference

ELD staff brings:

ELL roster with WIDA scores and Category information

Easy-CBM, OCCT or other assessment data relevant to student placement

Recommendations for ELD services, including

o Students to be served

o Which classes students will have, based upon Easy-CBM

Mainstream and Special Education teacher brings:

Work samples or other data to inform decision-making (as needed)

Information relevant to the student’s IEP placement* (as needed)

Action steps for BOY meeting:

1. ELD staff presents their recommendations for services, including

a. Brief overview of WIDA information

b. Information about Category Protocols (Section III)

c. Recommendation for students to be served

2. Placement for ELD services, classroom modifications and testing accommodations will be made by the LIEP team

(mainstream teacher and ELD staff) in accordance with the OKCPS ELD Service Protocol (refer to Section III),

OKCPS Classroom Modifications for ELLs (Appendix B) and the OKCPS Guide to Testing Accommodations for ELLs

(Appendix A).

Questions to consider:

What are the needs of the student? Based on current assessment data, does he/she need phonics or

reading comprehension skills

Please note:

Newcomers will be served immediately after being identified, even if a placement conference has not

yet happened.

For students who enroll after the LIEP conferences, ELD staff and mainstream teachers should meet to

determine ELD services, modifications and accommodations within 2 weeks of enrollment so that an

LIEP can be generated.

3. Discuss any other relevant information that will go into students’ LIEPs

4. Schedule Middle of the Year meeting dates

The ELD teachers will create and distribute LIEPs reflecting the services agreed upon in the placement meeting within 2

weeks of BOY meeting.

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Middle of the Year LIEP Conference

Purpose of this meeting: To make adjustments to ELD services (as needed) and to complete monitoring documentation.

ELD staff brings:

Relevant data if requesting changes to ELD placement

Monitoring documentation (if applicable)


Relevant data if requesting changes to ELD placement (work samples, test scores)

Relevant data for any monitored students (letter grade, standardized test scores)

Action steps for MOY Meeting

1. Discuss student placement in ELD and make any needed adjustments, based upon student data (Easy-CBM,

benchmarks or other assessments)

2. Complete documentation for any students on monitored (M1 or M2) status and make adjustments to monitored

status as needed (such as a student who needs to be assessed for possible re-entry into ELD program)

End of Year LIEP Conference

ELD staff brings:

Relevant data if requesting changes to ELD placement

Monitoring documentation (if applicable)


Relevant data regarding ELD placement (work samples, test scores)

Relevant data for any monitored students (letter grade, standardized test scores)

Action steps for EOY Meeting

1. Complete documentation for any students on monitored (M1 or M2) status and make adjustments to monitored

status as needed (such as a student who needs to be assessed for possible re-entry into ELD program)

2. Discuss this year’s services and suggestions for improvements for next year

How to Read a Language Instruction Educational Plan (LIEP)

ELP Designation: student is either ELL or Not ELL; only students who are ELL can be served by ELD staff. LEP Status: ELL, Never Identified, Former ELL (Monitored), or Fully Exited; only students classified as ELL can be served by ELD staff. LEP Service: All students who are identified as ELL will have an ELD service provided by the school. Students are chosen for services based upon WIDA scores (lowest first). Elementary ELD services may include Mainstream SIOP – All students identified as ELL will

be instructed in the mainstream classroom in the target language (English) with modifications according to WIDA proficiency levels and accommodations for assessments. A list of modifications can be found in the final LIEP and on the LCS website.

ELD Elementary Newcomer services, ELD Phonics, ELD Reading Skills

English Proficiency Test Scores – Current WIDA scores, which may be WIDA Access Placement Test (WAPT) or WIDA Access (Spring test). Descriptions of each proficiency level (1.0-6.0) are given. WIDA Can-Do Descriptors – indicators of what students can do for each domain; these are crucial for modifying assignments and assessments for ELLs.

http://www.okcps.org/Portals/Okcs/District/docs/Language%20and%20Cultural/For%20Teachers/Classroom%20Modifications%20for%20ELLs.pdf

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Modifications: In addition to the WIDA Can Do Descriptors, which describe student expectations, LIEP modifications list teacher expectations for presenting classroom content to ELL students. There are three types of modifications: sensory supports, graphic supports, and interactive supports. These are taken directly from the Model Performance Indicators in the WIDA ELD Standards. Goals: LIEP Goals are based upon the WIDA Can Do descriptors. These indicate the target for the next proficiency level on the Can-Do Descriptors. There is a goal for each language domain: listening, speaking, reading and writing. Goals are on a year-to-year basis. Goal progress is determined by

AMAO 1: Annual increases in the number or percentage of LEP/ELL students making progress in learning English as determined by the ACCESS for ELLs Test

AMAO 2: Annual increases in the number or percentage of LEP/ELL students attaining English proficiency by the end of each school year as determined by the ACCESS for ELLs® Test

Accommodations- All served ELLs are eligible for accommodations. Accommodations are determined by the LIEP team in the fall semester and a record is kept separate from this document. The ELL Site Coordinator and/or the Building Test Coordinator maintain the list and can provide accommodation information on request.

III. ELD Service Categories OKCPS’ Elementary ELD program design categorizes served ELL students into categories based on research and the

rationale that students with the lowest levels of English proficiency should receive higher priority status for services

provided by ELD teachers and bilingual paraprofessionals.

The following are required in mainstream classrooms for all levels of served ELLs:

Sheltered Instruction (SIOP) instructional strategies

Appropriate classroom modifications (class work, homework, and formative assessments), according to LIEP

Testing accommodations (district and state testing), as per LIEP

The categories indicate which students should be served (pull out format) by ELD staff, as follows:

Criteria for Category ELD Programming Scheduling Parameters

Category 1

1st

- 6th

grade Newcomers must be both

New arrivals to the U.S. (less than a year), AND

Both Listening and Speaking scores range from 1.0 to 1.9 Newcomer Curriculum

1-2 sessions daily, totaling 60-90 minutes per day

Category 2 2

nd - 6

th grade students with a Literacy score of 1.0-1.9 or

identified as High Risk on Easy-CBM

ELD Phonics or ELD Reading Skills

Daily

Category 3 1

st grade students with a Composite score of 1.0-1.5 or identified

as High Risk on Easy-CBM ELD Phonics or

ELD Reading Skills Daily

Category 4 2

nd through 6

th grade students with a Literacy score of 2.0-2.9 ELD Phonics or

ELD Reading Skills 3-5 sessions/ week

Category 5 Served ELLs of any grade with a CRT Reading Score of

Unsatisfactory AND WIDA literacy scores of 1.0-3.9. ELD Phonics or


Category 6 1

st grade students with a Literacy score of 1.0-1.9, AND

Identified as High Risk or Some Risk on Easy-CBM ELD Phonics or


Category 7 Kindergarten and Pre-K

All other Served ELLs ELD Phonics or


Clarifications for Service Priorities

If a student falls into more than one category, their placement shall default to the lowest number.

Any served student not pulled by the ELL teacher shall be considered to be on a consultation basis. Status and frequency of check-ups will be written into the LIEP.

Any ELL student targeted for retention shall be the highest priority within their subdivision (Category). Example: If there are 25 students within Category 3 and 5 of them are targeted for retention, then those 5 shall have precedence within their subgroup (Category 3).

ELD students with learning disabilities may have different instructional needs. For that reason, the services that a student receives within his/her category may be modified by the IEP team. This decision should be made jointly by the ELD teacher and IEP case manager/ IEP team.

If students in Category 7 are to be pulled by the ELL teacher, students with the lowest literacy scores who are struggling in the mainstream classroom should be given priority (within Category 7). This decision should be made by the LIEP team.

Placement is based on current WIDA ACCESS or W-APT scores (TERMS, panel S734). ELL students may not be placed for ELD services for a period of more than two weeks without a current WIDA ACCESS or W-APT score.

If no teacher is available to serve newcomers, please set up a conference with your ELL instructional facilitator to discuss service options.

Newcomers should be served daily as soon as they are identified, regardless of paperwork and testing.

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IV. English Language Development Class Descriptions All elementary English language learner students receive content instruction from mainstream classrooms, except in rare circumstances in which an IEP designates a separate location. Mainstream teachers provide the primary English language development services, which include classroom modifications, using best practice and instructional strategies for English language learner students, and testing accommodations for all assessments, according to the WIDA Can Do Descriptors. Beyond mainstream classroom services, students may qualify for additional English language development services by ELD staff. Descriptions of each class are in the table below.

ELD Newcomer Classes ELD Phonics ELD Reading Skills

Designed for

Students in grades 1-6 with no English proficiency, identified as a newcomer per the Elementary Placement Guidelines. Note: Kindergarten newcomers are on a consultation basis with the ELD teacher, who will provide support and resources to the classroom teacher; if available, a bilingual paraprofessional may be assigned to work with kindergarten newcomers.

Students in grades 1-6 who lack foundational reading skills (phonics and phonemic awareness) identified as Category 2-6 by OKCPS Elementary Placement Guidelines

Students in grades 2-6 who have foundational reading skills (phonics) but struggle with reading comprehension and grade-level reading skills, who are identified as Category 2-6 by OKCPS Elementary Placement Guidelines

Class objectives

Instruction in Basic Interpersonal Communication Skills, including language function, vocabulary, grammar and phonics

Direct, intensive, and sequential instruction in phonics and phonemic awareness with added vocabulary instruction; develop proficiency in listening, speaking, reading and writing skills through reading and talking about words and text.

Students will develop listening, speaking, reading and writing skills by tackling texts appropriate for their instructional levels; students will practice grade-level reading skills (main idea, making inferences, etc.) to improve comprehension.

Placement Based upon WIDA proficiency; Newcomers should be served daily as soon as they are identified, regardless of paperwork and testing.

WIDA literacy score Red or Yellow on Easy-CBM Word Reading Fluency (WRF) or Passage Reading Fluency (PRF)

WIDA literacy score Easy-CBM WRF and/or PRF is yellow or green, but Multiple Choice Reading Comprehension (MCRC) is Red.

Scheduling Pull-out for 60-90 minutes daily Pull-out for a minimum of 40 minutes, or regular (daily) centers within a mainstream classroom

Pull-out for a minimum of 40 minutes, or regular (daily) centers within a mainstream classroom

Curriculum OKCPS Newcomer Curriculum Guide Reading Horizons or school-wide phonics program

Leveled readersl, library books; online resources

Assessment Rubric scores are recorded by ELD teachers and shared with the mainstream teacher; EasyCBM scores recorded by mainstream teacher; please note: the OKCPS Newcomer Portfolio replaces Edusoft Reading Benchmarks for first-year exempt students

Easy-CBM growth from beginning of year to end-of-year WRF benchmark Running records checks as needed

Easy-CBM growth from beginning of year to end-of-year PRF and/or MCRC benchmark; running records checks

Curriculum, Materials

and Resources

In the USA textbooks, Oxford Picture Dictionaries, Lakeshore materials, Reading Horizons

Newcomer Curriculum Guide

Portfolio & templates

Guide for Mainstream teachers

Reading Horizons kits provided by LCS

RH Pacing Guides

Pacing Guide to correlate with mainstream

Reading A-Z and other web resources

http://wida.us/standards/CAN_DOs/

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V. Scheduling ELD Services

ELD staff (teachers and paraprofessionals) will be used solely for providing ELD services to ELL students. Please see

Appendix D for complete job descriptions for ELD staff.

Students will be placed for ELD services via the LIEP conference and using a triangulation of WIDA and other reading

assessments (Easy-CBM and/or OCCT). If a student arrives after the beginning-of-the-year LIEP conference, the ELD and

mainstream teacher shall meet to determine services.

ELD classes and/or bilingual paraprofessional scheduling is to be based on current ELL student data, i.e., ELL

numbers, WIDA scores, CRT/EOI scores, and staffing allocations.

ELD Class Scheduling

ELD classes should last a minimum duration of 40 minutes.

Group sizes should be limited to 6 to 8 students per group; this meets requirements for Tier II intervention. If used as Tier III intervention, ELD and mainstream staff should take group size requirements for Tier III into consideration.

Groups should be established in the beginning-of-the-year LIEP meeting and only altered at semester, except in extreme circumstances where a student is misidentified or incorrectly placed

Service Priorities do not need to be served in a class together. For example, SP 1 (newcomer) students do not need to be served in one group. Sixth graders may be served with fourth and fifth graders, but it would not be appropriate to serve them with first graders.

The same grades do not have to be served together; instead, within limitations of age appropriateness, ELD teachers and staff shall see students of similar need. For example, it may be appropriate to group fourth and fifth grade students who need work in phonics, and separately group fourth and fifth grade students who need to improve reading skills.

It is recommended that ELD pull-out schedules follow the school-wide specials schedule, as long as specials last a minimum of 40 minutes

ELD teachers are entitled to planning time (200 minutes/ week) and a duty-free lunch (30 minutes daily) in

accordance with the Collective Bargaining Agreement.

Planning time is intended for the preparation of instruction, professional development and PLC meetings.

o ELD teachers should not be asked to translate documents during their regular planning time, as this is for

instructional planning or collaborative meetings. Teachers should never be asked to translate documents or

do any kind of interpretation during their scheduled class time.

o Additional duties such as translating documents and testing incoming students merit extra planning time.

Teachers should not be translating more than an hour per week.

o LCS recommends a set amount of time per week for the site coordinator to keep up with testing, files and

paperwork. This may be 30 minutes for smaller schools, an hour for schools with medium-sized populations,

and two hours for schools with very large ELL populations.

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Scheduling ELD Classes and RSA Compliance

Per Oklahoma’s Reading Sufficiency Act:

All students will participate in a 90-minute reading block (Tier I) to receive instruction from the classroom

(general education) teacher. ELL students K-3 shall not be pulled out of class during this time.

Grade K-3 students on Tiers II and III must receive extra interventions, per state law. This may be provided by

either the ELD teacher or the classroom teacher. The ELD teacher is scheduled per Elementary Placement

Guidelines; if a student is being pulled per EPGs, the pull-out time may count as a Tier II or III intervention,

provided that the instruction is reading-related.

Students should not be pulled out of class during direct (whole group) instruction in reading or math

Students in grades 4-6 are not subject to RSA. These students may be pulled from class during the reading block,

provided that they are not missing direct instruction.

ELL students shall not be pulled out during direct (whole group) instruction in math.

Appendix A. Testing Accommodations OKCPS Guide to Documenting Test Accommodations for ELLs Please see full version of 2014-15 OCCT Testing Accommodations for more information

Setting Content

Area Helpful For

ACCESS Levels Documentation To be maintained by Building Test Coordinator 1-2 3-4 5

S1. Individual Testing All

Students who test better in a modified setting/situation

Teacher documents accommodation as used for benchmarks and classroom assessments; document in lesson plans and/or with building test coordinator

S2. Small Group (5 or fewer) All

S3. Preferential Seating All ° ° °

S4. Separate location All ° ° °

Time Content

Area Helpful For

ACCESS Levels Documentation To be maintained by Building Test Coordinator 1-2 3-4 5

T1. Flexible schedule same day All

Students who test better with a flexible schedule


T2. Administer subject area test over several sessions (except Writing tests or extended response sections).

All EXCEPT Writing Tests or

extended response

° ° °

T3. Allow frequent breaks during testing

All ° ° °

Linguistic Supports Content

Area Helpful For ACCESS Levels Documentation

To be maintained by Building Test Coordinator 1-2 3-4 5

ELL1. Provide the assistance of a qualified oral language translator*or translate test instructions; does not include test items

All

Served ELLs with proficiency in their first language and/or who have learned content in their first language

X

Paraprofessional schedule showing students with whom they are working, OR student schedule showing native language classes

ELL2. Provide the assistance of a qualified oral language translator to translate test items and answer choices that do not assess reading competency

All except ELA or

Reading

Served ELLs who have learned the content in their native language (either in a native language class or in home country in the last year)

°

Paraprofessional schedule showing students with whom they are working, OR student schedule showing native language classes OR transcript showing equivalent course in home country

ELL3. Simplify, repeat, and clarify test instructions in English All

Served ELLs who may have difficulty understanding written directions


http://www.okcps.org/Portals/Okcs/District/docs/Language%20and%20Cultural/OSTP%20ELL%20Accommodations%2014-15.pdf

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ELL4. Text-to-Speech or Human Reader (excludes ELA/Reading tests)

All except ELA or

Reading

Served ELLs who have difficulty reading in English (low phonics or comprehension skills)


ELL5. Student may read the test aloud to himself/herself. All

Served ELLs who work better when reading test items aloud


ELL6. Scribe the 5th/8th Grade Writing Test or English II/III writing portion; a student’s response may NOT be transcribed/ translated from another language into English.

Grade 5/8 Writing and English II/III

Writing Portions

Only

Served ELLs who have high oral (listening/speaking) proficiency, but who have low written proficiency

X X X


ELL7. Word-to-Word Dictionaries

All

Served ELLs who have some measure of reading proficiency and content-area vocabulary in their native language

°


ELL8. ACE English II EOI retake opportunity

English II EOI

See state guidelines °

Document that student took and failed the English II EOI test, participated in remediation, is passing English II, and have a read-aloud in place in the classroom.

SDE Accommodations Key: Highly recommended ° Recommended for use at this level X May not be appropriate, but up to LIEP team

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Appendix B. Classroom Modifications for ELLs Per the Oklahoma City Public Schools Language Instruction Educational Plan (LIEP), ELL students will receive grade level classroom instruction in English with

sensory, graphic and interactive supports. The amount and type of support depend on the student’s WIDA proficiency levels, as follows:

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This list can also be found on the LCS website.

http://www.okcps.org/Portals/Okcs/District/docs/Language%20and%20Cultural/For%20Teachers/Classroom%20Modifications%20for%20ELLs.pdf

Appendix C. Retention of ELD Students Federal law is very clear that no ELL student should be retained where language proficiency or lack thereof is the reason

for the retention. Retention of ELL students shall not be based solely upon the level of English Language Proficiency.

Lau v. Nichols (SCOTUS, 1974)

There is not equality of treatment merely by providing students with the same facilities, textbooks, teachers, and

curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.

Office of Civil Rights (May Memorandum, 1970)

School districts are required to take affirmative steps to rectify the language deficiency in order to open up their

programs to English Language Learner students.

If an ELL student is being considered for retention by the designated school committee, an English Language

Development staff member must be a member of the committee.

In considering retention of an ELL student, supportive evidence will include the following:

1. History of the student’s WAPT and/or ACCESS for ELLs Proficiency Scores

2. ELL Student Plan and/or ELL Instructional Modifications Form

In addition, the following points must be considered by the designated school committee prior to making a

recommendation of retention for an ELL student.

1. Has the student’s level of English Language Proficiency been assessed?

2. How long has the student been enrolled in the school district?

3. Have the student’s parents/guardians been contacted in their native language if the student is not performing at

grade level?

4. Have the Language Instruction Education Plan, including ELL Instructional Modifications, testing

accommodations, and ELD services been implemented?

5. How much focused English Language Development instruction is the student receiving throughout the school

day?

6. Is there sufficient screening and progress monitoring data to show that the student is below grade level due to

factors other than English Language Proficiency?

If the above points have not occurred in a sufficient manner and have not been documented, retention is not

appropriate. The decision to retain a student should be based on several pieces of criterion to determine if retention is

appropriate. English Language Proficiency, or lack thereof, cannot be a factor in considering retention of an ELL student.

The district is responsible for providing an interpreter/translator in the language of the parent/guardian for meetings

and/or any documentation communicated to the parent regarding the potential retention of the student.

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There may be factors other than English

proficiency affecting the student’s performance

No

No

No

No

No

No

No

No

Retention is

inappropriate

if any of the listed

requirements have

not been met.

Retention may

be considered,

in

consultation

with ELD staff,

if all listed

requirements have

been met and

student is still not

successful.

Yes to all

Current English proficiency assessment

Length of US enrollment > 1 year

Classroom Modifications

Testing Accommodations

Language Instruction Educational Plan (LIEP)

Minimum amount of language proficiency

Alternative assessments used regularly in class

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Appendix D. ELD Staff Job Descriptions Bilingual Paraprofessional Job Description

Job Title: Bilingual Paraprofessional Reports To: Building Principal Department: ESL Contract Days: 181 Compensation: Schedule 103 Overtime Status: Non-Exempt Date Revised: March 24, 2014 Position Summary: OKCPS’ Bilingual Paraprofessionals are highly-motivated, proactive, committed and passionate individuals who use their fluency in English and a language other than English in order to assist English Language Learner (ELL) students to learn academic content and language and to adjust to U.S. schools. Under the direction of a certified teacher, Bilingual paraprofessionals work with non-English proficient students on a one-to-one basis or with small groups to reinforce instruction. Qualifications: Education: Must have one of the following in addition to a high school diploma or its’ recognized equivalent:

Associate’s Degree or higher

48 or more college/university credit hours

A passing score on the Oklahoma General Education Test (OGET)

A passing score on the ParaPro Assessment Specialized Knowledge/Skills/Licenses:

Demonstrable fluency in English and another language (Reading, Writing, Speaking, and Listening)

Experience: Experience working in an organized setting with children whose primary language is not English preferred Physical Requirements: 25 lbs. lifting, 25 lbs. pushing/pulling, bending, stooping and squatting

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Responsibilities: 1. Using native language and/or English, assist ELL students to learn academic content and language and to adjust

to U.S. schools

2. Per their schedule (made by the building administrator and the ELL Site Coordinator, per OKCPS’ Elementary and

Secondary ELL Placement Guidelines) work with ELL students individually, in small groups, and during whole

class instruction

3. Prepare ELL students to understand and participate in the teacher's instruction by identifying ELL students' prior

knowledge and language and by previewing lessons in the students' native language or modified English

4. Support ELL students' literacy development by using reading and writing strategies appropriate to the students'

level of proficiency

5. Assist ELL students prepare for assessments by reinforcing thinking and study skills and reviewing material

learned

6. Facilitate cooperative work and cross-cultural understanding between ELL students and native English speakers

in the classroom

7. Provide feedback to the teacher regarding ELL students' progress and challenges in learning academic content

and language and in adjusting to U.S. schools

8. Collaborate with the teacher to plan effective interventions for ELL students

9. Attend Title III specific meetings and trainings as required.

10. Participate in professional development activities to continuously improve job performance

11. Translate and interpret for school as needed

12. Perform other duties, consistent with this job description, as assigned

Bilingual Paraprofessionals can:

Assist teachers by reviewing, reinforcing, enhancing and applying what the teacher has already taught

Provide instructional support under the supervision of a teacher

Collaborate with the teacher in planning lessons

Provide assistance in assessing students

Work under the leadership of the building’s ELL Site Coordinator Bilingual Paraprofessionals cannot:

Be substitute teachers

Teach students without the direct supervision of a certified teacher

Be used as clerical staff nor used in the office as a receptionist

Be assigned to any duties that conflict with their primary purpose, which is to work with English Language Learners instructionally in a scheduled manner, per OKCPS’ Elementary and Secondary Placement Guidelines

Customer Contacts: Students, teachers, building administrator, district departmental staff, parents, community

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ELL (ELD) Teacher Job Description

Job Title: ELL Teacher Reports To: School Principal Department: ESL Contract Days: 181 Compensation: Schedule 001 Overtime Status: Non-Exempt Date Revised: March 24, 2014 Position Summary: An OKCPS ELD teacher is responsible for specific English Language Development instruction (per OCKPS’ Elementary or Secondary ELL Placement Guidelines) of students identified as English Language Learners. Qualifications: Bachelor’s Degree minimum with certification as noted below in Specialized Knowledge/Skills/Licenses Specialized Knowledge/Skills/Licenses: Holds current Oklahoma teacher certificate in ESL/Bilingual Education (Non- ESL certified hires to be approved by the Director of Language & Cultural Services on a case-by-case basis and will have one year from date of hire to secure Oklahoma teaching certification in ESL/Bilingual Education and/or complete district supervised/approved ESL professional development hours)

Demonstrable knowledge/background in Sheltered Instruction (SIOP/SDAIE) and Second Language Acquisition. Applicants without a demonstrable knowledge/background in Sheltered Instruction may be hired provided they undergo LCS approved professional development sessions relating to Sheltered Instruction and/or Second Language Acquisition (to be determined by LCS) Experience: Previous ELD position preferred

Physical Requirements:

25 lbs. lifting, 25 lbs. pushing/pulling, bending, stooping and squatting

ELL Teacher Responsibilities:

1. Conducts assessment of student eligibility in the English Language Development program.

2. Assists in ELL student placement for English Language Development classes and/or services provided by bilingual

paraprofessional staff, in accordance with OKCPS’ Elementary and Secondary ELL Placement Guidelines.

3. Creates a classroom environment that is conducive to learning and appropriate to the interests and abilities of

students, and provides both social and emotional support for English Language Learners.

4. Guides the learning process toward the achievement of curriculum aligned to Oklahoma content standards, and

the WIDA English Language Development standards.

5. Acts as a liaison for the student, teachers, staff members, and family.

6. Administers the annual ACCESS for ELLs English Language Proficiency testing.

7. Completes required reporting in an accurate and timely manner.

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8. Assesses the growth of students on a regular basis, provides progress reports as required, communicates with

parents, and provides families with opportunities for socialization and acculturation.

9. Develops and implements Language Instruction Education Plans (LIEP) for English Language Learners and shares

the student’s LIEP with the appropriate instructional staff and/or parents.

10. Maintains accurate, complete, and correct records as required by federal and state law, District policy and

administrative regulations.

11. Communicates with parents of English Language Learners on a regular basis as to student progress and school

program information.

12. Provides periodic written reports to parents of English Language Learners in regard to the child’s progress.

13. Proactively bridges communication using available, approved resources for Limited English Proficient

parents/guardians.

14. Provides referral, as appropriate, to existing guidance and counseling programs, as well as other support

resources within the district.

15. Collaborates with other instructional staff regarding the instruction of English Language Learners.

16. Participates in professional development and teacher training provided by the District, as well as self-selected

professional growth opportunities.

17. Attend Title III specific meetings and trainings as required.

18. Continually incorporates the use of technology into the presentation and delivery of instruction.

19. Continually monitors and adjusts students’ instruction through the use of differentiation to enable the student

to attain proficiency in both content and linguistic standards.

20. Demonstrates effective use of oral and written communication in the completion of daily assigned duties.

21. Participates, as necessary, in IEP Teams for English Language Learners.

22. Provides opportunities, as needed, for individual and small-group instruction to adapt the curriculum to the

needs of the English Language Learners.

Customer Contacts:

ELL students and their families, other instructional staff, administration, LCS staff

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ELL Instructional Facilitator Job Description Job Title: ELL Instructional Facilitator Reports To: Director of Language & Cultural Services Department: Language & Cultural Services Contract Days: 191 Compensation: Schedule 017 Overtime Status: Non-exempt Date Revised: March 24, 2014

Position Summary: Language and Cultural Services’ ELL (English Language Learner) Instructional Facilitator is a self-starting, highly

motivated, active and proactive individual that provides high-quality, ELL-related, professional development, via

coaching/modeling as well as in-services/trainings for OKCPS staff. ELL Instructional Facilitators work with a number of

schools within the district to assist schools in meeting Annual Measureable Achievement Objectives (AMAOs) for ELLs

and assisting with English Language Development program design and implementation.

Qualifications: Education: Master’s Degree in ELD and/or Bilingual Education preferred Specialized Knowledge/Skills/Licenses:

Current Oklahoma teaching certificate with certification in ESL/Bilingual Education

1. Ability to adjust teaching/training styles to a variety of ages, disciplines, levels, and competencies. 2. Background in second language learning and language acquisition. 3. Sensitive to cultures represented in OKCPS. 4. Skilled in working cooperatively with others; e.g., bilingual assistants, teachers and administrators. 5. Possess SIOP training or five (5) years of successful ELD/BE teaching experience preferred. 6. Proven performance in educational language program management; developing and implementing instructional

strategies for English Language Learners (ELLs). 7. An equivalent combination of training and experience may be considered in appropriate circumstances. 8. Background in laws, policies, and research related to ELLs.

Experience:

ELD classroom and/or coordination preferred.

Strong customer service preferred. Physical Requirements:

25 lbs. lifting, 25 lbs. pushing/pulling, bending, stooping and squatting

27


Responsibilities: 1. Plans and implements on-going training with administrators, ELL Site Coordinators, ELD teachers, bilingual

paraprofessionals, regular classroom teachers, assistants and other staff.

2. Provides ongoing modeling, mentoring and coaching for instructional personnel at school sites.

3. Collaborates with OKCPS staff in implementing OKCPS approved programs of instruction for ELLs.

4. Assists teachers in the planning and delivery of lessons aligned with ELD/content standards.

5. Performs analysis, assessment and design of customized prescriptive interventions and classroom placement for

English Language Learners, ensuring that ELLs are identified and placed, and served according to Federal, State,

and District guidelines.

6. Assists schools in meeting AMAOs.

7. Promote the overall effectiveness of LCS by performing tasks and sharing responsibilities of other members of

the Department, in accordance with Title III guidelines, during peak periods or when there is an overload of

duties.

8. Performs other duties as assigned by Director of LCS.

Customer Contacts: Administrators, teachers, paraprofessionals, students, parents, community members.

Documents

Elementary ELD Placement Guidelines - Classroom Solutionsclassroomsolutions.weebly.com/.../8/5/17851241/elementary_eld_pl… · Using the Elementary Placement Guidelines, decisions