English Language Learners English as Second Language K-12 Resource Guide

Washington County Public Schools

2013-2014

INTRODUCTION

The staff of the Washington County Public Schools (WCPS) is committed to providing educational experiences that meet the unique and diverse needs of our students. English Language Learners (ELL) engage in differentiated learning opportunities that foster the development of the English language through instruction and support in an ESL program and in the general education setting. Through early assessment, placement, services, and progress monitoring, ELL students acquire the English language skills necessary to attain academic success and become lifelong learners.

DISTRICT GOALS and OBJECTIVES:

The goal of the WCPS ESL program is to provide students identified as English Language Learners with adequate, appropriate, and equitable educational opportunities so that they are able to attain high levels of English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet.

GOALS:

There are three established broad goals for ELL learners at all levels, goals that include personal, social, and academic uses of English. Each goal is associated with district standards. Learners will meet these standards as a result of the instruction they receive, thereby achieving the goals. Our schools need to ensure that all students achieve the English language competence needed to academic success and for life in a literate culture.

Goal 1: To use English to communicate in social settings

Standards for Goal 1:

Students will:

1. Use English to participate in social interaction;

2. Interact in, through, and with spoken and written English for personal expression and enjoyment;

3. Use learning strategies to extend their communicative

Goal 2: To use English to achieve academically in all content areas

In school settings, English competence is critical for success and expectations for ELL learners are high. They are expected to learn academic content through the English language and to compete academically with native-English-speaking peers. This process requires that learners use spoken and written English in their schoolwork.

Standards for Goal 2:

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Students will:

1. Use English to interact in the classroom;

2. Use English to obtain, process, construct, and provide subject matter information in spoken and written form;

3. Use appropriate learning strategies to construct and apply academic knowledge.

Goal 3: To use English in socially and culturally appropriate ways

ELL students come in contact with peers and adults linguistically and culturally. The diversity in U. S. schools mirrors the diversity in this country and around the world that young people will encounter as they move into the workforce. Students will need to be able to understand and appreciate people who are different and communicate effectively with them. Such communication includes the ability to interact in multiple social settings.

Standards for Goal 3:

Students will:

1. Use the appropriate language variety, register, and genre according to audience, purpose, and setting;

2. Use nonverbal communication appropriate to audience, purpose, and setting;

3. Use appropriate learning strategies to extend their social-linguistic and socio-cultural competence.

OBJECTIVES:

1. To meet the district goals, the following objectives will be met:

2. To ensure that appropriate ESL curriculum and materials are selected, developed, utilized, and evaluated;

3. To provide ESL training to administrators, instructional staff, and non-instructional personnel;

4. To identify students who are not proficient in English;

5. To provide a program for limited English proficient (LEP) students that develops their academic skill to a level where they can participate fully in the regular curriculum;

6. To promote family and community involvement in the development and implementation of the ESL Program; and

7. To evaluate the effectiveness of the ESL Program.

SECOND LANGUAGE LEARNING CONSIDERATIONS

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Limited English proficiency refers to a student whose native language is other than English and is limited in listening, speaking, reading and writing English. Fluent English proficiency refers to a student whose native language is other than English and listens, speaks, reads, and writes with near English fluency.

Basic Interpersonal Communications Skills (BICS) is the social dimension of language that demonstrates a student’s ability to converse socially with teachers, peers, and others. It is a very concrete aspect of language and takes less than three years to demonstrate near-native-like proficiency with BICS.

Cognitive Academic Language Proficiency (CALP) is the more abstract dimension of language that includes being able to read, write, and perform within a content-area classroom at grade level. Often, it is assumed that proficiency in BICS is equated with performance in CALP. Oral production in English does not always equate with academic production in English.

Language Domains

Listening – The ability to understand the language of the teacher and instruction, comprehend and extract information, and follow the instructional discourse through which the teachers provide information.

Speaking – The ability to use oral language appropriately and effectively in learning activities within the classroom and in social interactions within the school.

Reading – The ability to comprehend and interpret content-area text at the age- and grade- appropriate level.

Writing – The ability to produce written text with content and format, fulfilling classroom assignments at the age- and grade- appropriate level.

PERSONNEL

Students receive instruction from certified ESL teachers and tutors. Interpreters are available for parent conferences. Community volunteers assist by providing individualized support as needed.

ELL Teachers

Serve ELL students

Support in the classroom

Provide content area instruction

Assist with remedial work

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Be an advocate

Modify/adapt lessons, projects or assessments

Act as a resource

Administer ACCESS for ELLs Tests

Provide language arts instruction

Collaborate with administrators, classroom teachers, and counselors to plan most effective schedules

Monitor students’ progress

Maintain reports according to ESL requirements

Exit letter

ACCESS scores

W-APT scores

Acceptance or refusal of services form

Year-end report

Create a positive environment for students by being knowledgeable about culture and background

Act as translators and/or interpreters

Provide professional development

Notify staff of ELL students’ backgrounds

Attend IEP meetings (as necessary)

Communicate effectively about students’ progress

REFERRAL/NEW STUDENT PROCEDURES AND PLACEMENT

The first task of each school is to identify the students who require ESL services. The identification procedure set forth in this manual must be followed systematically; otherwise, students with limited English proficiency may not receive the ESL assistance they need.

HOME LANGUAGE SURVEY PROCEDURES

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A. Home Language Survey (Appendix A)The Home Language Survey is collected at the time of enrollment for all students of the Washington County Public Schools. This survey elicits information regarding a student’s native language, the language spoken most often by the student, and the language spoken in the student’s home. This information is used to initially identify students for the ELL program. The Home Language Survey is maintained in each student’s permanent file.

Parents or legal guardians registering a student at any time in the Washington County school system, grades K through 12, must complete a Home Language Survey (HLS) as part of the registration process. A separate HLS must be filled out for each student. For example, a parent who has three children must fill out three separate HLS forms.

B. Administration of the Home Language Survey

1. When the parent or guardian begins the registration process for a new student, the registration clerk presents a registration packet, which includes a Home Language Survey in English. The clerk gives the parents the option to fill out the HLS in their native language.

2. If the parent can understand but not read English, the clerk must obtain the information orally and assist the parent in filling out the form.

3. If the parent or guardian is unable to speak English or read the translated HLS, the clerk shall inform the Principal or ESL Teacher that an interpreter is needed. If no suitable interpreter can be found, the Principal or ESL Teacher shall contact the ESL Coordinator.

4. The registration clerk shall ensure that the HLS contains the student’s identification number. This is important because there are many students with the same name.

5. If there is any reason to question the accuracy of the answers on the HLS, verification shall be made by the school clerk or the ESL Teacher.

6. It is often the case that more than one HLS is found in a student’s cumulative folder. It is possible that the responses may vary from one HLS to another. One survey might indicate all English, while another notes a second language. In this instance, the form indicating a second language must be used when determining the language code for the student information system, as well as for determining ESL testing eligibility.

C. Use of the Completed Home Language Survey

1. The school clerk must notify the ESL teacher and/or the ESL Coordinator if a new student has indicated that English is not the student’s first language or that English is not spoken at home. All incoming students whose Home Language Survey indicates eligibility for ESL/ELL assessment will be evaluated for English proficiency to determine program placement.

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2. The language proficient levels of all students in the district program will be evaluated annually. All test summary score sheets will be kept in the student’s cumulative file.

3. Tests available to determine language proficiency include:

a. W-APT (ACCESS screener)b. ACCESS for ELLs

DETERMINING ESL ELIGIBILITY

A student who meets the following criteria is identified as an ELL and is thereby entitled to ESL services:

1. Comes from a home environment where a language other than English is spoken, and

2. Scores at a non-proficient level on an English language proficiency assessment, (W-APT ACCESS for ELLs screener).

The W-APT is a placement test which is used to assess the listening, speaking, reading, and writing abilities of newly-enrolled students within the first 30 days at the beginning of the year or within 10 days of enrollment. Results from the W-APT placement test determines whether a student is Fluent English Proficient (FEP) or Limited-English Proficient (LEP). Oral language skills shall not be the sole criterion for determining language proficiency. Academic achievement and writing and reading abilities in English must also be considered.

Language Proficiency Levels

Level 1 (Beginner) Students performing at this level of English language proficiency begin to demonstrate receptive or productive English skills. They are able to respond to some simple communication tasks.

Level 2 (Early Intermediate)Students performing at this level of English language proficiency respond with increasing ease to more varied communication tasks.

Level 3 (Intermediate) Students performing at this level of English language proficiency tailor the English language skills they have been taught to meet their immediate communication and learning needs. They are able to understand and be understood in many basic social situations (while exhibiting many errors of convention) and need support in academic language.

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Level 4 (Advanced) Students performing at this level of English language proficiency combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in other academic areas, although some minor errors of conventions are still evident.

Level 5 (Fluent English Proficient) Students performing at this level of English language proficiency communicate effectively with various audiences on a wide range of familiar and new topics to meet social and academic demands. Students speak, understand, read, write, and comprehend in English without difficulty and display academic achievement comparable to native English speaking peers. In order to attain the English proficiency level of their native English-speaking peers, further linguistic enhancement and refinement are necessary.

Newly enrolled students testing at Level 5 on the initial placement assessment do not enter the language instruction program and are not subject to exiting criteria.

NOTIFICATION OF PARENT/GUARDIAN

Students should not be placed in the ESL Program without prior notification and consent from a parent or legal guardian (Appendix C). If a parent cannot read English, the notice must either be translated into a language the parent can read or be interpreted orally. All school communication with parents, whether oral or written, must be in a language the parents understand. If the school cannot identify anyone to translate or interpret, the ESL Coordinator should be contacted.

The School ESL Teacher shall place a copy of the signed notification/consent letter in the students’ cumulative folder. If the parent objects to his/her child receiving services, the School ESL Teacher must meet with the parent and explain the program and its advantages to the student. If the parent still objects, the student will not be placed in the ESL Program. In such cases, the ESL Coordinator must have the parent sign a “Waiver of ESL Services” (Appendix F) and complete an Exit Document (Appendix N). If a waiver form is signed, the ESL Teacher and regular classroom teacher shall monitor student’s progress annually (Appendix M).

GRADE LEVEL PLACEMENT OF ENGLISH LANGUAGE LEARNERS

English Language Learners (ELLs) must be placed in a grade according to their chronological age. It is unlawful to place a student in a lower grade because of limited English proficiency, or the lack of, or inadequacy of previous schooling. Any other

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placement must be fully justified and documented in the same way as retention. This documentation must be placed in the cumulative folder.

Students will be placed age appropriately. (A review of previous educational records will be used to determine the grade level attained in previous schools.) Placement below grade level should only be considered if the student has no prior school experience or if the student has been out of the school for more than one academic year. If fluent, placement will be in the regular instructional program. If limited-English, placement will be made into an appropriate instructional program that provides English language development.

Language minority students should be informed that they must meet graduation requirements if they intend to receive a high school diploma.

Parental notification of student placement in both English and the native language (whenever possible) will address requirements of Title III, student performance on the proficiency assessment, and the recommended placement for students in the ELL program.

PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS

The U.S. Department of Education, Office for Civil Rights requires districts to identify all of its ELLs and provide them with equal and meaningful access to the educational programs offered by the district. Regarding segregation, it is mandated that ELLs be assigned to the least segregated environment. Limited separation is allowable only when it is educationally justifiable (the benefits of the program outweigh the detrimental effects of segregation).

The ESL program is designed to provide the assistance necessary for the students to succeed within the regular school curriculum. All ELLs, including those with no English skills, should be fully integrated with other students from the onset, in less linguistically demanding courses such as art, music, and physical education. Students are encouraged to participate in sports, choir, and other extracurricular activities. While ELLs need some time when they do not have to compete with native speakers, they also need to mix with fluent English speakers for at least a portion of the day.

All ESL students will have a Language Education Plan (LEP) that is developed by the ESL teacher and other members of the LEP committee based upon the proficiency levels and the unique learning needs of each individual student. A copy of the LEP will be shared and discussed with all teachers responsible for the academic growth of the student. LEP’s will be revised annually to address the academic growth and development needs of each student. A copy of the LEP will be maintained in the student’s permanent file.

SCHOOL-WIDE APPROACH TO ESL INSTRUCTION

Implementing an effective ESL program requires a school-wide and district-wide commitment to academic excellence. Academic expectations should never be lowered for

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students who are ELLs. Teachers should take pride in their students by providing academic support while remaining consistently demanding. At the same time, content must be comprehensible to the ELL and, therefore, appropriate modifications must be made.

Effective teaching strategies reflect current research and practice in the field of second language acquisition theory. Of the four language skills, listening usually precedes speaking and reading usually precedes writing. Beginning ELLs may require an extensive listening period before they should be asked to produce any language. This will allow them time to gain confidence with the language before facing the inevitable risks of language production.

A relaxed and accepting learning environment is also important for acquiring a language. The language in the classroom must be real, meaningful, comprehensible, and contextual. Oral drills and workbook activities are of very limited value. Language acquisition is developmental and incremental, proceeding from the known to the unknown. Acquiring language by using it naturally is more effective than trying to learn it by studying rules and word lists. Lessons should be communication-based, appealing to a student’s natural desire to understand and be understood. The information exchanged in the classroom, between teacher and students and among students themselves, should be functional and meaningful.

Beginning students should feel free to express themselves even if they make grammatical mistakes. There should be minimal correction of errors that do not interfere with communications; errors are often developmental and will disappear as the student attains greater proficiency. The atmosphere of the classroom should be supportive and non-threatening. Students should not be discouraged from speaking their own language; especially if that is the only way they can communicate. However, they should be reminded to use English as much as possible at school. The use of the native language at home in both oral and written forms should be encouraged. Research has shown that fluency in the native language results in quicker and easier acquisition of a second language.

Classrooms should contain a high, sometimes “noisy”, level of communication, emphasizing student collaboration on small group projects organized around “learning centers”. Individual work tasks, such as worksheet exercises, should be used sparingly. It is good to provide an informal, family-like social setting where teachers work with small groups of students (2-8) and travel about the room assisting students and making frequent checks for understanding. Large group instruction should be limited, usually confined to morning start-up activities.

The receptive skills of listening and reading normally precede the productive skills of speaking and writing. Once students have acquired the basic skill necessary for simple communication, the four skills should be integrated to the greatest degree possible and made a part of each lesson. As language proficiency develops, the content focus should shift

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to the regular curriculum, concentrating on the knowledge and thinking skills appropriate to the student’s academic level.

ENGLISH LANGUAGE PROFICIENCY (ELP) STANDARDS

The ELP Proficiency Standards reflect the abilities and skills that students are capable of demonstrating at each level of proficiency. The standards are intended to provide guidance and support to teachers through English/Language Arts instruction for LEP students.

ASSESSMENT

The use of “authentic assessments” (multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities) should be used with LEP students. These assessments should:

1. Emphasize what the student knows2. Require students to develop responses instead of selecting them from

predetermined options3. Directly evaluate holistic projects4. Use samples of student work collected over time5. Stem from clear criteria made know to the student and parent6. Elicit higher-order thinking7. Relate more closely to classroom learning8. Consider differences in learning style

Types of Authentic Assessment

Oral Interview Story or Test Retelling Writing Samples Projects/Exhibitions Experiments/Demonstrations Constructed-Response Items Teacher Observation Portfolios

GRADING LEP STUDENT’S PERFORMANCE

Grades for LEP students should be based on their exposure to curricula and methods, as well as on cooperation, effort, and participation in classroom assignments to the degree the student’s English language proficiency allows. The best approach to grading LEP students is through improvement and/or progress. Therefore alternative forms of assessment and grading may be appropriate. Content area teachers should utilize assessments that allow students to demonstrate their knowledge of the content and not their level of English proficiency. Alternatives for grading at the classroom level are as follows:

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Provide grades based on mastery/knowledge of concepts. Focus on essential skills and concepts form the content area; develop a contract with the student (e.g., “To get an A,B,C etc. you must…).

Give grades based on what the student can demonstrate in the classroom according to the student’s level of proficiency.

Use portfolios of LEP student’s work to measure progress. Design checklists that link student’s portfolio work with criteria that you consider essential to the content you are teaching.

Assign a grade and follow it with explanatory comments. Designate on the report card that the student is LEP followed by a description of the student’s language proficiency.

Assign a grade for a pair- or groups work completed through cooperative learning. (LEP students should be paired with native English-speaking peers.)

Give an achievement grade in subjects where the student is able to perform the skills and an effort/meaningful participation grade in subjects where the student is not able to perform the skills due to low English proficiency.

Use a narrative report in lieu of letter grades when appropriate. Use scoring rubrics/descriptors in evaluating student performance and

achievement.

RETENTION

Retention of language minority students shall not be based solely upon English language proficiency. The following points should be addressed in considering retention:

Has the student’s level of English language proficiency been assessed? Has the student been enrolled in the school district for more than on full academic

year? To ensure meaningful participation, are classroom modifications being made in the

areas of teacher lesson delivery; assignments; homework; and formal assessments? Has an ILP been implemented to document classroom modifications and student

progress? How much individual English language development instruction is the student

receiving via pullout or an inclusion class during the school day? Has an alternative grading strategy been implemented?

STANDARDIZED ASSESSMENTS

WiDA ACCESS - Each spring, all LEP students will participate in the WiDA ACCESS Assessment. The WiDA ACCESS is an assessment designed to assess a student’s progress in listening, speaking, reading, and writing. The overall proficiency results will be used to monitor each student’s progress and determine continuation in the ELL program.

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WIDA Performance Definitions At the given level of English language proficiency, English language learners will process, understand, produce or use:

6 - Reaching Specialized or technical language reflective of the content areas at grade level A variety of sentence lengths of varying linguistic complexity in extended oral or written

discourse as required by the specified grade level

5 – Bridging

Specialized or technical language of the content areas A variety of sentence lengths of varying linguistic complexity in extended oral or written

discourse, including stories, essays or reports Oral or written language approaching comparability to that of English-proficient peers

when presented with grade level materials

4 - Expanding

Specific and some technical language of the content areas A variety of sentence lengths of varying linguistic complexity in oral discourse or

multiple, related sentences or paragraphs Oral or written language with minimal phonological, syntactic or semantic errors that

do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic or interactive support

3 - Developing

General and some specific language of the content areas Expanded sentences in oral interaction or written paragraphs Oral or written language with phonological, syntactic or semantic errors that may

impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2 - Beginning

General language related to the content areas Phrases or short sentences Oral or written with phonological, syntactic, or semantic errors that often impede the

meaning of the communication when presented with one-to-multiple-step commands, directions, questions, or a series of statements with sensory, graphic or interactive support

1 - Entering

Pictorial or graphical representation of the language of the content areas Words, phrases or chunks of language when presented with one-step commands,

directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support

Oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic or interactive support

GUIDELINES FOR ASSESSMENT PARTICIPATION

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Guidelines for Inclusion and Accommodations for English Language Learners (ELLs) on Standards of Learning (SOL) Assessments

Virginia Standards of Learning (SOL) Assessments - ALL students in grades 3-8 and EOC are required to participate in the SOL Assessments LEP students that are in their first year of enrollment in a U.S. school are required to participate in the Math and Science assessments,

Testing accommodations are permitted for LEP students. Decisions about test accommodations are made on an individual basis and must be documented on each ESL student’s individual Language Education Plan (LEP). Translation or interpretation of test directions or content into a language other than English is not permissible. Word-to-word bilingual dictionaries may be used for LEP students with proficiency levels 1-4 or designated “Not Proficient” and “Approaching Proficient”.

AssumptionsThe following assumptions provide a framework for all English Language Learners (ELLs) taking the SOL assessments:

1. All ELLs identified through the Home Language Survey must be afforded the opportunity to participate in the district-wide assessment

2. Information from the district-wide assessment should always be used in conjunction with information from other sources when making decisions regarding the student’s educational programs.

3. Decisions regarding participation, accommodations, and reporting may differ as a function of the purpose of the assessment.

4. Assessment procedures should be responsive to the individual needs of all ELLs.5. Assessment accommodations should provide equity, not advantage.6. Assessment accommodations should be consistent with those provided in the

student’s instructional program.7. Reports of assessment results should include students in the DOE ESL Program.8. District personnel involved in the district-wide assessment should be trained in the

administration of the assessment to include the appropriate use of accommodations to the ELL population.

Who Decides Student Participation?Decisions regarding the extent of participation in the district-wide assessment of students in the ESL Program should be made by a team of professionals who know the student best. In addition, the student’s parents and/or guardians must be informed in writing, of the team’s decision 1) for participate in the district-wide assessment with accommodations or, 2) exempt from participating in the district-wide assessment.

Decision Making Team for ELLsA team of educators familiar with the student’s special needs (e.g. Child Study Team or LEP Committee, or teacher assistance team) would be the appropriate decision-making group. The team should include the following:

The student’s regular classroom teacher

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The school administrator The ESL Coordinator and/or ESL teacher

The decision-making team should review accommodations before each assessment cycle to determine which accommodations are appropriate and necessary. The decision about when to use accommodations and which accommodations are appropriate for ELLs depends on factors of which the following are central:

The student’s level of proficiency in English The student’s literacy in his of her own language The language of instruction The amount of schooling the student has received in the school where English is the

medium of instruction Cultural issues Accommodations that are CURRENTLY being used in the classroom as part of

instruction

Accommodations: an accommodation is any variation in the assessment environment or process. Accommodations include variations in scheduling, setting, aids and assistance, and presentation format. These variations should not change the level content, or performance criteria and should not change the reliability and validity of the assessment. Accommodations are made in order to provide a student with the opportunity to demonstrate what the student knows on the assessment.

Standard Accommodation: An accommodation that maintains standard conditions. It allows a student to take the test in different ways without changing what the test is measuring.

Non-Standard Accommodation: An accommodation which significantly changes what a test is measuring and does not maintain standard conditions of the test.

The decision-making team must consider the student’s ability to participate in the assessment including why the assessment is not appropriate for the student. If the team determines that a student should be exempted from taking the assessment or that the student is able to take the test with accommodations, their decision should be documented to include:

1. Consideration of the student’s ability to participate, including why the assessment, even with accommodations is not appropriate for the student.

2. Documentation of specific evidence supporting the decision to exclude the student.

3. Documentation of paternal/guardian permission for exemption4. Signatures of all committee members.5. A provision for parents to challenges the team decision.

The document describing the exemption must be filled in the student’s scholastic records. A sample of the form is available in this manual. (Appendix H)

Purposes for Including All Students

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It is understood that all students may not progress at the same pace. Even so, all students should be included in the assessment process to gather information about their academic progress. The intent of the district-wide assessment is to improve instruction for all students, not to penalize students who are not at the standard, nor to impede the progress of highly capable students. Appropriate analysis and reporting of assessment results should lead to:

a) improved curricula and instructional practicesb) appropriate supplemental instructionc) educational opportunities that challenge students, and d) community decisions about how to provide the best education possible for all

students

Information for students in the ESL Program should be reported in two ways. First, data should be aggregated with all other students. Second, data should be reported by special population. This information will be useful when considering educational programs, curricula and academic standards for students in special populations.

SPECIAL EDUCATION

Pre-referral of exceptional language minority students will include an assessment in the native language, to the extent possible, and in English to provide that learning difficulties exist in both languages. Referrals for special education should be made only after all other interventions have been explored and it is determined that the child’s needs cannot be met in the regular education program.

COUNSELING SERVICES

Counseling services will be provided to language minority students in the following areas:

Social, emotional adjustment to United States culture Drop-out prevention Technical vocational training College preparatory coursework Substance abuse Teenage pregnancy and prevention

COMMUNICATION

Communication between the school and the home regarding the language minority student progress or school activities will be conducted, to the extent possible, in the native/preferred language of the home. Every attempt will be made to provide translation services for all oral communications, to the extent possible.

EXITING FROM THE ESL PROGRAM

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ELLs exit the program once they have achieved mastery of the English language at a level that allows them to participate successfully in the school’s regular curriculum. Students at the advanced proficient level have demonstrated English proficiency as determined by the state assessment instrument (WiDA ACCESS) as well as by other district-approved measures. Students are expected to be able to participate fully with their peers in grade level content area classes. The academic performance of these students is monitored for two years as required by federal law. (Appendix N)

Proficiency in English for LEP students is based on attaining an overall score of Level 6 on the spring WiDA ACCESS Proficiency Assessment. The criteria to be classified as Level 6 for students in grades 1-12 is: Tier C, Composite Score of 5.0 or above on the ACCESS assessment test, and Literacy Score of 5.0 or above on the ACCESS assessment.

MONITORING THE ACADEMIC SUCCESS OF FORMER LEP STUDENTS

Exiting from English language development services must ensure that former LEP students who have been reclassified as fluent English proficient will have full access to mainstream curriculum. Decisions regarding exit from the program will be based upon the student’s level of academic achievement and ability to handle material in the content areas; the student’s English language proficiency sufficient to function in an English only environment; student’s English reading abilities are on grade-level; collectively determined by a committee consisting of the ESL teacher, regular classroom teacher and the principal.

Monitoring of students’ academic progress will occur for two years (Year One Monitoring/Year Two Monitoring). During this two-year period, exited students are still entitled to access all services provided through the district’s language development program.

The ESL teacher, in collaboration with the regular education teachers, must formally monitor the student’s academic performance at the end of each semester using the Monitoring Forms. The monitoring forms must be maintained in the student’s permanent record. Information collected will include:

Records on length of time from transition to exit from program Performance on standardized achievement tests Grades in content area classes Teacher observations

If the student is falling behind in academic performance and/or English skills, arrangements should be made to provide appropriate assistance. (Appendix M)

PARENTAL INVOLVEMENT

Parents are the most important teachers that children have. They instill values, model behaviors, and establish the desire and need for education. Parents are more familiar than

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anyone else with their children’s everyday experiences. They know what motivates their children. Parents should be encouraged to provide a solid knowledge base from which the child can build. Parents can monitor their children’s attendance and academic progress.

Schools need strong, positive and productive parental cooperation for a program to be successful. The school must advocate and initiate programs that will encourage parents to become actively involved in their children’s education. The following are suggested parent involvement activities:

1. Parent Teacher Organizations2. Information exchange (newsletters, notices, telephone calls, home visits, family

centers)3. Volunteer aides (special speakers, fieldtrips, after school tutoring)4. Group or individual meetings (Child Study Teams, IEP meeting)5. Parent workshops and conferences (Families and Schools Together, Parent-

Teacher Conference)6. School events (i.e. cultural fairs, open houses, fundraisers)

STAFF DEVELOPMENT

The need for staff development is ongoing and essential to the professionalism of all ESL team members: administrators, teachers, counselors, specialists, aides, and support staff. Each school needs teamwork to meet the language needs of its students. Personnel turnover means that there will always be new staff members who will need training; and the rapid evolution in second language acquisition theory and practice means that even the most seasoned ESL teacher or regular classroom teacher needs the opportunity for renewal and growth.

Staff development can take several forms, including workshops organized for the entire district, school-based training, small group support networks, and university courses. Because no two schools or teachers have exactly the same needs, it is essential that any professional development program be fashioned with the particular needs of the participants in mind.

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TERMS

BICS Basic Interpersonal Communication Skills – These are the language skills needed for everyday personal and social communication. Second language learners must have BICS in order to interact. It usually takes 1-3 years to completely develop this social language. BICS are not necessarily related to academic success.

Bilingual Students who speak more than one language

CALP Cognitive Academic Language Proficiency – The language associated with native language literacy and cognitive development. These are the language skills needed to undertake academic tasks in the mainstream classroom. It includes content-specific vocabulary. It may take 5-7 years to develop CALP skills. CALP developed in the first language contribute to the development of CALP in the second language.

ELL English Language Learners

ENL English is a New Language

ESL English as a Second Language

FEP Fluent English Proficient (Level 5 Proficiency)

Home Language Survey Survey of all enrolled students used to identify the first language, language spoken most often, and language spoken in the home. The survey is used to identify students in need of English language development.

LEP Limited English Proficiency (Levels 1-4 Proficiency)

WiDA ACCESS English Proficiency Assessment WiDA ACCESS assesses progress in listening, speaking, reading, and writing. The overall proficiency results will be used to monitor each student’s progress and determine continuation in the ELL program.

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RESOURCES

Best Practices

Center for Research on Education, Diversity & Excellence (CREDE), University of California, Berkeley http://crede.berkeley.edu

Doing What Works for English Language Learners, U.S. Department of Education’s What Works Clearinghouse http://dww.ed.gov/priority_area/priority_landing.cfm?PA_ID=6

Electronic Toolkit for Educating ELLs, Illinois Resource Center and the Illinois State Board of Education http://www.thecenterlibrary.org/cwis/index.php

In the Classroom: A Toolkit for Effective Instruction of English Learners, National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu/practice/itc/index.htm

Elementary ELLs

Help! They Don’t Speak English Starter Kit: Grades PreK-6 ESCORT http://escort.org/?q=node/150

Teaching Literacy in English to K-5 English Learners in the Elementary Grades: A Practice Guide, National Center for Education Evaluation and Regional Assistance http://ies.ed.gov/ncee/wwc/publications/practiceguides#ell_pg

Secondary ELLs

Immigrant Students and Secondary School Reform: Compendium of Best Practices, Council of Chief State School Officers 2004 http://www.ccsso.org/content/pdfs/BestPractices.pdf

Research-based Recommendations for Serving Adolescent Newcomers, Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston for the Center on Instruction 2006 http://www.centeroninstruction.org/files/ELL2-Newcomers.pdf

Students with Limited Formal Education

Effective Programs for English Language Learners with Interrupted Formal Education, Indiana Department of Education http://www.doe.state.in.us/Immp/pdf/effective_programs_ell.pdf

Newcomer Programs

Developing a Newcomer Program, Indiana Department of Education http://www.cal.org/resources/pubs/throughdoor.html

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Literacy Development

Colorin Colorado, bilingual site for families and educators of English language learners designed to help children read and succeed http://www.colorincolorado.org/

English Language Learners: Literacy and Language Development, Indiana Department of Education http://www.doe.state.in.us/Immp/pdf/ELL_literacy_development.pdf

Picture Based Activities for English Language Learners, California Department of Education http://www.cde.state.co.us/cdeadult/download/pdf/PictureBasedELL.pdf

Teaching Literacy in English to K-5 English Learners in the Elementary Grades: A Practice Guide, National Center for Education Evaluation and Regional Assistance http://ies.ed.gov/ncee/wwc/publications/practiceguides/#ell_pg

Content Area Instruction

Developing Reading and Writing in Second-Language Learners: Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth. The Center for Applied Linguistics, and the International Reading Association 2008 http://www.cal.org/resources/pubs/developreadwrite.html

Let’s Read It Again: Comprehension Strategies for English-Language Learners: K-2 Lesson, read∙write∙think. International Reading Association http://www.readwritethink.org/index.asp

Nurture Reflections: Interactive Language Practice for English-Language Learners: 3-5 Lesson read∙write∙think. International Reading Association http://www.readwritethink.org/index.asp

Reforming Mathematics Instruction for ESL Literacy Students. Fairfax County Public Schools 1997 http://www.cal.org/resources/digest/buchan01.html

Science for ELLs: Rethinking Our Approach, The Science Teacher March 2007 http://www.nsta.org/highschool

Building Teacher Capacity

Educating English Language Learners: Building Teacher Capacity, the National Clearinghouse on English Language Acquisition (NCELA) 2008 Roundtable Report http://www.ncela.gwu.edu/practice/mainstream_teachers.htm

Indiana Teachers of English to Speakers of Other Languages (INTESOL) http://www.intesol.org

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ELL Outlook http://www.courseafters.com/ELL-Outlook

ELLs with Special Needs

English Language Learners with Special Education Needs: Identification, Assessment, and Instruction. Center for Applied Linguistics and Delta Publishing Company 2002 http://www.cal.org/resources/pubs/specialed.htm

Parent Involvement

Help Your Child Learn English, International Reading Association http://www.reading.org

Lee y Serás multi-media toolkit, The National Council of La Raza and Scholastic http://www.leeyseras.net/

More resources on Parent Involvement are posted online by the Virginia Department of Education, http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml

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APPENDIX TABLE OF CONTENTS

Appendix A -------------------------------------------------------Home Language Survey-English

Appendix B ------------------------------------------------------Home Language Survey-Spanish

Appendix C ----------------------------------------------------Prior Notification of Participation

Appendix D ----------------------------------------------------------------Notification of Placement

Appendix E ---------------------------------------------------------------Welcome to ESL Program

Appendix F ------------------------------------Acceptance or Refusal of ESL Services-English

Appendix G -----------------------------------Acceptance or Refusal of ESL Services-Spanish

Appendix H --------------------------------------------------SOL Assessment Participation Plan

Appendix I ---------------------------------------SOL Accommodations from LEPS Guidelines

Appendix J ------------------------------------------------Parent Notification of SOL Assessment

Appendix K ----------------------------------------------------------------------------------SOL Tracker

Appendix L ---------------------------------------------------------------------Student Yearly Goals

Appendix M ----------------------------------------------------------Student Progress Monitoring

Appendix N ------------------------------------------------------------------Exit Document-English

Appendix O -----------------------------------------------------------------Exit Document-Spanish

Appendix P-----------------------------------------------------------Student Education Plan (LEP)

Appendix Q -----------------------------------------------Student Proficiency Progress Tracker

Appendix R ---------------------------------------------------------Cumulative Records Checklist

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Appendix A

STUDENT HOME LANGUAGE SURVEY

Student’s Name __________________________________ Date __________________

Grade ______________ School ______________________________________________

Name of Parent/Guardian _______________________________________________________

Relationship of Person Completing Survey _________________________________________

1. What was the first language your child spoke? ________________________________

2. Which language(s) other than English can your child speak? _____________________

______________________________________________________________________

3. Which language(s) does your child use most often when he/she speaks to friends?

______________________________________________________________________

4. Which language(s) does your child use most often when he/she speaks to you and other family members?

______________________________________________________________________

5. In your home do you speak a language other than English? ______________________

6. In which language(s) do you prefer to receive communication from the school?

______________________________________________________________________

7. Have you moved in the last 36 months due to agricultural reasons? (If yes, enrollment clerk completes Certificate of Eligibility). _____________________________________

NOTE: If you indicated that your child speaks another language in addition to English, the school is required under Federal Law Title VI of the Civil Rights Act of 1964 to screen your child to determine if your child is eligible for English Language Learner services.

Revised 12/1/2011

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Appendix B

Escuelas Públicas del Condado de Washington                    Primaria / Lengua materna Cuestionario

La información solicitada en este formulario es esencial para que las escuelas para proporcionar la mejor educación posible para su hijo. Si un idioma distinto que el Inglés se habla en el hogar,

el Estado está obligado a evaluar y ofrecer ayuda a su hijo.

Nombre del estudiante _______________________________________________   (Nombre) (Segundo) (Apellido)

Fecha de nacimiento ______________ Escuela ___________________

Lugar de nacimiento ________________________ (país)

Fecha de entrar en EE.UU. si no nació en los EE.UU. _______________________

¿Qué idioma que el estudiante aprenda a hablar primero?________________________________________

¿Qué idioma se habla con mayor frecuencia en el hogar?________________________________________

¿Se ha mudado en los últimos 36 meses debido a motivos agrícolas? (En caso afirmativo, secretario de la matrícula completa del Certificado de Elegibilidad).

________________________________________

NOTA: Si usted indicó que su hijo habla otro idioma además del Inglés, la escuela está obligada en virtud de la Ley VI federales Título de la Ley de Derechos Civiles de 1964 para

examinar a su hijo para determinar si su hijo es elegible para servicios de Aprendices de inglés.

____________________________________________(Firma del padre) (Fecha)

------------------------------------------------------------------------------------------------------FOR OFFICE USE ONLY:

English Proficiency Level: I II III IV

Date Assessed: ____________________ By: ___________________

------------------------------------------------------------------------------------------------------------------------Home Language Survey – Spanish – Revised 2012

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Appendix C

PARENT PRIOR NOTIFICATIONOF

ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM ENTRY

To the parents/guardians of _________________________________________________________

School ______________________________________________ Date ___________________

The information recorded on your child’s enrollment form and/or home language survey indicates that he/she has a language background other than English. Therefore, we have assessed your child’s level of English proficiency to determine eligibility status for the English as a Second Language (ESL) Program. The Limited English Proficiency committee has determined your child qualifies for program services based on the following criteria:

______ WAPT Language Proficiency Screening Level: ________

______ WIDA ACCESS Language Proficiency Test

______ Academic Records

______ Social Interaction Skills

______ Classroom Observation

The English as a Second Language Program is designed to address the linguistic, academic, and cultural needs of eligible students. The primary objective of the program is to develop students’ English skills in listening, speaking, reading and writing. This also includes the content areas of vocabulary and comprehension.

A support plan will be developed that describes how the school will help your child develop English language skills. I will be contacting you to request that you be part of this planning. We look forward to working with your child in the ESL program this year.

Sincerely,

ESL Instructor

cc: Judy Honaker, ESL CoordinatorStudent Cumulative RecordESL working folder

Washington County Virginia Public Schools

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*Note: If parent is not present for LEP Committee Meeting, verify that parents are informed.

(Check one) _________ Letter mailed on ________________ ____________ Phone Conference on ________________

Signature: __________________________________________ Date: ________________________

Appendix D

Washington County Public Schools

English as a Second Language (ESL) Program

Notification of Evaluation / Placement

This is to notify you that ______________________________________

Was evaluated by the ESL program on __________, _______, but was not identified as Limited English Proficient and does not qualify for services.

Has been evaluated by the ESL program on __________, ________. This student was identified as Limited English Proficient and is served by the ESL program in the following capacity:

_____ Student attends ESL class and is served in a pull-out program_____ Student is served on a consultation basis_____ Student is served in a co-teaching/ push-in program_____ Student is served in a sheltered English program_____ Student’s parents refused ESL services as of __________, ______.

______________________________________________________________ESL Instructor______________________________________________________________School________________________________________________________________Address____________________________________________________________________Phone

Students identified as LEP in Washington County, VA are evaluated annually by Wida ACCESS for ELL’s Language Proficiency Test.

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*Note: If parent is not present, verify that parents are informed.

(Check one) _________ Letter mailed on ________________ ____________ Phone Conference on ________________

Signature: __________________________________________ Date: ________________________

Appendix E

Washington County Public Schools

WELCOME TO OUR ESL PROGRAM

Dear parents,

We are happy to be working with your child during the ____________ school year. It is our privilege to be a voice and a representative for all of the proud students and the families with such extraordinary and marvelous cultures from around the world. Your child will have the opportunity to have individual help or attention in small groups to help with reading skills, and many other areas. Some students may need or want help with Math, History, or Science. We will have a wonderful time learning new vocabulary and using our writing skills too.

Washington County wants all students to be proud of their cultural backgrounds. While many of our English as a Second Language (ESL) students can speak both their native language and English, some speak only English. The ESL program offers students a safe place to express feelings and ask questions about cultural differences. Washington County values the right of every student to know and learn the English language as well as expand English vocabulary to help them meet state standards in the areas of Reading and Writing, as well as supporting them in the content areas of Math, Science, and Social Studies.

All entering students indicating a first language other than English or a second language spoken at home are screened for ESL services using the WAPT English language proficiency screener as directed by the VA State Department of Education. Students currently within the ESL program are screened yearly using the WIDA ACCESS language proficiency test to monitor language progress and levels. According to the ACCESS or WAPT screening, your child would benefit from ESL services. Your child’s language proficiency level, instructional time, and program goals are listed on the attached pages.

Your child will receive 20 minutes – 1 hour of daily pull-out instruction in the ESL classroom depending upon the subject, assignment, and arrangements made with the classroom teacher. Your child will not miss special activities, music, art, PE, or any classroom instruction believed essential by your child’s classroom teacher. The ESL program provides additional classroom support for what your child is already learning in his or her classroom. For those students identified with other learning disabilities, the ESL program will work closely with special education teachers to offer these students the advantages of both programs. We want to inform you that parents have the right to refuse ESL services, but we hope that you will consider allowing us the opportunity to work with your child.

We want to extend an invitation to each parent to call me at any time. We are here to answer any type of questions you might have or find the answer if possible. Feel free to contact us about homework or projects, field trip information, classroom procedures, cafeteria issues, PTA, scheduling conferences with the ESL teacher or your child’s classroom teacher, or any other issue you would like to discuss. We will help in any way possible. We are committed to helping your child have a successful year of learning and helping each family feel connected, important, and involved in their child’s education. Again, welcome to

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a new year of learning! You may contact the ESL teacher here at school at ___________________________________________________.

______________________________________________________________________________ TeacherSchool

Appendix E

Welcome and Parent Notification of ESL Services

Please sign below to acknowledge receipt of ESL letter and services

According to the ACCESS or WAPT English Language Proficiency screening, your child would benefit from ESL services. Your child’s English Language Proficiency level at this time is: Level ______________

Students will remain in the ESL program until reaching a Level 6 language proficiency level as indicated by the annually administered ACCESS for ELLs test. Progress will be monitored for 2 years at level 6 before being exited from the ESL program.

____________________________ will receive individual and/or small group attention within the pull-out ESL (English as a Second Language) program during the present school year and until further notification. Below are the services we can provide for your child in the ESL program.

Instructional time:

30 minutes daily 45 minutes daily 1 hour daily 2 hours daily

Consultation

Subjects of focus will be:

Reading Phonetics AR Writing Vocabulary

Speaking/Listening skills

Content area information & vocabulary:

Science Math History

***********Please choose an option and sign:**************

I accept ESL services for my child.

_____________________________ _______________Parent signature date

I do not accept ESL services for my child.29

_____________________________ _______________

Parent signature date

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Appendix F

Washington County Public Schools

English Language Learner Program

Acceptance or Refusal of Services

Student Name __________________________________Date ________________

Please check the school: Elementary School ______________ Middle School ______________ High School ______________

Present English Language Proficiency Level ________________ (Scale 1 – 6)

Please check one: Beginner _______ Intermediate _______ Advanced _______

Your student is entitled to receive English as a Second Language services/support because of his/her English language proficiency level. Please indicate below whether or not you would like him/her to receive this support.

Please check one: ____________ Yes, I want my child to receive ESL support.

___________ No, I do not want my child to receive ESL support.

Please return this form to your child’s ESL teacher, ____________________, as soon as possible. Thank you.

__________________________________________ ___________________Signature of a Parent or Guardian Date

Appendix G

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El Distrito Escolar de la Comunidad de WashingtonEl Programa de Aprender Inglés Como Segunda Lengua

La Forma de Aprobar o No Aprobar Servicios

Nombre del Estudiante ____________________________ Fecha ____________

Favor de indicar la escuela: Escuela Primaria __________ Escuela Intermedia __________ Escuela Secundaria (High School)________

El nivel de la habilidad en inglés (según un examen) ____________

Favor de indicar uno: Principiante ___________ Intermedio ___________ Avanzado ___________

Su estudiante puede recibir servicios/apoyo en el Programa de Inglés como Segunda Lengua porque tiene un nivel bajo 6.0. Favor de indicar si Ud. quiere que él/ella reciba tal apoyo.

Favor de marcar uno:

_____________ Sí, apruebo los servicios de Inglés como Segunda Lengua.

____________ No, no apruebo los servicios de Inglés como Segunda Lengua.

Es muy importante que Ud. devuelva esta forma tan pronto como posible a la maestra de ESL, _________________________, de su niño/a. Muchas gracias.

____________________________________________ ______________________Firma de un Padre o Tutor Fecha

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Appendix H

LEP Standards of Learning (SOL) Assessment Participation Plan

Student InformationStudent Name: ___________________________________ Date of Birth: __________State Testing Identifier: ____________________________ Current Grade:__________WIDA® English Language Proficiency Level: ___________ Literacy Score: __________

School Division InformationSchool Division Name: Washington County Public Schools Division Number: ___094___School Name: _________________________________ School Number: ________

SOL Assessment Area Participation in the SOL Assessmentwith

NO Accommodation

Taking the Plain English Math SOL (with or without Accommodations)If used, list Accommodations

Participation in the SOL Assessment with Standard Accommodation List Accommodations

Exempted from Participation in the SOL Assessment.State reason for exemption.

Participating in Virginia Grade Level Assessment (VGLA) for Reading SOL Test.

Option for Proficiency Level s 1 & 2 only

English: Reading (grades 3-8 and English 11 EOC)

1 1Reason: LEP student has attended school in the U.S. for less than 12 months.

English: 2Writing (grades 5, 8, and English 11 EOC)

1 Reason:

Mathematics (grades 3-8 and high school EOC)

1

3History/Social Science (grades 3, 5-8 and high school EOC)

1 Reason:

4Science (grades 3, 5, 8 and high school EOC)

1 Reason:

1Exemption is not available in English 11 EOC. 2LEP students may have only a one-time exemption in grade 5 or 8.3LEP students may have only a one-time exemption in grades 3 through 8.4LEP students may have only a one-time exemption in grade 3 only.

Signatures of LEP Committee Members:_________________________________________________________ _____________________Course Content Teacher Date_________________________________________________________ _____________________ESL Teacher/Title III Coordinator Date_________________________________________________________ _____________________Parent (parent informed of LEP team decision, if not a member Date________________________________________________________ _____________________Building Administrator or Designee Date_________________________________________________________ ______________________Other Date

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*Note: If parent is not present for LEP Committee Meeting, verify that parents are informed.

(Check one) _________ Letter mailed on ________________ ____________ Phone Conference on ________________

*LEP students must meet the participation criteria described on page 3 of Limited English Proficient Students: Guidelines for Participation in Virginia Assessment Program.

Appendix ILimited English Proficient Students: Guidelines for Participation in Virginia Assessment Program, Virginia Department of Education, Updated Nov. 28, 2011 (LEPS Guidelines)

(Page 10 of LEPS Guidelines)

Testing Accommodations Available to LEP Students on Standards of Learning Assessments

34

Appendix I (Page 11 of LEPS Guidelines)

Direct Linguistic AccommodationsThe direct linguistic accommodations available to LEP students on SOL assessments are also described in the appendices of the SOL Test Examiner’s Manuals located at:http://www.doe.virginia.gov/testing/test_administration/index.shtml.

Read-aloud (accommodation code 10) or Audio Accommodation (accommodation code 11)LEP students who require the read-aloud or audio accommodation must be identified prior to the assessment. A read-aloud administration must be recorded or proctored by a second adult in the test room. For more details about recording test sessions, refer to the Guidelines for Recording a Test Session in the SOL Test Examiner’s Manual. The test examiner must be very careful when reading the test aloud so as not to lead the student to a correct response by intonation or repetition of any part of the test that is not specifically requested by the student. The read-aloud or audio accommodation is not available to LEP students for the SOL Reading test or for VGLA Reading unless the student also has an eligible disability and the accommodation is documented in the student’s IEP or 504 Plan. The following documents provide guidance regarding the Read-aloud and/or Audio accommodation: Guidelines for Administering the Read-aloud Accommodation for Standards of Learning Assessments are available at http://www.doe.virginia.gov/testing/participation/index.shtml.

Superintendent’s Memorandum, No. 235, “Guidelines for the Read-aloud/Audio Accommodation on the Standards of Learning (SOL) Reading Tests and the Virginia GradeLevel Alternative (VGLA) for Reading,” dated October 27, 2006, is available athttp://www.doe.virginia.gov/administrators/superintendents_memos/2006/inf235.html.

Procedures for Participation of Students with Disabilities in Virginia’s Accountability System are located at www.doe.virginia.gov/testing/participation/index.shtml.

Read-aloud (code 14) or Audio Accommodation (code 15) on the EOC Reading TestUnder certain circumstances an LEP student may receive the read-aloud accommodation (code 14) or the audio accommodation (code 15) on the EOC Reading test even though the student has not been determined as eligible by the school division according to the criteria required for the read-aloud /audio accommodation for students with disabilities on the Reading Assessment. An LEP student must meet all of the following criteria: the student is retaking the EOC Reading test, having failed the previous attempt(s) without using the read-aloud or audio accommodation; and the student’s LEP Student Assessment Participation Plan lists the read-aloud or audio accommodation for other tests; and the student receives the read-aloud or audio accommodation in the classroom. The read-aloud or audio accommodation on the EOC Reading test will be considered a non-standard accommodation (code B). In addition to marking the student’s test with accommodation codes 14 or 15 and B, the test must be marked as retest on the Student Test Details screen in PearsonAccess. The read-aloud session must be recorded and/or proctored by a second staff member. For more details about recording test sessions, refer to the Guidelines for Recording a Test Session in the SOL Test Examiner’s Manuals.

35

Appendix I (Page 12 of LEPS Guidelines)

Bilingual Dictionary (accommodation code 17)LEP students may use a bilingual dictionary on SOL tests following these guidelines:LEP students will be allowed to use only a paper word-to-word bilingual dictionary.LEP students may not use electronic bilingual dictionaries or translators.Either a school-owned or student-owned bilingual dictionary may be used.The student should be familiar with the bilingual dictionary. SOL testing should not be the first time a student uses a bilingual dictionary.The dictionary must not be altered with hand-written notes in the margins nor include additional materials, such as class notes.If a bilingual dictionary in the student’s native language is not available, a general English dictionary may be used on the SOL tests (see below for details).

English Dictionary (accommodation code 29)LEP students may use an English dictionary when a bilingual dictionary in the student’s native language is not available or when the LEP Student Assessment Participation Plan specifies an English dictionary. The English dictionary must meet these guidelines:The English dictionary must be a general dictionary without a thesaurus section.The English dictionary must be a paper dictionary. Electronic dictionaries are not allowed.Either a school-owned or student-owned English dictionary may be used.The English dictionary should be familiar to LEP students. SOL testing should not be the first time a student uses the dictionary.The dictionary must not be altered with hand-written notes in the margins nor include additional materials, such as class notes.

Dictation in English to a Scribe (accommodation code 25)Writing Short-Paper Component onlyThe student will dictate in English his/her response to the prompt for the short-paper component of the Writing assessment to a second person (scribe) who will transcribe it. The session between the student and scribe must be recorded on audio and given to the Division Director of Testing along with the transcription. The scribe, who should have experience working with the student, must format, capitalize and punctuate only as directed by the student. The student is not required to spell each word to the scribe. The scribe’s transcription and audio record must be verified by a second school official to ensure that no errors in transcription occurred. The scribe’s transcription and audio record shall be retained on file and secured in the office of the Division Director of Testing until the established appeal period is over. For more details about recording test sessions, refer to the Guidelines for Recording aTest Session in the SOL Test Examiner’s Manual.

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Appendix J

LEP Student SOL Assessment AccommodationsParent Notification

Date: _______________________

To the parents of_____________________________________________,

This is to inform you of your child’s participation in the VA Standards of Learning assessments taking place in the Spring of 20______. Your child will fully participate in the assessments with appropriate and allowable accommodations.

In the SOL content area of Reading, your child will receive the following marked accommodations:

___small group size, ___breaks when needed/flexible schedule ___simplified instructions ___visual aid

___mark in test booklet___1st year exemption ___bilingual dictionary___audio version of test ___dictation in English to scribe (Writing SOL)

In the SOL content areas of Math, History, and Science; your child will fully participate in the SOL assessments with the following marked accommodations:

___small group size ___breaks when needed/flexible schedule___ read aloud text ___simplified instructions___visual aid ___mark in test booklet___Math in Plain English ___exemption in area of _______________

It is a privilege to work with your child and witness the progress and growth of English language skills. Please do not hesitate to contact us if you have any questions.

Sincerely,

ESL Instructor

cc: Judy Honaker, ESL CoordinatorStudent Cumulative RecordESL working folder

37

Appendix K

Washington County Public Schools

English as a Second Language Program

SOL Assessment Tracker

Grade: _____ Grade: _____

20__/20__ 20__/20__

Reading _____ Reading _____

History _____ History _____

Science _____ Science _____

Math _____ Math _____

Other _____ Other _____

Grade: _____ Grade: _____

20__/20__ 20__/20__

Reading _____ Reading _____

History _____ History _____

Science _____ Science _____

Math _____ Math _____

Other _____ Other _____

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Appendix L

ESL/LEP Yearly Goals

2011-2012Student name:_______________________ Grade: ___ Nine Weeks #: _________

This year I will work very hard to learn new things. I will try to do my best work and ask for help when I need it. I understand that my teachers want me to do well and have a successful school year.

_________________________________________

My Reading Level: _____________My Reading Level Goal: _____________ My teacher’s goal for me: ___________________________________________________________________________________________________________________________________________________________

My Phonics Level: _____________My Spelling Level Goal: _____________ My teacher’s goal for me: ___________________________________________________________________________________________________________________________________________________________

My Writing Level: _____________My Writing Goal: _____________ My teacher’s goal for me: ___________________________________________________________________________________________________________________________________________________________

My Speaking Level: _____________My Speaking Level Goal: _____________ My teacher’s goal for me: ___________________________________________________________________________________________________________________________________________________________

My Listening Level: _____________My Listening Level Goal: _____________ My teacher’s goal for me: ___________________________________________________________________________________________________________________________________________________________

My Math Level: _____________My Math Level Goal: _____________ My teacher’s goal for me: ___________________________________________________________________________________________________________________________________________________________

My History Level: _____________My History Level Goal: _____________ My teacher’s goal for me: ___________

My Science Level: _____________My Science Level Goal: _____________ My teacher’s goal for me: __________________________________________________________________________________

39

Appendix M

Parent Notification of Limited English Proficient (LEP) Two-Year Monitoring Plan

To the parent(s)/guardian(s) of: __________________________________________School: _____________________________ Date: ___________ Grade: ___________

Dear Parent(s)/Guardian(s): This letter is intended to notify you that your child has been reclassified as formerly limited English proficient (FLEP) because he/she has achieved a score on the annual ACCESS for ELLs® English language proficiency assessment that meets the requirements for English language proficiency (ELP) Level 6 on the World-Class Instructional Design and Assessment (WIDA®) English language proficiency standards.

The criteria to be classified as ELP Level 6 for students in kindergarten are:• Accountability Proficiency Level;• Composite Score of 5.0 or above on the ACCESS for ELLs®; and• Literacy Score of 5.0 or above on the ACCESS for ELLs®.

The criteria to be classified as ELP Level 6 for students grades 1-12 is:• Tier C test;• Composite Score of 5.0 or above on the ACCESS for ELLs®; and• Literacy Score of 5.0 or above on the ACCESS for ELLs®.

At ELP Level 6, a student should be able to use:• Specialized or technical language reflective of the content areas at grade level;• A variety of sentence lengths of varying linguistic complexity in extended oral or

written discourse as required by the specified grade level; and• Oral or written communication in English comparable to proficient English peers.

Federal law requires that FLEP students be monitored for two full academic years after being reclassified as FLEP to ensure that they are able to participate meaningfully in the regular educational program. _______________________ (ESL teacher) will monitor your child’s academic performance to determine if he/she is falling behind in academic performance. This determination may be based on such sources as:

• Performance on standardized achievement tests;• Grades in content area classes;• Student performance on assigned classwork, homework, or projects; or• Teacher observations.

If a determination is made that your child is in need of instructional assistance, ______________________________ (ESL teacher) will ensure that your child’s counselor, teachers, and other appropriate staff are informed. Additional academic support and/or interventions will be provided to help your child meet academic requirements.

Washington County Public Schools is dedicated to serving all students appropriately so that they are able to achieve high academic standards.

Please notify _____________________(ESL teacher) if you have questions or concerns.

Sincerely,

________________________________

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Appendix N

Washington County Public Schools

English as a Second Language Program

Exit Letter

______________________________ Fecha ________________

______________________________ Grade ________________

______________________________

Dear Parent of ______________________________:

The English as a Second Language Program provides temporary assistance to students in developing English language skills and school success. When students are judged to be proficient in English and are able to succeed in school without ESL assistance, they are exited from the program.

Based on our testing, English proficiency and standardized testing, as well as observations by classroom teacher(s), your student is now ready to exit the program and will no longer receive ESL services. Your student will continue to be monitored for two years by the ESL and classroom teachers and if the data indicates the need, your student could be readmitted to ESL with your permission.

We are confident that your student will continue to be successful without ESL assistance. Please call the school if you have any questions.

English Language Proficiency Level ____________ (Time of Exiting)

Sincerely,

_____________________________ ____________________________ESL/Bilingual Teacher Principal

Copies: Parents or Guardians Student’s Cumulative File ESL Coordinator

41

Appendix O El Distrito Escolar de Washington

El Programa de Inglés como Segundo Idioma

Carta de Salir del Programa

_______________________________ Fecha ________________

_______________________________ Grado ________________

_______________________________

Estimado padre de ______________________________:

El Programa de Inglés como Segundo Idioma da ayuda temporaria a los estudiantes para amplear sus habilidades en inglés y sus éxitos generales en la escuela. Cuando los estudiantes dominan el inglés y son capaces de tener éxito en la escuela sin la ayuda de ESL, el estudiante sale del programa.

Basado en nuestros exámenes, uno sobre inglés y el examen estandardizado del estado, y las observaciones de los maestros en el aula, su estudiante está listo para salir del programa y ya no va a recibir los servicios de ESL. Los maestros de ESL y del aula van a seguir observando al estudiante y si los datos indican que hay una necesidad, el estudiante podrá regresar al programa de ESL con el permiso de usted.

Tenemos confianza que su estudiante va a seguir teniendo éxito sin la ayuda de ESL. Favor de llamar la escuela si usted tiene alguna pregunta.

Nivel de Capacidad en Inglés ____________ (De esta fecha)

Sinceramente,

___________________________ _______________________________Maestra de ESL/Bilingüe Director/a

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Appendix P

Washington County Virginia Public Schools

LEP Student Education Plan

2011-2012

Student:_________________________________ Grade: ____________

1st Language: ____________________ LEP/English Language Level: __________

English/Reading/Writing Progress & Ability:

____________________________________________________________________________________________________________________________________________________________

Recommendations for Accommodations and/or Modifications:

____________________________________________________________________________________________________________________________________________________________

Math Progress & Ability:

____________________________________________________________________________________________________________________________________________________________

Recommendations for Accommodations and/or Modifications:

____________________________________________________________________________________________________________________________________________________________

History/Social Studies Progress & Ability:

____________________________________________________________________________________________________________________________________________________________

Recommendations for Accommodations and/or Modifications:

____________________________________________________________________________________________________________________________________________________________

Science Progress & Ability:

____________________________________________________________________________________________________________________________________________________________

Recommendations for Accommodations and/or Modifications:

____________________________________________________________________________________________________________________________________________________________

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Appendix Q

Washington County Public Schools

English as a Second Language Program

Proficiency Level Progress Tracker

Grade: _____ Grade: _____

20__/20__ 20__/20__

Listening _____ Listening _____

Speaking _____ Speaking _____

Reading _____ Reading _____

Writing _____ Writing _____

Overall _____ Overall _____

Grade: _____ Grade: _____

20__/20__ 20__/20__

Listening _____ Listening _____

Speaking _____ Speaking _____

Reading _____ Reading _____

Writing _____ Writing _____

Overall _____ Overall _____

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Appendix R

WASHINGTON COUNTY PUBLIC SCHOOLS

ENGLISH AS A SECOND LANGUAGE

Cumulative Record ~ Forms Checklist

WAP-T English Language Proficiency Screening Report

(upon entry to WCPS if no ACCESS Score is indicated by previous school)

WIDA ACCESS SCORE English Language Proficiency Test/ LEP LEVEL

Copy of Parent Notification Letter of student qualification for LEP program

Signature Page of Parental Permission for LEP program participation

SOL Accommodation Form signed by LEP Committee

Copy of Parent Notification of SOL participation with accommodations

Student Education Plan

(classroom accommodations & modifications for ESL student)

Home Language Survey

Language Proficiency Progress Tracker

SOL Assessment Tracker

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