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Green Forest School District English for Speakers of Other Languages
,
Policies and Procedures 2017-18
Green Forest School District, in partnership with the parents and community, has a shared commitment to help ALL students become successful lifelong learners.
Go Tigers!
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TABLE OF CONTENTS
ESL Program Goal 3
English Language Proficiency Standards 3
District ESL Staff 3
Acronyms for ADE and ESL 3
Procedures for Serving LM and EL Students 4
Identification of Potential EL (LEP) Students 4
Assessment (Initial and Annual) 4
Program Design and Implementation 6
Segregation and Facilities 14
Access to All District Programs 14
Maintenance of Records 15
Program Evaluation and Modifications 15
Forms 17 - 30
The information in the shaded boxes throughout this document are taken verbatim from Title VI of the Office of Civil Rights (OCR) Act of 1964.
These boxes provide guidance regarding the minimum of what MUST be done to meet the law when serving English Language Learners.
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ESL Program Goal
Language Minority Students will learn how to effectively employ a second language in academic settings.
English Language Proficiency Standards
1. construct meaning from oral presentations and literary and informational text through grade-appropriate listening,
reading, and viewing
2. participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to
peer, audience, or reader comments and questions
3. speak and write about grade-appropriate complex literary and informational texts and topics
4. construct grade-appropriate oral and written claims and support them with reasoning and evidence
5. conduct research and evaluate and communicate findings to answer questions or solve problems
6. analyze and critique the arguments of others orally and in writing
7. adapt language choices to purpose, task, and audience when speaking and writing
8. determine the meaning of words and phrases in oral presentations and literary and informational text
9. create clear and coherent grade-appropriate speech and text
10. make accurate use of standard English to communicate in grade appropriate speech and writing
District ESL Staff
Green Forest Elementary Kindergarten ESL Teacher Karla Etchison
Green Forest Elementary First Grade ESL Teacher Amanda Farrar
Green Forest Elementary Second/Third Grade ESL Teacher Nancy Forshee
Green Forest Middle/Intermediate ESL Teacher Charlisa French
Green Forest High School ESL Teacher Molly Sroges
ELL/Curriculum Glenda Ayers
Director of Instruction/Federal Programs Lisa Carlon
Acronyms for ADE and ESL
ADE Arkansas Department of Education
AMAOs Annual measurable achievement objectives (for Title III only)
BICS Basic interpersonal cognitive skills
CALP Cognitive academic language proficiency
ELD English language development
ELL/EL English language learner/English learner
ELP English language proficiency
ELPA 21 English language proficiency assessment for the 21st century
ESL English as a second language method of instruction
ESOL English for speakers of other languages
FEP Fluent English proficient
HLS Home language survey
LEP Limited English proficient
LMS Language minority student
LPAC Language placement and assessment committee
PHLOTE Primary Home Language Other Than English
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Procedures for Serving LM and EL Students
Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and
ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Survey
(HLS) is required for all students. Moreover, the HLS assists the district in identifying all national origin minority students who have a primary
(first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of identifying
PHLOTE students.
In addition to fulfilling other requirements imposed by federal law and OCR policy statements, the Green Forest School District shall appropriately
structure an alternative language program that will meet all requirements in providing a program that will allow language minority students who
are LEP/EL to participate meaningfully in the school district’s educational program.
Identification of Potential EL (LEP) Students
The Green Forest District will identify EL students utilizing the following criteria:
All students in the district must complete an initial enrollment packet at the time of registration. The Green Forest District’s
Home Language Survey is included in the enrollment packet. Registration of students in the Green Forest School District is the
responsibility of individual building secretaries and/or counselors. All forms are filed in student’s permanent folder. A copy of
the Home Language Survey is available to the appropriate ESL teacher if a primary language other than English is indicated by
answering YES on questions 1-4. The Green Forest School District ESL staff uses the HLS results to determine the need for
further English language proficiency (ELP) screening and possible English as a Second Language (ESL) services. ESL teachers
are responsible for accessing TRIAND for additional student information to support this process.
If a teacher or other staff member is concerned with a student’s performance and suspects that the student may have been
missed during the initial enrollment process, the school should first review the student’s permanent file to see if the HLS form
has been completed. If the HLS has not been completed, the student’s parent/guardian must be contacted to complete the HLS
with the help of the school’s office staff. If the HLS has been completed and indicates a language other than English, the
school’s office staff notifies the ESL teacher of the need for screening. If the HLS form does not indicate a language other than
English, a conference is scheduled with the student’s parents to determine if there has been a misunderstanding regarding the
HLS. If the HLS is revised, the office staff will notify ESL staff and the appropriate screening will be completed.
Title VI of the Office of Civil Rights requires a district to objectively assess the English language proficiency of all PHLOTE students in order to
determine which PHLOTE students are limited English proficient (LEP). Moreover, the assessment should evaluate whether PHLOTE students
can speak, read, write, and comprehend English, if all four-language skills are expected of their grade-level peers. At a minimum, assessments
should be designed to determine whether PHLOTE students possess sufficient English language skills to participate meaningfully in a district’s
program without specialized language assistance. Furthermore, Title VI requires that all staff designated to administer the assessment instrument
should be provided formal training to ensure proper test administration and interpretation of test results.
Assessment (Initial and Annual) ELL students must be assessed in the areas of reading, writing, speaking and listening to determine how well a student can use
English. The Green Forest School District has identified the Tennessee English Language Placement Assessment (TELPA) as
the primary assessment tool for EL students. The TELPA is validated and normed as a screening instrument for placement and
reclassification of language minority students and is approved by the Arkansas Department of Education (ADE) for the purpose
of assessing language proficiency. Variables such as language fluency and age of student may be considered. Assessment and
placement of student in the appropriate educational program will be less disruptive to the student’s educational progress if
process is initiated immediately. The TELPA will be administered by individuals that have been trained by the EL Coordinator
and/or ADE established training workshops. The TELPA results and material will be placed in each student’s permanent folder.
(The ELPA21 Screener will replace the TELPA as directed by the ADE during the 2017-18 school year.)
Initial Assessment of Potential EL (LEP) Students
If the HLS indicates that the primary home language of the student is not English, the Green Forest School District ESL staff
will screen the student for English Language Proficiency (ELP). The TELPA assessment tool is used by the Green Forest School District to measure the English language proficiency of students who have recently arrived in the U.S. or in a
particular district. It can help to determine whether a child needs ESL services, and if so, at what level. The TELPA is
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designed to be individually administered by trained staff to identify potential EL students. All four domains (listening,
speaking, reading, and writing) should be completed during the initial administration of the assessment.
Parent Notification of Initial Assessment Results and Parent Rights
All parents will be notified of their child’s identification as an English Learner and placement in an ESL program. At the
beginning of the school year, parents and guardians of students who have been identified as an EL and placed in the
district’s ESL program must be notified within 30 days of their child’s identification, placement, and of the right to waive
services. Parents will receive copies of all pertinent forms. The ESL Coordinator will enter the information into the
student information system identifying a student as ELL/LEP. The coordinator will also enter the date of entry into ESL
service and indicate the appropriate year (M1, M2, M3, or M4) for FEP students who are monitored.
Parents of EL students have a right to refuse ESL services or opt their child(ren) out of the ESL program. Parents
who wish to opt their child(ren) out of the ESL program, must meet in person with the ESL teacher and/or
coordinator who will explain the benefits of the student remaining in the ESL program. If the parent still wishes for
their child(ren) to not be in the ESL program, the parent must sign the district waiver form. The following
information must be reviewed with the parent before the form is signed:
The student will still participate in the annual ELPA 21 assessment until the child(ren) meets exit requirements;
The student will still be classified as LEP/EL in the student information system and in state reporting;
The student will still be considered an EL and his/her academic progress will be monitored by the Green
Forest School District staff;
The student may be re-enrolled into the ESL program with parental permission;
The student is still allowed LEP (EL) exemptions and accommodations on state assessments.
The original waiver form must be placed in the student’s permanent school file and a copy sent to the EL Coordinator
who will enter the date services were waived into the student information system. The parent will receive a copy of the
waiver for their files.
Foreign Exchange Students (FES) should be assessed by the initial screener if their HLS indicates any language other than
English on questions 1-4. All protocol in this section applies to FES as they also qualify for English language services
provided for other EL students with a primary home language other than English. Foreign Exchange Students, identified
as a LMS and assessed as an EL, are counted in the student information system as an LEP/EL and are required to take any
assessment required of an EL or LMS.
Title I requires that states shall provide an annual assessment of English proficiency of all students with limited English proficiency.
Title III states that districts must meet annual measurable achievement objectives (AMAOs) for limited English proficient students through
development and attainment of English proficiency while meeting challenging State academic content and student academic achievement
standards. Such annual measurable achievement objectives shall reflect the amount of time an individual child has been enrolled in a language
instruction educational program and use consistent methods and measurements to reflect at a minimum, annual increases in the number or
percentage of children making progress in learning English, at a minimum, annual increases in the number or percentage of children attaining
English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency, and making adequate
yearly progress for limited English proficient children. Districts that do not meet AMAO are required to notify parents of ESL student of the
district’s status in achieving AMAOs.
Annual English Proficiency Assessment
Title III requires states to administer an assessment designed to measure students' progress in "...attaining proficiency,
including a child's level of comprehension, speaking, listening, reading, and writing skills in English." The English
Language Proficiency Assessment for the 21st Century (ELPA 21) was developed to meet these requirements. This
assessment is given annually each spring to ALL ELL/LEP students regardless of whether they are being served in the
ESL program. The ELPA 21 consists of four tests designed to measure academic and social language proficiency in the
four domains of language. From the listening and reading tests, a comprehension score is derived. From the speaking and
writing, a production score is derived. The comprehension and production scores produce a composite score of 1 – 5
which indicates the ELP level of each individual student. The purpose of the ELPA 21 is to measure progress and initiate
the exiting process. The results ELPA21 may be used to make changes in ESL services. Schools are held accountable for
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their ELPA 21 scores. Annual Measurable Achievement Objectives (AMAOs) are determined by ELPA21 scores plus
AMO status of EL sub-population group. AMAOs consist of three tiers 1) the percent of EL students who are
exited/reclassified as FEP; 2) the percent of EL students who make progress (gain one level or more); 3) AMO status of
the LEP/EL subpopulation.
Parents are to be notified of the progress their child is making toward becoming proficient in English in a language or
form they understand. The ELPA21 results may be used for making placement decisions, but it is not necessary nor are
the results intended to be the only determining factor.
Title VI of the Office of Civil Rights (OCR) requires the development, adoption, and implementation of a district-wide policy stating all LEP
students will be provided alternative language services through its alternative language program (except where parents have denied placement in
the alternative language program). Title VI further requires the district to have a continued obligation to provide language services to students
whose parents have denied services by encouraging monitoring of students’ academic progress and other support language services for such
students.
Furthermore, Title VI of OCR requires the district to ensure appropriate placement of all LEP students into the alternative language program.
Specifically, the district will establish one or more placement committees (i.e., language proficiency assessment committee (LPAC)) based on
need at each of the school sites. The members of the language proficiency assessment committee will, at a minimum, be composed of an ESL
teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee will review pertinent LEP students’
information and make placement determinations into the district’s alternative language program (ESL).
Moreover, each school will adhere to the objective assessment criteria for determining a student’s LEP status. In isolated cases where subjective
criteria override objective criteria, the language proficiency assessment committee will develop a written explanation detailing the reasons(s) for
deviating from the objective criteria.
Furthermore, all LEP students shall be placed in the appropriate alternative language program. Notification of the placement and the benefits
derived from participation in the alternative language program will be provided to each LEP student’s parent. However, a student may be
removed from the alternative language program upon receipt of a written request from the parent/guardian
Program Design and Implementation
Placement
Federal law requires that every school establish a Language Proficiency Assessment Committee (LPAC) and indicates a
minimum of an ESL teacher, counselor, classroom teacher, building administrator. and when applicable a Speech teacher,
SPED teacher, and Dyslexia specialist, to be responsible for recommendations regarding the identification, program
placement, and reclassification of EL students.
Eligibility for ESL services should be determined by the TELPA or the ELPA 21 results and decisions made by the
LPAC. The LPAC will be formed at the beginning of the school year and will meet as needed. The LPAC is required
to identify, review, place EL students in the appropriate instructional ESL program and notify parents within 30 days
of the beginning of each year (this becomes 2 weeks for students who enroll after school is in session.) Timely
scheduling of LPAC meetings is crucial in placing EL students within the required time period and in determining
eligibility for state funding. All students must be appropriately identified, placed, and coded in the student
information system by October 1 of each year.
LPACs are responsible for the following:
1. Reviewing all pertinent information on all students in grades K-12 whose primary and/or home language is other
than English for the purpose of initial and continued program placement and reclassification (exiting or re-entry).
2. Determining the level of language proficiency and level of academic achievement of each EL student based on
current ELPA21 results, classroom performance, and results of standardized assessment scores.
3. Recommending program placement and any other research-based instructional strategies/scaffolding and/or
interventions based on student's language/academic needs, including referrals for gifted and talented or special
education screening.
4. Reviewing pertinent student data to determine standardized assessment decisions based on federal and state laws
pertaining to the assessment of EL students. Students will not be excluded from the NRT (norm-referenced test)
based on Green Forest School District policy. Accommodations may be revised throughout the year based on
LPAC decisions aligned with state assessment revisions.
5. Reviewing and documenting student progress on language and academic assessments to determine change in ESL
programming, scaffolding, and/or assessing.
6. Notifying parents of their child’s initial placement and annual progress made in becoming English proficient.
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7. Reviewing and documenting progress of EL students with parent waivers and recommending instructional
scaffolding as necessary.
8. Making annual decisions based on ELPA21 results, classroom performance, and standardized assessment scores.
LPACs will meet for the following purposes to determine placement, instruction, and assessment. Decisions are based on
TELPA or ELPA21 results, any achievement test data available, classroom performance, and teacher observation.
1. Initial Placement Decisions: The LPAC determines the least restrictive and optimal setting for each student based
on the initial TELPA assessment data, academic records from prior school(s), and other available information.
Initial placement decisions are recorded on an EL LPAC Recommendation form.
2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the services offered to ELs,
recommended classroom accommodations and standardized assessment allowed accommodations. Upon receipt
of ELPA21 scores or at the beginning of the school year, the LPAC shall conduct specific meetings to review all
pertinent data on all EL students. It is imperative and required by federal law that the school LPAC functions and
meets as a group when making decisions that impact EL students. The forms used for this include the ESL Annual
Parent Notification of ESL Program Placement and LPAC Recommendation form.
3. Exit and/or Reclassification Decisions: When a student has met the criteria to be exited and/or reclassified, the
LPAC reviews all criteria with the Exit/Reclassification Language Placement Committee Recommendation Form.
4. Classroom/ESL Teacher or Parent Concerns: If a classroom teacher has concerns about the performance of an
EL, the LPAC meets to discuss possible solutions. The ELL Academic Update form will be used to gather
information from teachers regarding the student’s performance in the classroom.
If the committee uses subjective criteria (e.g., classroom performance, parent request) to override objective criteria in
making placement decisions, the LPAC will develop a written explanation detailing the reasons for deviating from
the objective criteria.
All LPAC decisions will be recorded and original forms will be placed in the student’s permanent file.
It is imperative that classroom teachers are aware of the English competency levels of their English language learners and
scaffold instruction for these students with strategies that are research-based for this population. Classroom teachers are
also responsible for implementing ADE adopted English Language Proficiency Standards. Classroom teachers and other
support staff are charged with making content comprehensible for ALL students. The ELPA21 comprehensive toolkit for
implementing the ELP standards is accessible at http://www.elpa21.org/standards-initiatives/professional-development
and the OELA English Learner Toolkit is accessible at https://www2.ed.gov/about/offices/list/oela/english-learner-
toolkit/index.html
Placement (grade level)
Although grade placement is not officially a role of the LPAC, school districts occasionally face the issue of what grade is
most appropriate upon enrollment of a LM and potentially an EL student. Education systems in other countries often do
not align perfectly with the way we assign students to grade levels, begin and end the academic year, or our age
requirements for compulsory attendance. Grade level placement for students at our district is grade age-appropriate
placement.
Title VI of Office of Civil Rights requires the district to implement an alternative language service model selected (e.g., ESL) that is
considered research based and recognized by experts to be sound as a second language acquisition theory. The alternative language service
model should provide LEP students with equal educational opportunities.
Furthermore, the district is required to align its curriculum at the elementary, intermediate, middle, and high school levels. Additionally, all
schools should be provided with basic guidance and information about the model, resources, materials, and expectations that will ensure LEP
students equal access to the district’s general academic curriculum. Moreover, along with the implementation of the alternative language
service model, the district is required to formulate goals and objectives for the program.
Additionally, a district needs to have instructional materials to properly carry out its selected alternative language service model (e.g., ESL)
for the instruction of LEP students. Such materials should be appropriate to the curriculum and comparable in quality, availability, and grade
level to materials provided for the instruction of non-LEP students.
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ESL Programming and Curriculum
The Green Forest School District has implemented English as a Second Language (ESL) for limited English proficient EL
students. This is a structured, sequential English language program designed to teach students whose home language is not
English. The EL curriculum will focus on language development and academic objectives. The primary instructional EL
inclusion program will be provided with ESL endorsed and/or ESL trained classroom teachers. A supplemental EL
program may remove an EL student from the classroom for a specified time period, with academic and language goals
coordinated between the classroom teacher and ESL teacher. The use of bilingual paraprofessionals may be effective to
augment a recognized alternative language program, however, providing tutoring and/or translations delivered by
paraprofessionals is not recognized or approved by educational experts as an ESL program. Bilingual paraprofessionals
must work under the direct supervision of the certified classroom teacher(s), with use of alternative facilities and/or
settings if necessary. Once a student has been identified as needing screening through the home language survey, screened
for language proficiency, and assigned an ELP level, he/she is placed in an instructional program. All services are
designed to enable EL students to work toward the same academic standards as all other students. Mainstream teachers
and all support staff will follow the English Language Proficiency Standards, and the appropriate Arkansas content-area
framework standards. All teachers are certified and many are ESL Endorsed, or at a minimum, trained in ESL strategies.
A student’s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC).
Mainstream Classroom with English speaking peers is the primary placement of all EL students. In this model, a
general education teacher is providing content area instruction for all students while using differentiation strategies
for ELs, SWD, and other students as needed to make the content comprehensible for ALL students. Teachers are
trained to modify instruction for EL students until they can demonstrate that language is no longer a barrier to
learning. This model is used in grades K- 12.
ESL Direct Pullout in grades K-8 are designed for English Language Learners who are non-speakers, limited speakers
and/or limited in reading and writing in English. The teachers are certified and ESL Endorsed. In an ESL pull-out
model, students’ learning is shared between ESL and mainstream instruction. Students are “pulled out” of general
education instruction to receive instruction in English. EL students are taught in a separate small group setting
consisting of only EL students. Pull-out classes may be composed of students from one language group or from
different language backgrounds, and students may be grouped by grade-level or proficiency level. English instruction
is adapted to students’ proficiency levels. The amount of instructional time depends on the grade level and proficiency
score of the EL student. Supplementary and/or adapted materials may be used as appropriate to enhance language
acquisition.
Inclusion allows ESL teachers to push into a grade level or core content classrooms to support content instruction.
ESL teachers support the academic content being taught within a language framework by reinforcing academic
vocabulary, using strategies specific to ESL instruction, adapting materials, instruction, and curriculum based on
individual student language needs, etc. It is a district level expectation that ESL teachers in a content mainstreaming
situation plan and modify instruction with the classroom/core area teachers. EL students receive support in the content
areas, as well as ESL instruction on the nuances of the language. Instruction supports the needs of all students.
Sheltered Classes are offered to students in grades 9-12 and are designed for ELS who are non-speakers, limited
speakers and/or limited in reading and writing in English. ESL I English Reading/Writing/Language Development is
an elective course; and ESL Language Arts is a core course, with each course one scheduled period. The LPAC must
recommend courses which are taught by an English Language Arts and ESL certified secondary teacher.
Kindergarten Early Childhood’s emphasis on expressive and receptive language acquisition will ensure that many of
the EL Kindergarten child’s language needs may be met in the regular classroom setting. It is the intent of the Green
Forest Schools that the primary emphasis of supplemental services will begin with the academic content areas starting
in first grade. Kindergarten students whose primary or home language is other than English are provided support by a
certified ESL teacher.
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Grade EL Level Literacy/ESL
Kindergarten LEP 1*
LEP 2*
LEP 3*
LEP 4
LEP 5 (FEP)
*Direct and/or Indirect Service(s) 30 minutes per day as
determined by LPAC for individual student’s needs/growth
Indirect: ESL teacher checks periodically with teacher
Monitor
1st-3rd LEP 1
LEP 2
LEP 3
LEP 4
LEP 5 (FEP)
Direct: 90 minutes per day
Direct: 60 minutes per day
Inclusion 30 minutes per week
Indirect: ESL teacher checks periodically with teacher
Monitor
4th-8th LEP 1
LEP 2
LEP 3
LEP 4
LEP 5 (FEP)
Direct (Full) 1 Literacy Class Period per day
Direct (Full) 1 Literacy Class Period per day
Indirect (ESL teacher checks periodically and/or push in)
Indirect (ESL teacher checks periodically with teacher)
Monitor
Guidelines for grades K-8th supplemental ESL program
ESL teacher and classroom and/or content area teacher(s) must coordinate academic objective(s) and grade(s)
No more than 15 students per instructional grouping with ESL certified teacher, except when bilingual
paraprofessional will also be working under direct supervision within scheduled time
For Kindergarten LEP 1 and LEP 2, students may be scheduled together based on academic need(s)
Cross-grade level grouping may be used if appropriate
LEP 1 students may receive additional services in the regular classroom by paraprofessional
LEP 1 and LEP 2 students may receive added services through the Response to Intervention and/or Tutoring
programs
High School Supplemental (Scheduled Classes) ESL Service
Grade(s) ELL Placement Course Time
9-12 LEP 1
LEP 2
ESL I English Reading/Writing/Language
Development
Scheduled Period
(elective)
9-12 LEP 1
LEP 2
ESL Language Arts Scheduled Period
(core)
High School ESL Service: Regular Classroom
Grades: 9-12 ELL students Regular Content Classrooms Inclusion
Guidelines for High School supplemental ESL services
ESL Language Specific classes, no more than 15 students per instructional grouping with English Language Arts/ESL
certified teacher.
Scheduling for a LEP student will be based on his/her ELL placement level.
High School Course Description
ESL English Reading, Writing, and Language Development Grades 9-12. (Prerequisite: approval of LPAC
committee) This course is designed for students who are beginning-level English language learners. The purpose of
the course is to develop in students as rapidly as possible an understanding of basic core vocabulary, expressions,
grammar usage, and American customs so they can relate to what is going on around them. The goal is to help
students bridge the gap between beginning language acquisition and the academic language and concepts required by
mainstream classes. Emphasis in this course is paced on acquisition of English through participation in numerous and
varied language and cultural experiences rather than on direct, formal teaching of English.
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Arkansas Academic Standards
Arkansas law recognizes that "students in Arkansas deserve the best education that the citizens can provide." This
education must produce academically competent students who can demonstrate their competency in the core curriculum
and who can apply their knowledge and skills.
The Arkansas Department of Education is committed to assisting schools in the implementation of Arkansas English
Language Arts and Content Standards so that all students have the opportunity to learn and leave high school ready for
college and careers. Green Forest School District’s instructional leadership, in collaboration with the ESL teachers and
ADE, will work with teachers and staff to support the needs of EL students in meeting these standards. To assist teachers
of ELs, Arkansas has adopted ELP Standards, developed by state leaders and experts in ESL.
ESL teachers are expected to follow the current Green Forest School District content area curriculum. In order for the
content to be made comprehensible for English language learners and to supplement the curriculum, ESL teachers will use
strategies that have been found to be effective through research for this population of students.
Assessment – Standardized and Classroom
Criterion Referenced Assessment
Assessment is required by Federal law.
Students must be identified as an EL to receive accommodations.
Literacy, Science, and Math are assessed each year as required by ADE.
Results are used to measure Annual Measurable Objectives (AMO). Students who have attended U.S. schools for less than one year may have their scores excluded from counting towards AMO and may be exempt from the literacy test only during this first year.
FEP 1 and FEP 2 students (students in the first and second year of monitoring) may be included in the
LEP sub-population in making AMO determinations.
Norm Referenced Assessments
Assessment is required by state law (Act 35, 2003) for grades 1-2.
Green Forest Elementary will assess all ELs for data.
EL students will participate in the state identified assessment.
Alternative Grading Procedures:
In order to effectively assess EL students at all proficiency levels, teachers should incorporate differentiated, authentic,
culturally and linguistically-appropriate assessments into their practice by engaging them in both lower-order (e.g.,
knowledge and comprehension-based) and higher-order (e.g., application, analysis, synthesis/creation, and evaluation)
thinking skills. Effective assessment requires that teachers consistently apply their own creativity in developing and
implementing ways that students can demonstrate higher-order thinking, regardless of language proficiency level. The
student’s background factors must also be considered in the assessment process. When language is the only barrier to
success, grades should not indicate failure or needs improvement. If the student receives an F for their quarterly or
semester grade, documentation should show that the appropriate accommodations and scaffolding were provided to the
student. At the same time, it is inappropriate to assign grades that indicate a student is doing grade level or satisfactory
work if they are not meeting grade level standards.
Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected
alternative language program.
1. All Teachers (e.g., Regular, Special Education, etc.):
The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP
students in the formal alternative language program, the regular program, the special education program, or any other academic
program will receive the training and skills necessary to carry out the selected alternative language program (ESL). All teachers
instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESL
strategies).
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2. Alternative Language Program Teachers (ESL):
The district shall staff its alternative language program with teachers certified and endorsed by the state to teach in these programs.
Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the
district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers
and will concurrently require them to work towards full certification or endorsement.
Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP
students at each school and grade level.
Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of
alternative language services (i.e., ESL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic
understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing
services that are consistent with the district’s alternative language (i.e., ESL) curriculum and academic objectives.
Moreover, Title VI requires the district to ensure that any teacher paraprofessionals who assist in providing alternative language
services will work under the direct supervision of a certified teacher. Training will be provided to the aides on ESL instructional
methodologies where there is heavy reliance on the aide to provide language services or instruction, (i.e., self-contained special
education teachers).
Staffing and Professional Development
Green Forest School District is required to ensure that all staff members working with ELs are trained in how to provide
appropriate instruction for ELs. Staff members who serve as the primary teacher in the supplemental language program
must have an ESL endorsement or be in the process of obtaining these credentials. ESL teachers must be ESL endorsed by
the State of Arkansas. ESL paraprofessionals who assist in providing ESL services must work under the direct supervision
of an endorsed ESL teacher and receive professional development in effectively working with ELLs. Teachers may obtain
their ESL Endorsement through coursework at universities with ADE approved programs of study. Teachers must
complete four courses required for ESL Endorsement, pass the ESL Praxis II. and complete the appropriate ADE
paperwork to add the ESL Endorsement to his/her teaching license. Green Forest School District encourages teachers to
participate in the Arkansas Department of Education (ADE) ESL Graduate Academy or Project Rise. Teachers earn 12
graduate hours (3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language Acquisition, and 3 hours of
Assessment of ELLs). The ESL Academy and Project Rise are offered at no cost to participants. All costs for the
programs are sponsored by ADE through state ELL and Title III funds. Two universities (UA Fayetteville and John
Brown University) have National Professional Development (NPD) grants from the Office of English Language
Acquisition and are implemented by the Department of Curriculum and Instruction in the College of Education at these
two campuses. The projects provide participating teachers with state-recognized endorsement in ESL and pays for tuition
and materials for the teachers. Professional development in ESL strategies for working with students and parents is
available for certified and support staff.
Title VI of Office of Civil Rights requires the district to identify, implement into its policy, and describe the criteria that it will use to
determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESL) services. At a
minimum, these criteria should provide for the following:
1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in
which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and
2. That students exiting alternative language services (e.g., ESL) can read, write, speak, and comprehend English well enough to participate
meaningfully in the district’s program.
Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district’s program.
Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a year.
In addition, the language proficiency assessment committee should monitor students who have exited the alternative language program for
a two-year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is not performing
adequately academically (by objective measurement), the student should be placed back into an appropriate alternative language program.
Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have fallen
behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program
momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of
premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative
language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited
prematurely.
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Student Exit and Monitoring*
In order for an ELL student to reach exiting status in the ESL Program, he or she must meet the following ADE criteria:
1. Spring English Language Proficiency Assessment (ELPA 21) Scores and Proficiency Levels - Student must score
proficient or above in all five sections (listening, speaking, writing, reading and comprehension) of the spring
English Language Proficiency Assessment (English Language Development Assessment (ELPA 21).
2. Previous Year’s Grades - Student must earn a grade of “C” or above in all core subject areas (English/Language
Arts, Mathematics, Social Studies, Science)
3. State Standardized Achievement Scores - Student must score at the “Ready” or “Exceeding” levels on the literacy
and mathematics portions of the ACT Aspire assessment OR at or above the 40th percentile on the norm-
referenced test (NRT).
4. At least two current teachers recommend exit or reclassification based on the criteria above.
5. The decision to exit or reclassify the EL student from the English as a Second Language (ESL) program must be
made on an annual basis by the LPAC following a review of spring ELPA 21 results.
Procedures for Exiting Students
After the ESL teacher collects classroom performance and standardized assessment data, then the LPAC convenes to
determine a student’s reclassification. If a student does not meet the exit criteria, the student remains classified as a LEP 4.
If a student meets the exit criteria and the LPAC determines that the student is to be exited from the ESL program, the
student will be designated an FEP 1, indicating the student is in the first year of monitoring. The ESL teacher will send a
letter notifying parents that their child has met exiting criteria and will be monitored for four years. FEP 1, FEP 2, FEP 3
and FEP 4 will identify students who have been reclassified at district level. The student information uses M1, M2, M3
and M4 to identify students who can still be counted on the statewide assessment’s LEP population. It is a requirement to
monitor transitioned (exited) students’ academic achievement and progress for a period of four years after exit from an
ESL program.
Procedures for Monitoring FEP Students
The LPAC will convene each fall to monitor the progress of students using the Monitoring Form. A school district
may choose to monitor reclassified students each semester or hold LPACs for these students in the spring if they
have grades and test data. The LPAC will determine if the student has continued to maintain C or better in core
content classes and if they have continued to maintain ACT Aspire literacy and math assessment scores of “Ready” or
“Exceeding” or NRT score at or above the 40th percentile in Literacy. If a student meets the above factors, the student
is considered FEP2 and will be monitored for an additional two years. If a student does not meet the above factors,
the LPAC will gather information from the student’s teachers using the ELL Academic Update Form. If the LPAC
determines that a monitored student should be reclassified as an LEP, an intervention plan will be developed and the
parents will be notified in writing. When a student is in monitoring status, he or she does not take the state ELP
assessment, but must be monitored by the ESL teacher for a period of four years. A copy of the LPAC's decision to
exit a student must be placed in the student's cumulative file in the school building. To determine academic progress
and success, ESL teachers will complete the Monitoring Form for FEP 1, FEP2, FEP 3 and FEP 4 Parent Notification
Form and meet with LPAC to review; and notify parents.
*Note: The exit criteria and monitoring requirements will change during the 2017-18 school year as directed by the ADE
and the final approval of the Arkansas state plan to meet the requirements of the Every Student Succeeds Act (ESSA).
Title VI of Office of Civil Rights requires the district to provide Timely notice to the parents or guardian of PHLOTE students of school
activities, progress reports and other matters that are brought to the attention of other parents. Specifically, the notices should be provided in a
language understood by the parents.
Parent Involvement
Parents/guardians will be notified in writing of the decision of the LPAC. To comply with federal laws, Green Forest
School District must notify parents of their child’s being identified as an EL and placement in the ESL program within 30
days of the start of the school year or within two weeks of the child’s placement in the program if enrolled during the
year. Parents of EL students have a right to refuse ESL services or opt their child(ren) out of the ESL program. Parents
who wish to opt their child(ren) out of the ESL program, must meet in person with the ESL teacher who will explain the
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benefits of the student remaining in the ESL program. If the parent still wishes to decline ESL services for their child(ren),
the parent must meet with the principal/designee to sign the ESL Waiver Form. The principal/designee must review the
following information with the parent before the letter is signed:
The student will still participate in the annual ELPA 21 assessment until the child(ren) meets exit requirements;
The student will still be classified as LEP/ELL in the student information system and in state reporting;
The student will still be placed on a caseload and his/her academic progress will be monitored;
The student may be re-enrolled into the ESL program with parental permission;
The student is still allowed LEP(ELL) exemptions and accommodations on state assessments and;
The parent must sign the waiver form each year services are waived.
Procedures for Communicating with Parents
All information that our parents receive from the schools or the district should be in the language that the parents best
understand, whether it be orally communicated or in written form. This does not apply to any of the fliers that come in
from outside sources (for example: city sports programs, dance and cheer programs, etc.). Only qualified persons, Green
Forest School District staff or individuals from the community, who have been screened and approved at the district level,
should be translating communication to the parents. We currently have one district Spanish interpreter/translator. At
present, we do not have translators available for other languages. All district forms will be translated into Spanish by the
district translator. As resources become available, other languages will be included and any request for a written
translation in a language other than Spanish will need to be pre-approved by ESL Coordinator or designee.
Requests for building translations should be submitted to the building principal. Allow 2-3 days for weekly teacher letters,
etc., and up to several weeks for more comprehensive documents, such as student handbooks, etc. to be translated. Please
send it, if at all possible, in electronic form so that it may be duplicated in Spanish, as closely as possible to the English
version. The primary language of the parent is indicated by the parent when he/she fills out the HLS and that information
is entered into the student information system. This should also be entered into the EL Program Data Spreadsheet. Using
students or non-qualified personnel to interpret and/or translate raises serious privacy concerns and the possibility of
inadequate interpretation or translation. Do not use students or unauthorized adults for this purpose. Schools must make
available the option of a trained interpreter for all face-to-face communication. Parents may use their own interpreter, over
the age of 18, ONLY after being offered the services of a district interpreter at no charge. If the parent insists on his/her
own interpreter, the staff person conducting the meeting must document that the services were offered and declined. The
district interpreter will remain to assist the staff person conducting the meeting, as needed. The use of free translation
services for any district documents, as found on the internet or in any software, is strongly discouraged. None of these are
presently able to think and/or perform like a human brain. These translations often inaccurate and can sometimes be
offensive.
Other bilingual Green Forest School District staff and community volunteers provide assistance during the district’s
Parent Teacher Conferences and occasionally, at other school activities. The interpreters in these two categories are
expected to have a command of English and the language for which they are serving as interpreters. Both groups are
introduced to the procedures and expectations of serving as an interpreter for Green Forest School District by building
principals and District Parent Involvement Coordinator. These interpreters serve as the link that enhances the
communication between teacher and parents. Interpreters must respect the confidentiality of the topics that will be
addressed during conferences and other activities. All persons serving as interpreters for Green Forest School District
must sign an ESL Interpreter Confidentiality Agreement acknowledging that all information discussed at a conference or
meeting is to remain confidential. Parents are offered the use of an interpreter at no cost to them. Parents must sign the
ESL Parent Permission for Interpreter giving permission for other Green Forest School District staff or volunteers to serve
as their interpreter. Community volunteers may include parents and family members of students, business leaders and
other interested citizens. Green Forest School District staff members and community volunteers wishing to serve as an
interpreter should contact the district’s ESL teachers, ESL Coordinator or Principal.
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Segregation and Facilities
The Green Forest School District will monitor the scheduling and placement of ESL students and classroom settings to
ensure that ELs are not segregated from their peers. Each situation should be analyzed if the appearance is such that
segregation could be happening. Decisions about placement and scheduling should be to accelerate English language
development as well as growth in academic content areas. The Green Forest District will focus on providing services for
limited English proficient students with the same benefits of facilities, equipment and services as other students. Facilities
provided for limited English proficient students will be comparable in size and quality to those provided for all students.
The district’s primary ESL inclusion program will allow all students to participate in an appropriate educational
environment. Segregation is permissible only when the benefit of providing assistance with language barriers outweighs
the adverse effects of segregation.
Title VI of Office of Civil Rights requires the District to ensure that LEP students with disabilities (SPED LEP students) are appropriately
placed and served with special education or related aids and services and alternative language services.
Also, Title VI requires the District to ensure that prior to, or upon the referral of a PHLOTE student for a special education services needs
evaluation, the student have a current (i.e., within one year) objective proficiency assessment in the four language areas. Additionally, the
district is required to consider language proficiency and cultural background by an appropriate group of people, including at least one
person who is knowledgeable about the student’s culture (e.g., parent, ESL teacher, or counselor).
Title VI also requires the district to test or evaluate for special education in the language in which the student is objectively known to be
proficient (whenever possible). Moreover, the district is required to ensure that parents and guardians of all PHLOTE students needing or
believed to need special education or related aids and services are informed about the student’s services and rights in a language they can
understand.
The district is also required under Title VI that LEP students with a disability will receive alternative language services by qualified and
appropriately trained staff unless the placement committee determines and documents that such alternative language services are clearly
inconsistent with the students identified needs to ensure that the student will have a meaningful education.
Title VI requires the district to ensure that LEP students have equal access to the Gifted and Talented (G/T) programs as well as any other
programs that are available throughout the district.
Access to All District Programs
It is important to understand that by law EL students shall have the same access as the general population to all
district programs and services, no matter English language proficiency level or number of years in the United States.
Special programs within the Green Forest District include but are not limited to extracurricular, gifted and talented,
special education, advanced placement courses, college preparatory courses and high school honors class in
Science, English and Social Studies. These special program procedures must encourage parents and teachers to
refer students for participation in a specific program. Communication with parents of EL students or information
regarding the program must be translated into a language that students and parents can understand.
Special Education Program
ELs with disabilities will be appropriately placed and served with both special education and ESL services. Before an EL
student may be referred for special education, the student must have a current (within one year) English language
proficiency assessment. Identifying and assessing students whose parents/guardians indicate on the HLS that another
language is spoken in the home or environment when the student is severely cognitively disabled or has a disability of deaf
muteness and/or visual impairment can be a challenge to districts. Severely cognitively disabled students need to be
identified and assessed with the ELP assessment used for all other LM and EL students. It must be documented that the
student could not take the assessment if it too difficult for the students due to their disability or if student does not
communicate at all.
P.L. 105-17 The Individuals with Disabilities Education Act, (2004) (IDEA) guarantees a free and appropriate education
to all students with disabilities. Sections of the law that pertain to language minority students are listed below:
Establishing nondiscriminatory evaluation procedures appropriate for use with culturally and linguistically diverse
students.
Testing in the native (dominant) language unless it is clearly not feasible to do so.
15
Ensuring that the eligibility determination is not due to limited English proficiency.
Developing an IEP for each culturally and linguistically diverse (CLD) student that reflects his or her needs.
Providing oral and written information to parents in their native language to facilitate informed parental involvement
in the special education identification, assessment, eligibility and service delivery process.
In making the determination of eligibility, a child shall not be determined to be a student with a disability if the
determinate factor for such designation is lack of instruction in Reading or Math or lack of English proficiency.
The Green Forest School District’s policies for referring and serving ELs in a special education are:
At least one person who knows the student and is knowledgeable about English language development and the
student’s cultural background is involved in the decisions relating to special education referrals and placement.
There is no waiting period required before referring an EL student for a special education evaluation.
ELs in need of special education services, as well as ESL, receive both services concurrently.
ELs with a disability receive ESL services by qualified and appropriately trained staff unless the placement
committee determines and documents that such services are clearly inconsistent with the student’s identified needs.
The placement document for every EL student with disabilities specifies the amount and kind of ESL services to
be received to ensure that the student has a meaningful education.
Gifted/Talented, Pre-AP and AP Courses
LMS and EL students have equal access to the Gifted and Talented program, Pre-AP and AP courses at all levels
throughout the district. The district provides parents of LMS students the same information (in a language they can
understand) about opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP
courses that is provided to the parents of native English speakers.
Extracurricular and Other Programs
LMS and EL students are provided the same information (in a language they can understand) and opportunities to
participate in all special programs and activities as native English speakers are provided. Should barriers be found that
would prohibit an EL to participate, they will be removed by Green Forest School District.
Title VI of Office of Civil Rights requires the district to ensure that it will maintain reasonably accurate and complete records regarding the
implementation of the alternative language program and the progress of PHLOTE students who participate and exit the program.
Maintenance of Records
Records are maintained regarding services provided. Information and data related to EL student services can be
obtained in one of the following ways. Hard copies of all testing and records pertaining to a student being
identified, assessed, placed, reevaluated, exited, etc., will be kept in student’s permanent, cumulative file
maintained at each building. These copies are kept at each building level to facilitate staff access to the students’
records. All data pertaining to a student’s English language proficiency will be maintained in the student
information system by the ESL Coordinator. The data can be accessed by teachers and staff through Green Forest
School District the student database. All ESL teachers will provide accurate student information on the EL
Program Data Form (spreadsheet) for accuracy and records. Building Principals will periodically monitor all
permanent records to assure that the EL procedures in the Green Forest School District are in compliance with
OCR requirements.
Title VI of Office of Civil Rights requires a district to conduct a periodic annual longitudinal performance evaluation of its alternative
language program, in addition to modifying the program as required by the results of its evaluation. Additionally, ESEA requires school
districts to evaluate all of their programs.
Program Evaluation and Modifications
The Green Forest School District will conduct an annual performance evaluation of its EL program and will make
modifications to the program as required by the results of this action. The study will include, but not be limited to, a
review of the ADE Home Language Report Data, AMAOs identified by ADE/Title III, and School Improvement Plan at
16
District and School level. Specific data to be reviewed may include:
Curriculum, service delivery, including Special Education and ESL, GT, Pre-AP/AP and other advanced courses.
Materials and resources; staffing, including the number of teachers and paraprofessionals trained, frequency of
training, scope of training and results; and student progress.
Student progress; academic progress of EL students in ESL programs, EL students who been exited and EL students
whose parents have denied them being served in the ESL program.
Examination of the number of retentions, drop-outs and the student attendance rates of EL students, former EL
students and non-EL students.
The extent to which the aforementioned groups of students are becoming or have become proficient in English.
Review of academic data (grades, standardized test scores) of students reclassified and exited from the ESL program,
comparing their academic progress with that of their non-LMS peers (TAGG and non-TAGG groups).
Review of data reflecting the number of EL students who have exited from ESL but returned to the ESL program to
address academic deficits.
Review and comparison of data reflecting the graduation and dropout rates of LMS and non LMS students.
Review of Green Forest School District policies and procedures.
The objective of the Green Forest School District’s EL program is to enable limited English proficient students to become
fluent and move into the regular educational curriculum. The EL Program modifications will be evident in the
continuously updated District and School Improvement Plan. Principals will be responsible for observation and
documentation procedures for classroom implementation of the inclusion ESL program. ESL and mainstream teachers
will be responsible for academic success in the regular instructional program. Counselors will be required to check all EL
students’ credits for graduation requirements. A committee will be established to evaluate each area of the ESL Plan.
Committee members will include ESL Coordinator, ESL Teachers, parents, and other representatives.
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Green Forest School District Home Language Survey*
CUESTIONARIO SOBRE EL IDIOMA HABLADO EN EL HOGAR
Date: ______________________
Fecha
Student's Name: ______________________________ Gender: M F Student's ID # ____________________ Nombre del Estudiante Género Número de Identificación del Estudiante
Date of Birth: _____________________________ Place of Birth: _____________________________________ Fecha de Nacimiento Month Day Year Lugar de Nacimiento Mes Día Año
School: ________________________________________ Grade: _________________ Age: _________ Escuela Grado Edad
1. What was/were the first language(s) the student learned to speak?
¿Cuál fue(ron) el/los primer idioma(s) que aprendió a hablar su hijo?
_____________________________________________________________
2. What language(s) are spoken in the home?
¿Qué idioma(s) se hablan en el hogar?
_____________________________________________________________
3. What language(s) are spoken or understood by the child?
¿En qué idioma(s) habla o entiende el niño?
_____________________________________________________________
4. What language(s) are spoken or understood by adults in the home?
¿En qué idioma(s) se hablan o entienden los adultos en el hogar?
_____________________________________________________________
5. What written language would you prefer to receive school communications (such as attendance letters, permission forms, etc.)?
¿En qué idioma usted prefiere recibir la comunicación escrita por parte de la escuela (tal como cartas de asistencia, formularios de permiso, entre otros)?
____English ____Spanish ____Other _____________________________
Inglés Español Otro
Signature of Parent/Guardian: ______________________________________
Firma del Padre/Encargado
Office Use Only
*Please contact ESOL Coordinator if any language other than English is indicated on any of these questions.
*File the original in the student’s cumulative folder for all students.
*Questions 1 thru 4 - If any language other than English is indicated, enter that language in the eSchool language field on the main student
screen. Otherwise, enter English in the eSchool language field.
*Question 5- Enter the chosen language in eSchool guardian contact information under the general information tab.
*Home Language Survey form to be updated during the 17-18 school year as directed by ADE
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Green Forest School District LPAC Recommendation School Year: 2017-2018
Demographics
Name: DOB: DOE:
Triand ID: Gender: ☐HLS/Language:
Grade Level:
Retained: ☐ yes ☐ no Grade level/Reason:
Number of Years in US School: Number of Years in ESL: ☐Immigrant Years:
Language Proficiency Level: ☐ LEP 1 ☐ LEP 2 ☐ LEP 3 ☐ LEP 4
☐ LEP ☐ FEP Date:
Monitor Year: ☐ 1 ☐ 2 ☐ 3 ☐ 4 Reclassification/ Date:
LEP Receiving Services: ☐ yes ☐ no Parent Waived Services: ☐ yes ☐ no Date:
☐ GT ☐ Extended Learning ☐ Dyslexia Indicators ☐ IEP ☐ 504 ☐RTI Date:
Preferred Language of Parent Communication:
Language Assessment Results Screening Assessment: TELPA Date: Score:
Language Proficiency Assessment: ELPA 21 Administered Spring:
Listening: Speaking: Reading: Writing: Comprehension:
State Assessment: Reading Assessment Total Score: National Percentile: Level:
English Assessment Total Score: National Percentile: Level:
Writing Assessment Total Score: National Percentile: Level:
Mathematics Assessment Total Score: National Percentile: Level:
Academic Grades 4th 9 weeks of Spring Semester:
Reading/Language Arts:
Mathematics:
Social Studies:
Science:
Testing/Classroom Accommodations
K-2 Assessment ACT Aspire ☐ Extended time
☐ Small-group testing
☐ Word-to-word dictionary
☐ Individualized scheduling
☐ Individual testing
☐ Noise buffer
☐ Preferential seating (study carrel)
☐ Extra time
☐ Special Seating/Grouping
☐ Word-to-word dictionary
☐ Text-to-Speech for Writing, Math, and Science (English)
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Green Forest School District LPAC Recommendation School Year: 2017-2018
LPAC Access Signatures LPAC members must include: Classroom Teacher, ESL Teacher, Principal, Counselor, and SPED Teacher (if
applicable)
Date Signature Position Reason
English Acquisition Assistance
☐ Direct ESL Instruction for Text minutes Text
times a
week.
☐ Indirect Services: Student monitored by: Text
☐ FEP – No Services needed
☐ Services are waived (form is attached)
Classroom/ELL Grade Coordination: ☐ yes ☐ no
ESL Grades Given For:
Parent Program Notification: ☐ yes ☐ no
Date Parent Notification sent:
Comments:
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Green Forest Public Schools Accommodation Form for LPAC For REQUIRED State Assessments
Student Name: Click here to enter text. Date: Click here to enter text. Grade: Click here to enter text. Triand ID #: Click here to enter text.
____________________________________________________________________________________________________ ELL students who have been in US Schools less than one year WILL TAKE the math and science sessions of the ACT Aspire.
The ACT® has NO ELL accommodations.
ACT® Aspire (Select all that apply)
Accommodations Open Access
Extra Time Respond in test book/on separate paper (within the allotted time)
Location for Movement:
Word-to-Word Dictionary (ACT approved) Individual Administration Individual Administration
Translated Directions (locally provided: Spanish is embedded.) indicate language:
Line Reader Magnifier Home Administration for homebound students (paper only & requires 2 certified TAs)/Other Administration
Text-to-Speech or Human Reader for math, science, and writing in English
Keyboard or Alternative and Augmentative Communication + Local Print
Audio Environment/Visual Environment
Electronic Speller (ACT approved) Special Seating/Grouping Physical/Motor Equipment
Paper Test (ADE Special Accommodation Form, required)
Answer Masking Color Contrast
Dictate Response in English
Frequent Breaks
None None
K-2 Assessment: I Station (List all that apply)
None
ELPA21 (Select all that apply)
Accommodations Designated Features
IEP/504 Accommodations ONLY EMBEDED NON-Embeded
Unlimited re-recordings (speaking) Answer masking Color overlay
Unlimited replays (speaking) Color contrast Magnification device
Assistive technology General masking Native language translations of directions
Braille (UEB) Line Reader Noise Buffer
Large print test booklet Print on request Paper-pencil test (per student basis)
Read aloud Turn off universal features Read aloud (paper-pencil test, per student basis only)
Scribe Zoom (test-level)
Speech-to-text Student reads test aloud
None None None
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Classroom Accommodations Selected ELP Instructional Accommodation Teacher Signature/Date
Sequencing with pictures/words/sentences Thinking Maps or other graphic organizers Provide word banks Visuals, realia, and demonstrations Peer Buddy (offer support, not running
translation)
Cooperative Group Structures: Think Pair Share, Flexible Grouping
Shorten spelling lists/fewer words Provide sentence frames Use simplified or familiar text Alternative readings (shorten passages) Writing assignments aligned to ELP standards Translation dictionary/apps (word to word) Provide copy of class notes with headers and
visuals
22
Green Forest School District
Initial Parent Notification of English as a Second Language Program Placement
Dear Parent/Guardian,
In accordance with the district’s educational guidelines and in compliance with the Office for Civil Rights, the Green
Forest School District provides an English as a Second Language program for children with limited English proficiency.
The goal of the program is to enable English Language Learners (ELs) to become proficient and show achievement in
academic and language proficiency standards. Your child is being recommended for placement in the Green Forest ESL
program. As your child makes progress in his/her acquisition of English, his/her placement will be adjusted. You may
request a conference at any time to discuss your child’s placement in the Green Forest ESL program. You will be notified
each year following your child’s annual English proficiency assessment. If you have any questions regarding services
offered, please contact your school.
Name: _____________________________ School: _______________________Grade: _______
Assessment: TELPA Score: _______ Level: ______________ Date: __________
LEP 1 - The student is either a non-speaker of English or can speak some English, but cannot read or write in English.
This level focuses on intensive development in speaking, reading and writing English.
LEP 2 - The student speaks English, but his/her reading and/or writing abilities in English are limited. This level focuses
on development in reading, writing and speaking English.
LEP 3 - The student speaks English, but needs support in developing his/her reading/writing abilities in English. This
level focuses on reading and writing development.
LEP 4 - The student is approaching English language proficiency.
FEP– The student is considered fluent in English and will be monitored for four years.
This letter serves to notify you that your child is enrolled in the ESL program. A certified, K-12 English as a Second
Language Teacher and your child’s classroom teacher(s) will work collaboratively to provide your child with any
individualized instruction your child may need in attaining English Language Proficiency in the areas of Speaking,
Listening, Reading and Writing. A parent has the right to have their child removed from a language instructional program
upon their request. In order to decline enrollment, the parent must request a meeting with the ESL teacher or coordinator
to sign the Green Forest Waiver form. Denying enrollment does not exclude the school from its responsibility to make
every effort within the mainstream classroom to assist the student in acquiring English and academic skills
Your child will participate in the Green Forest School District’s English as a Second Language program until he/she
meets the Arkansas Department of Education’s established exit criteria. If you have questions or require further
information, please contact the ESL teacher listed below.
Sincerely,
ESL Teacher
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Green Forest School District
Annual Parent Notification of English as a Second Language Program Placement
Dear Parent/Guardian,
In accordance with the district’s educational guidelines and in compliance with the Office for Civil Rights, the Green
Forest School District provides an English as a Second Language program for children with limited English proficiency.
The goal of the program is to enable English Language Learners (ELs) to become proficient and show achievement in
academic and language proficiency standards. Your child is being recommended for placement in the Green Forest ESL
program. As your child makes progress in his/her acquisition of English, his/her placement will be adjusted. You may
request a conference at any time to discuss your child’s placement in the Green Forest ESL program. You will be notified
each year following your child’s annual English proficiency assessment. If you have any questions regarding services
offered, please contact your school.
Name: _____________________________ School: _______________________Grade: ____________
Assessment: ELPA 21 Current EL Placement Level: ______________ Date: ____________
LEP 1 - The student is either a non-speaker of English or can speak some English, but cannot read or write in English.
This level focuses on intensive development in speaking, reading and writing English.
LEP 2 - The student speaks English, but his/her reading and/or writing abilities in English are limited. This level focuses
on development in reading, writing and speaking English.
LEP 3 - The student speaks English, but needs support in developing his/her reading/writing abilities in English. This
level focuses on reading and writing development.
LEP 4 - The student is approaching English language proficiency.
FEP – The student is considered fluent in English and will be monitored for four years.
This letter serves to notify you that your child is enrolled in the ESL program. A certified, K-12 English as a Second
Language Teacher and your child’s classroom teacher(s) will work collaboratively to provide your child with any
individualized instruction your child may need in attaining English Language Proficiency in the areas of Speaking,
Listening, Reading and Writing. A parent has the right to have their child removed from a language instructional program
upon their request. In order to decline enrollment, the parent must request a meeting with the ESL teacher or coordinator
to sign the Green Forest Waiver form. Denying enrollment does not exclude the school from its responsibility to make
every effort within the mainstream classroom to assist the student in acquiring English and academic skills
Your child will participate in the Green Forest School District’s English as a Second Language program until he/she
meets the Arkansas Department of Education’s established exit criteria. If you have questions or require further
information, please contact the ESL teacher listed below.
Sincerely,
ESL Teacher
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Green Forest School District
English as a Second Language
Academic Update Form
Student Name Teacher
Content Area Grade (%): Return to by:
Classroom Modifications You Are Currently Providing (check all that apply)
Slow down speech and simplify language Time with an interpreter during the lesson
Shortened assignments Small group work
Extended time on assignments Bilingual Buddy/ Preferential Seating
Use of charts, models, pictures, diagrams, graphic
organizers, demonstrations, etc.
Other: (explain)
Assessment Accommodations You Are Currently Providing (check all that apply)
Teacher records the student’s verbal response Extended time
Oral tests with an interpreter Word to word dictionary provided
Teacher or interpreter reads the directions to the
student
Other: (explain)
Behaviors that you have observed (check all that apply)
Pays attention in class Missing Assignments
Attempts every assignment Poor Test Scores
Listens to directions Does not turn in homework
Asks questions Does not bring supplies to class
Work is carefully done Appears sad or depressed
Reads during when assigned to do so Fails to listen to directions
Follows classroom rules Grade is declining
Participates in activities Excessive tardies
Works well with others Excessive absences
Behavior is appropriate Does not interact with others
Behavior has changed recently: (Please explain in detail)
Comments or Further Explanation:
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Green Forest School District
Monitoring for FEP 1, FEP 2, FEP 3 and FEP 4
Parent Notification Form
Last Name First Name Grade Date
Current FEP Level
Enrollment Date/Years in US School(s)
Semester Grades English Math Social Sciences Science
Standardized Achievement Scores
TEST Scale Score Performance Level
CRT YES NO
NRT YES NO
If the student has a C or better in all core content classes and has standardized assessment scores that are
proficient or advanced and/or 40%ile or higher in literacy:
FEP 1 level student will continue to be monitored for at least three more years.
FEP 2 level student will continue to be monitored for at least two more years.
FEP 3 level student will continue to be monitored for at least one more year.
FEP 4 level student will continue to be monitored but ESOL staff and teachers observe for any signs of digression due to language barriers and continue to communicate with the family in the language and/or form requested.
If the student has a D or F in one or more core content classes or has standardized assessment scores that are not
proficient and/or lower than 40%ile in literacy:
The LPAC has determined the issues are due to lack of English proficiency. Therefore, the student will be reclassified as an LEP 4 and receive any applicable scaffolding in the content classroom.
The LPAC has determined the issues are NOT due to lack of English proficiency. Therefore, the student will continue to be monitored.
Principal ESL Teacher
Counselor Classroom Teacher
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Green Forest School District Exit/Reclassification
Language Placement Committee Recommendation
Student Name: ____________________________________ Date: ______________________
ELPA 21 Levels Spring: __________
Listening Speaking Reading Writing Comprehension Composite
ACT Aspire Spring: __________
NRT Scale Score
ACT Readiness Level
“Ready” or “Exceeding” or
40th percentile or above
English
Reading
Writing
Mathematics
Academic Grades 4th quarter Spring:_______
Reading/LA:____________ Math:__________ Science: _________Social Studies: _________
Language Proficiency Assessment Committee Decision:
_______Spring English Language Proficiency Assessment (ELPA 21) Scores and Proficiency Levels –
Student must score proficient or above in all five sections (listening, speaking, writing, reading and
comprehension) of the spring English Language Proficiency Assessment.
________Previous Year’s Grades - Student must earn a grade of “C” or above in all core subject areas
(English/language arts, mathematics, social studies, science)
________State Standardized Achievement Scores - Student must score at the “Ready” or “Exceeding”
levels OR above the 40th percentile on the norm-referenced test (NRT).
________At least two current teachers recommend exit or reclassification based on the criteria above.
________The decision to exit or reclassify the EL student from the English as a Second Language (ESL) program
must be made on an annual basis by the LPAC following a review of spring ELPA 21 results.
Recommended EXIT because the student meets the criteria.
Recommended to reclassify as an LEP level 4 due to failure to meet at least one of the above criteria.
Signature of ESL Teacher Signature of Building Administrator
Signature of Counselor Signature of Classroom Teacher
Signature of Classroom Teacher Signature of Classroom Teacher
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Green Forest School District
English as a Second Language Program
Placement Waiver Form
We, as parents/guardians of ________________________________________________________________,
(name of student) (grade)
do NOT want our child directly served by the Green Forest School District’s ESL Program. The Language
Placement and Assessment Committee’s (LPAC) decision and the benefits of the District’s ESL program have
been thoroughly explained to us in a language in which we can understand. We understand that we may reverse
our decision by asking for a Language Placement and Assessment Committee (LPAC) meeting.
We understand that our child will still participate in the annual ELPA 21 assessment until he/she meets exit
requirements; be classified as LEP/EL in the student information system and in state reporting. The student is
still allowed LEP (EL) exemptions and accommodations on state assessments.
We also understand that our child’s teacher(s) will closely monitor his/her progress and keep us informed of
his/her progress. We understand that our child will be assessed annually with the state’s English language
proficiency test and that a lack of progress may warrant another conference with us to discuss alternatives to the
regular classroom program.
We understand that we will need to annually reauthorize our decision to waive ESL services.
________________________________________________________________ _________________
Signature of Parent/Guardian Date
_______________________________________________________________ _________________
Signature of ESOL Coordinator Date
Comments:
Provide a copy of this form to the Parent, Homeroom Teacher, and ESOL Coordinator. Attach this original form to a copy of the Initial Placement
Form (or the Annual Review Form) along with a copy of the LPAC decision and place in the student’s permanent file.
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Green Forest School District
Parent Permission Form for the Use of Interpreters
(District Interpreters, Other Bilingual staff, Community Helpers)
I agree to the use of any interpreter provided by the district for my parent conferences. I understand that the
information provided to me by the teacher or staff person may include topics such as student grades, test scores,
attendance, discipline, health and/or other personal information related to my child(ren).
I have been informed that the person providing this service has signed a confidentiality agreement as pertains to
all the information that is shared during the conferences.
Additionally, I understand that I can request one of the district interpreters to be present at the meeting rather
than one of the aforementioned interpreters.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
_____ Yes, I agree to the use of any interpreter provided by the district for my conference.
_____ No, I do not agree to the use of any interpreter provided by the district at my
conference. I am requesting the services of one of the district interpreters.
_____ I will not need an interpreter. I am able to freely communicate with the teacher.
_____ I prefer to bring my own interpreter. My signature below certifies that if I use my own
interpreter, he/she will be 18 years of age or older. Note: A district interpreter may
be present to assist the teacher/staff person with his or her communication needs.
Student Name: ______________________________ Teacher:
School:
Language Spoken at Home:
Parent/Guardian Signature:
Date:
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Green Forest School District
Formulario de Consentimiento para el Uso de Intérpretes
(Intérpretes Escolares, Otro Personal Bilingüe, Ayudantes de la Comunidad)
Acepto usar los servicios de cualquier intérprete que la escuela proporcione para mis reuniones con el personal
escolar. Entiendo que la información proporcionada por maestros o personal escolar puede incluir asuntos tales
como calificaciones, notas de exámenes, datos de asistencia escolar, disciplina, salud u otra información
personal relacionadas con mi niño(s).
Se me ha informado que la persona que proporciona este servicio ha firmado un acuerdo de confidencialidad
comprometiéndose a no revelar la información compartida durante las reuniones.
Además, entiendo que puedo solicitar a otro de los intérpretes del distrito escolar para que esté presente en la
reunión en lugar de los susodichos intérpretes.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
_____Acepto el uso de los servicios de cualquier intérprete que la escuela proporcione para mis reuniones con
el personal escolar.
_____No acepto usar los servicos de cualquier intérprete que la escuela proporcione en mi reunión. Estoy
solicitando los servicios de un intérpretes escolar especifico.
_____No necesitaré un intérprete. Puedo comunicarse adecuadamente con los maestros.
_____Prefiero traer a mi propio intérprete. Mi firma abajo certifica que si utilizo mi propio
intérprete, será una persona mayor de 18 años de edad. Nota: Un intérprete del distrito puede
estar presente para asistir al personal escolar y docente con sus necesidades comunicativas.
Nombre del estudiante: _____________________________Maestro:______________________
Escuela:_______________________________________________________________________
Idioma(s) se hablan en el hogar:
Firma de uno de los padres/tutor:___________________________________________________
Fecha:________________________________________________________________________
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Green Forest School District
Interpreter Confidentiality Agreement I hereby acknowledge that by reason of my involvement with the Green Forest School District, I shall have access to confidential information such as student grades, test scores, attendance, discipline, health and/or other personal information. I understand that as the interpreter/translator, I am to accurately communicate information in the native language for maximum understanding between the parent and teacher/ staff person. This requires me to have adequate command of both English and the family’s primary language. I also agree that I will accurately and completely share any concerns or issues, which may arise as a result of the information shared between the interpreter/translator and the parent, with the teacher or school principal. I hereby submit, by my signature below, that I will not divulge any information to any person not participating in this conference. ____________________________________________ Printed Name of Interpreter/Translator ____________________________________________ Signature of Interpreter/Translator ____________________________________________ Date
