Last Edited 12/3/12

C.Durrence

ENGLISH to SPEAKERS of OTHER LANGUAGES (ESOL)

PROGRAM PLAN/POLICY

PLAN OF IMPLEMENTATION

SCREVEN COUNTY SCHOOL SYSTEM

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ENGLISH to SPEAKERS of OTHER LANGUAGES (ESOL) PROGRAM PLAN/POLICY RATIONALE

An ESOL program plan/policy is designed to provide consistent and non-discriminatory procedures throughout each local school district as recommended by the United States Department of Education Office of Civil Rights. Districts are mandated by Title VI of the Civil

Rights Act of 1964 to provide an alternative program of service when there are students who are limited English proficient (LEP) and are unable to participate effectively in the district's regular instructional program.

ESOL PROGRAM DESCRIPTION

The English to Speakers of Other Languages (ESOL) program is offered to all limited English proficient students who meet the testing eligibility criteria. This program aids in the success of a limited English proficient student in an English-speaking classroom. Our goal is to have students

succeed in all four language skills (speaking, listening, reading and writing) both socially and academically. We also want them to understand and function successfully in our American culture. Immersion in an English-speaking environment with guidance from the ESOL teacher and

accommodations provided by all other school personnel will produce the results necessary. The ESOL teacher shall have the ESOL endorsement issued by the Georgia Professional Standards Commission (GAPSC), and the ESOL class is limited to the maximum size specified in State

Board of Education Rule 160-5-1-.08 Class Size. Service may be provided through the following allowable delivery models: pullout, scheduled

class period, collaborative teaching, sheltered courses, and resource center/ ESOL laboratory and/or cluster center program.

WHO IS AN ENGLISH LEARNER?

An English Learner (EL) student is one whose native/first/dominant language is not English, and who is eligible for services in accordance with Rule 160-4-5-.02 Language Assistance: Programs for Limited English Proficient (LEP) Students.

IDENTIFICATION of EL STUDENTS

All students desiring to attend school in the Screven County school district must register at the local Board Office. A home language survey is completed by every student when initially

registering in the district to determine if there is the influence of a language other than English. This survey will identify any languages other than English. The questions asked are:

What language did your child learn when he/she first began to talk?

What language does your child most frequently speak at home?

What language is spoken by you and your family most of the time at home?

The district secretary gives a copy of the completed form to the Title III Director. The Title III Director maintains the W-APT testing notebook and prints testing materials (from the WIDA website) as needed for the test administrator at the respective school. If the student has a

language other than English noted on his Home Language Survey, the Title III Director notifies the designated testing person and gets the materials for testing to him/her. The designated school staff member trained in the administration of the W-APT (WIDA ACCESS Placement Test)

will test the student within seven days of enrollment. If the student is eligible to receive EL

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services, the Director puts the student in his/her EL spreadsheet for tracking and forwards a copy of the HLS along with a folder and form packet to the EL teacher. The principal receives a copy of

the Home Language Survey also for notification.

DETERMINING ELIGIBILITY FOR EL SERVICES

Within seven days of completion of the Home Language Survey, the W-APT (WIDA ACCESS

Placement Test) is administered to the student by the designated school staff member. Using the GaDOE ESOL Eligibility Guidance found in the Title III Resource Guide, eligibility for services is determined. Testing scores will be placed on the initial ESOL referral form. If the student has

taken the W-APT test within the last nine months, that score may be used. Copies of the WAPT score sheet and the Initial Referral Form are sent to the Title III Director who is then responsible for notifying parents of services.

Once a student has been identified to receive services and has been assigned to an EL teacher,

a committee that functions as the TPC is formed. At this point, the team members will determine:

If the student requires certain accommodations in the regular classroom.

If the student has sufficient language skills to participate in regular classroom instruction with no accommodations.

A TPC Accommodations form is completed and placed in all EL folders (permanent file, EL teacher, assistant principal, and county office). A copy is also given to the testing coordinator and

the special education teacher (if applicable). For documentation, teachers sign and date a form when accommodations are received.

The committee shall be comprised of a minimum of three members and shall consist of:

1) EL Teacher 2) Student's regular education teacher(s) (all are requested to be a member)

3) Parent(s) or guardian(s) , Other concerned parties (Counselor, administrator and/or student, if 18 years or older), and/or a Special Education teacher (if applicable)

PARENTAL INVOLVEMENT AND NOTIFICATION

Enrollment/Parent Notification

When a student enrolls in the district, and it has been determined that this student is eligible for

EL services, an explanation of the ESOL program and available services will be explained to the student and mailed to the parent(s) or guardian(s) in an appropriate language. The Title III Director is responsible for sending this notification. Per Section 3302 of the No Child Left Behind

Act of 2001, this notification must be no later than 30 days after the beginning of the school year. For a child who enters school after the beginning of the school year, the district must inform parents within two weeks of the child’s placement in such a program.

This notification must inform parents of:

the reasons for identifying their child as being limited English proficient and for placing

the child in a language instruction educational program for EL students;

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the child’s level of English proficiency, including how the level was assessed and the status of the child’s academic achievement (based on the Language Assessment Battery

and, if required a locally-chosen norm-referenced reading test);

the method of instruction that will be used in the program, including a description of alternative programs;

how the program will meet the educational strengths and needs of the child;

how the program will help the child learn English and meet academic achievement standards;

the program exit requirements, including the expected rate of transition, and the expected rate of graduation from secondary school;

how the program will meet the objectives of an individualized education program for a child with a disability; and

parental rights, including written guidance that:

o specifies that parents have the right to have their child immediately removed from a language instruction educational program upon their request

o describes the options that parents have to decline to enroll their child in such

program or to choose another program or method of instruction, if available o assists parents in selecting among various programs and methods of instruction,

if more than one program or method is offered

When a parent waives language assistance services, the district will follow the District

Responsibilities when Parents Waive Language Assistance Services guidelines in the Title III Resource Guide.

The district is also required to provide notice to the parents of EL students participating in a language instruction educational program of any failure of the program to make progress on the

annual measurable achievement objectives described in section 3122 of the No Child Left Behind Act of 2001. This notice is to be provided no later than 30 days after the failure occurs.

TRANSACT will be utilized in printing these parent notifications.

Parent or Guardian Communications

Provision of translated materials and interpreters for all communications with parents will be

coordinated with the EL teachers by the system's district level staff member responsible for Parental Involvement services.

The Parental Involvement Coordinator (PIC) will provide contact information for interpreters and translation services for use by system personnel. The PIC will also maintain a copy of each type of system-wide written communication sent to parent(s) or guardian(s) of EL students that has

been translated into the parent's first language. For example, the Parent Involvement Coordinator will ensure the inclusion of EL families in all school level activities through the provision of interpreters and translated invitations for such events. Translated school level communications

will be on file in the Parent Involvement Coordinator’s office.

Monitoring/Assessment of English Language Proficiency

The Home Language Survey is used as a first step in the identification process. The W-APT is used as a screening instrument to identify ELs. The EL teacher maintains copies of students’

progress reports and report cards in their EL folders and monitors progress to ensure academic skills are improving. ACCESS testing is used to measure progress towards English language proficiency. All EL students are required to take the ACCESS test. The Title III Director works

with the Testing Coordinator to determine the student’s tier based on academic performance. As a student a progress, the tier level is increased ultimately to C when it is believed the student is

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ready or almost ready to exit. If the student scores 5 or more on Level C and meets standards on the State Assessment (CRCT or EOCT) the student will be exited from the program. If a student

scores between 4.0 and 5.0 and meets standards on the State Assessment and the members of the LAC are in agreement on exiting, the student may exit the program and become EL-Monitored for two years. CRCT/EOCT scores and ACCESS scores are recorded on the EL

student’s Cumulative Profile which is in his/her EL folder. After all year-end assessment scores are received, teachers meet to look over the results and make instructional decisions and/or recommendations for adjustments to services for the upcoming year.

RECORDS AND INFORMATION

Folders are kept on each EL student. The original EL folder is with the EL teacher responsible for that student; this folder will be the one monitored by the state department. The school’s permanent files have EL information kept in orange folders to ensure easy identification. An

orange sheet notifies any reader that the student is an EL student and states that information concerning accommodations and EL information can be found in the orange folder. The assistant principal also has a copy of the EL folders as well as the Title III director at the county office. The

folder has a checklist of required documents and the responsible person for each item. The responsible person listed must copy any information he/she is adding to the file and send it to the Director who will get copies to the other folders (permanent file and assistant principal’s file). The

assistant principal is responsible for monitoring all EL folders and ensuring that all required documentation is maintained. The Title III Director will periodically monitor schools ’ folders (teachers’, assistant principals’ and permanent records) to ensure compliance.

Cumulative student information is available on Infinite Campus; therefore, at the beginning of the

new school year when teachers receive a copy of their EL students’ folder, they can pull up the student’s information and print what is needed for their folder. Accommodations (a copy of the TPC form) are scanned in by the Director and can be found under student information.

Administrators and other interested parties can also access all test score information and accommodations at any time using Infinite Campus.

The following checklist with responsible person(s) noted is attached in each EL folder:

Student Name __________________________________________

Person Responsible Director Home Language Survey

EL Teacher/Counselor W-APT score sheet

Completed by above when test is given Initial ESOL Referral

Director Notification of placement in EL program

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EL Teacher/Parent Involvement Coor.

Evidence of placement meeting and copy of notification sent to parents

EL Teacher TPC form with 3 or more signatures

EL Teacher

EL Accommodations & evidence that all teachers have a copy (within 30 days of start date).

EL Teacher Progress Reports

EL Teacher Report Cards

EL Teacher CRCT Score Report

Director/EL Teacher ACCESS Scores and evidence of parent notification in home language

EL/Special Ed Teacher Supporting documents if dually served through Special Ed.

EL Teacher/Parent Involvement Coor.

LAC and other exiting documents including meeting sign in/minutes

EL Teacher Monitoring documents for EL-M

Please contact Melanie Lovett (Parent Involvement Coor.) for any

documents that need translation or if an interpreter is needed.

The EL teacher is responsible for keeping this folder up to date. The Assistant Principal is responsible for monitoring the folder for accuracy.

The Title III Director will monitor folders periodically for state compliance.

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EXITING ESOL STUDENTS

Exit Criteria

The criteria for exit from the EL program in grades 1-12 is a 5.0 on the Tier C version of the ACCESS for ELs and a “Meets Standards” score on the grade level state-mandated reading assessment. The guidelines for exiting Kindergarten students are outlined in the Resource

Guide under “Exiting ESOL Services.” In the event a Kindergartener is up for exit, these will be followed.

Additional Means of Exit

Language Assessment Conference (Composed of Teachers, Administrators, Counselors, etc)

The purpose of the Language Assessment Conference (LAC) is to determine whether certain ELs are ready to exit from English to Speakers of Other Languages (ESOL) programs or if they are

still in need of language assistance services.

The LAC process is required when a student being considered for exit has scored either:

a Composite Proficiency Level (CPL) between 4.0 and 4.9 on Tier C of the ACCESS for ELs and has met standards for Reading on a state assessment

a CPL of 5.0 or higher on Tier C, but did not meet standards for Reading on a state assessment.

For students who score below 5.0 on Tier C, the LAC committee must determine:

If the low proficiency level is primarily the result of the student's lack of cognitive

academic language proficiency (CALP) in English.

If the low-proficiency level primarily reflects the student's actual ability level and could best be addressed within the regular classroom or by another special program.

The LAC may also consider if the norm-referenced achievement test scores are consistent with the student's classroom functioning.

Other data the LAC needs to consider includes:

Entry and current language proficiency scores.

Achievement test data in language and content areas.

Classroom performance, i.e. grades, participation, application (work-study habits,

motivation), and writing skills.

Criterion-referenced test scores.

Types of instructional materials and strategies the student has primarily experienced.

Amount and type of formal schooling the student has received in either the native and/or English languages.

The LAC determines the most appropriate placement for these borderline students with recommendations for additional services and monitoring. Students will be assessed annually, and all EL records will be kept in the student's cumulative record file with copies maintained in all

folders (assistant principal’s and Title director’s).

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ACCESS testing is used to measure progress towards English language proficiency. As a student progresses, the level of ACCESS is raised from A to B and ultimately to C when it is believed the

student is ready or almost ready to exit. If the student scores 5 or more on Level C and meets standards on the State Assessment (CRCT or EOCT) the student will be exited from the program. If a student scores between 4.0 and 5.0 and meets standards on the State Assessment and the

members of LAC are in agreement on exiting, student may exit program and become EL-Monitored for two years. State testing, along with report card grades and conferences with students and/or teachers and parents are used for monitoring academic progress for ELLs and

ELL-Ms.

MONITORING SUCCESS OF FORMER ESOL STUDENTS

Exited EL students are monitored for two calendar years after exiting the ESOL program. The designated staff member(s) at their respective schools will monitor students. The following areas will be observed at the end of each semester: the student's grades, standardized testing scores,

attendance record and teacher evaluations. This information will be kept in the student's cumulative folder.

If monitoring shows that the student is falling behind in classroom work and/or English language

skills, the student will be referred to begin the Response to Intervention (RTI) process. As stated in the Georgia ESOL Resource Guide, return to designated EL services is only available upon meeting eligibility criteria. If the student does not qualify for EL, or it is determined the problems

are not due to limited English proficiency, alternative placements will be considered, along with a possible referral for a psychological evaluation to determine if the student has any special needs.

ESOL PROGRAM EVALUATION

At the end of the school year after scores have arrived, the EL and regular education teachers will

meet to look at semester averages and the ACCESS, CRCT/EOCT scores and discuss the overall performance of their EL student. Teachers will compare the previous year’s ACCESS, CRCT/EOCT scores with the current scores to identify progress. If progress has been made,

teachers will be asked to discuss the strategies they used that they feel contributed to the success and document those as an instructional tool for future teachers of their student. If adequate progress was not achieved, teachers will discuss possible reasons and work as a group

to suggest strategies that may be successful to the future teachers. Any recommendations or suggested strategies will be documented in the student’s folder for the future teachers’ reference. Accommodations will also be scanned into Infinite Campus, and next year’s TPC will make

changes as needed. A district EL team has been formed to analyze the overall performance of our EL program and

revise our policy and instructional decisions as needed for improvement. This team is composed of the Assistance Superintendent in charge of curriculum, Title III Director, Assistant Principal of the middle school, and three EL endorsed content teachers (one of which is a special ed.

teacher). The team will meet annually to analyze the needs assessment (which includes: teacher surveys, ACCESS test scores and academic progress of the overall EL population, and the self-assessment report) and the current Title III plan for our program. Then, based on this

information, they will decide areas that need improvement. The team will then revise the EL school improvement plan to determine goals for improving those areas including: professional development needs, resources required, timelines for implementation, and changes to the

policy/plan that will make the program more effective and efficient.

Our system goal for language minority students is to have them achieving at the same academic level as non-language minority students within five years.

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PROFESSIONAL DEVELOPMENT

It is the goal of the Screven County School System to provide ongoing professional development that will ensure our staff is well trained and effective in meeting the educational and instructional needs of a diverse population of students. Professional development offerings are based on

annual needs assessment outcomes including: teacher surveys, teacher evaluations of classroom performance, ACCESS Scores, academic performance of EL students, and individual teacher needs and requests.

Many of our system’s professional learning needs related to instruction are met through academic coaches. These coaches are responsible for being knowledgeable about the changes taking

place in education and tailoring their instruction to fit the needs of our system’s educational environment. Through professional learning communities, these coaches provide content knowledge and resources including: teaching strategies, assessment techniques, assessment of

skills, building and district trainings, interpretation of assessment results, classroom routines and practices that promote success for all students including students with disabilities and English Language Learners. These coaches further support teachers through collaboration and co-

teaching if requested. Professional learning needs related to technology are met by a district technology coach. This

coach delivers ongoing training on current technology being implemented in the classroom, and researches and provides educational websites and applications that will enhance, supplement, and support instruction for all students including students with disabilities and English Language

Learners. The long-term professional development goals are to have at least one EL-Endorsed teacher in

each grade level.

See Screven County Professional Learning Plan Goals on next page.

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Screven County School System Professional Learning Plan Goals

2007-2012

Goal 1: The Screven County School System will maintain a motivated, professional, and competent

staff.

STRATEGIES

PERSON (S) RESPONSIBLE

TIMELINE

RESOURCES

Evaluation of

Implementation of Strategies and Impact on Student Learning

Artifacts Evidence 5.1.1 Analyze

teacher evaluations, observation

data, staff surveys, student achievement

data, research to determine needs related to

professional training.

Director of

Curriculum and Instruction, Director of Title III,

Principals

2007-2012

Continuous

Professional

Learning, Title I, WIDA

Evaluations,

surveys, research, observations,

professional learning data

Student

Achievement Data

5.1.2 Provide professional learning

opportunities for all staff based on determined

needs and local, state, and federal

requirements.

Director of Curriculum and Instruction,

Director of Title III, Principals, Instructional

Coaches

2007-2012 Continuous

Professional Learning, Title I, Title IIA, food

service and school nutrition funds, other

grants

Professional Learning attendance

rosters, professional learning

schedules, PL logs, PL evaluations

Staff surveys, student

achievement data

5.1.3 Support induction programs for

new teachers

Director of Curriculum and Instruction,

Principals

2007-2012 Continuous

Professional Learning

Induction logs, PLC logs, Teacher

retention rates

Student Achievement Data

5.1.4 Provide

professional learning opportunities to

develop leadership skills among teachers

and prospective administrators.

Superintendent,

Director of Curriculum and Instruction

2007-2012

Continuous

Professional

Learning

Observations,

PL Course offerings

NSSE

Survey of School Climate

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GLOSSARY

English Learners (ELs):

Students w hose primary or home language is other than English and w ho are eligible

for services based on the results of an English language proficiency assessment

English to Speakers of Other Languages

(ESOL):

An educational support program provided to help ELs overcome language barriers and

participate meaningfully in schools’ educational programs

Resource Guide: State guide to assist in implementing the state-funded EL program.

ACCESS: The state-mandated test of English proficiency.

LAC: Language Assessment Conference; a conference to determine a student’s need for

continued EL services based on borderline proficiency scores.

Language Minority: Any person w ho speaks a language other than English as the f irst, home, or dominant

language. EL students are a subset of all language minority students.

LEP: Limited English Proficient; this is a federal definition included in the Improving

America's School Act of 1994, Title VII, Section 7501. In summary, this states that the

student's primary language is one other than English and has suff icient diff iculty

speaking, reading, w riting, or understanding the English language and w hose

diff iculties may deny such individual the opportunity to learn successfully in the

classroom. In Georgia the LEP status is determined by the ESOL state-funded

eligibility criteria. All EL students are LEP, but some LEP students are not EL due to

the fact that they are receiving services outside of a program that subscribes to the

GBOE rule governing the state-funded ESOL program.

TPC: Testing Participation Committee: a committee convened to make testing decisions for

EL students. This committee can serve as part of the Language Assessment

Conference as defined in 160-4-5-.02 Language Assistance: Programs for Limited

English Proficient Students.

NEP: Non-English Proficient: this term describes students w ho are just beginning to learn

English. They are also considered LEP, but at the low est end of the proficiency scale.

Pull-Out: Program model in w hich the resource teacher pulls students from their classes for EL

courses or individual w ork.

CCGPS: The state curriculum used to provide instruction to students.

Segment: An Instructional Segment (per the FTE Users Guide) is the service provided to a

student during one-sixth of an academic day. For purposes of reporting FTE the

academic day is thought of as being divided into six equal segments of instructional

time. A segment consists of at least the minimum number of minutes required to earn

a Carnegie unit for Grades 9-12. For Grades K-8, a segment consists of the minimum

number of hours of instruction required for the length of the school day divided by six.

Grades K-3: 45 minutes daily

Grades 4-8: 50 minutes daily

Grades 9-12: 55 minutes daily

Sheltered Courses: EL courses w here content (usually social studies, science, or health) is used as the

medium to teach the four language skills of English and American cultural concepts.

Instructors must follow the GPS for the subject area and have appropriate credentials

to teach both the subject area and ESOL.

Student Assessment

Handbook:

State guide to assist in the implementation of the statew ide assessment program.

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General Ed. Teacher Use of WIDA ACCESS Score and CAN DO Descriptors

Spring 2012 Survey

Complete the ESOL survey below and give it to your principal. The principal or designee will send all of the Completed Surveys to the district ESOL Coordinator. The District ESOL team and ESOL Coordinator will address questions and concerns. Completed data will be used to

determine Professional Development needs.

1. I know and understand the process for identifying EL students. _____ Yes _____ No

2. I have a copy of the WIDA ACCESS test scores for the EL students that I teach. _____ Yes _____ No

3. I have access to information on how to read and interpret the ACCESS test scores

for the EL students that I teach and how to use resources for my instruction.

_____ Yes _____ No

4. I have a copy of the WIDA/Can Do Descriptors for my subject and I understand how they can be utilized. _____ Yes _____ No

5. I understand how to incorporate WIDA standards with the Common Core

Standards on my lesson plans. _____ Yes _____ No

6. I understand the support role of the EL teacher in my classroom. _____ Yes _____ No

7. I feel that professional development in the following areas will help me have

confidence in meeting the needs of EL students:

______ Using CAN DO Descriptors

______ Incorporating WIDA standards into lesson plans

______ Monitoring the progress of EL students and adjusting instruction as needed

8. Please list any other areas in which professional development for EL instruction

would be helpful.