ELL District Plan for Chardon Local Schools

2007-2008

Adopted by the Chardon Board of Education____________________Members of the Board:

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Table of Contents

Mission Statement of Chardon Schools.......................................................................................................8Purpose for ELL Program........................................................................................................................8Program Goals.........................................................................................................................................8Historical Background.............................................................................................................................9Legal Background..................................................................................................................................11

Federal Law Requirements:...............................................................................................................11Definition of LEP(Limited English Proficient) or ELL (English Language Learners).........................12Identification Process.............................................................................................................................13English Proficiency Levels....................................................................................................................14

Students learning a new language proceed through different stages or levels of proficiency. Ohio has established five proficiency levels to categorize LEP students at different stages of their English language development:......................................................................................................................14Pre-functional....................................................................................................................................14Beginning...........................................................................................................................................14Intermediate.......................................................................................................................................15Advanced...........................................................................................................................................15Proficient/Trial-mainstream...............................................................................................................15

Instructional Approaches.......................................................................................................................16Grading Policy.......................................................................................................................................17

Accommodations and Modifications Based on Levels of Proficiency..............................................17Graduation Requirements......................................................................................................................19Participation in Ohio Graduation Test/Accommodations......................................................................19Participation in OTELA Test.................................................................................................................19Record Keeping (ESL Portfolio)...........................................................................................................19Criteria for Exiting LEP Program..........................................................................................................20Program Evaluation...............................................................................................................................20Home Language Survey........................................................................................................................24

Name of School.........................................................................................................................................24Year............................................................................................................................................................24Grade..........................................................................................................................................................24Location: City and State...........................................................................................................................24Days Enrolled............................................................................................................................................24

LEP Student Data Sheet.........................................................................................................................27Parent Notification Letter......................................................................................................................30Directions for Completing Rubric.........................................................................................................32

Parent Notification Letter in Spanish 32Parent Notification Letter in Spanish....................................................................................................34Websites.................................................................................................................................................36

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Mission Statement of Chardon Schools

The mission of the Chardon Local School District is to educate all students to become responsible citizens equipped with the skills necessary for success in an ever-changing, highly diverse, technological world through a committed partnership with students, staff, parents, and community.

Purpose for ELL Program

All English Language Learners (ELL) will participate in a quality instructional program based on their individual needs. The district’s implemented instructional program is designed to have student’s achieve the Ohio Academic Content Standards. Emphasis will be placed on providing students with the greatest possible access to general educational curriculum and to provide students access to appropriate English Language Instruction that will ensure progress from the student’s current level of English proficiency to a proficient level of English understanding.

Program Goals

Goal 1: To ensure that all students entering our district schools who speak a language other than English at home be placed in an academic program that meets their needs. This will be based on listening, speaking, reading and writing assessments administered within 30 days of enrollment in our district’s schools.

Goal 2: To ensure that each LEP student is exposed to skills and knowledge that will improve their proficiency in English. This will be accomplished through direct English language development instruction provided by qualified ESL tutors.

Goal 3: To have an annual increase in the number or percentage of students making progress in learning English (as measured by the OTELA which is approved for use as an appropriate English language proficiency assessment).

Goal 4: To ensure that all ELL students have equal access to all district programs and intervention services. These include Special Education services, Title I services, math and reading intervention services, “specials” instruction such as music, art and physical education, access to advanced placement courses, etc.

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Historical Background There are 5.5 million ELL students in the U.S. public schools who speak more than 400 different languages. Eighty percent of ELL students speak Spanish as their first language. This constitutes more than 12% of those students in the public elementary and secondary schools. Between 1979 and 2003, the overall number of school aged children between the ages of 5 and 17 increased by 19%. During that same time, the number of children who spoke a language other than English at home increased by 161%

According to a survey conducted by the Ohio Department of Education in April 2004, Ohio school districts reported serving a total of over 11,400 immigrant students who have been enrolled in U.S. schools less than three years.

With Ohio’s ELL students representing a wide reange of language backgrounds and educational experiences, school districts have the challenge of designing and implementing a wide range of instructional strategies to meet the students’ diverse needs.

It is predicated that in Ohio in 2015, one-third of Ohio’s K-12 students will speak a language other than English.

Growth of ELL Population in Chardon

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6

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14

16

2004-2005 2005-2006 2006-2007

School Year

Num

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f ELL

Stu

dent

s

As of September 2007 10 students are identified as English Language Learners with another 30 students who are awaiting assessment to determine if they qualify under federal regulations. In 2007, Chardon has 14 students who are identified as English Language Learners. In 2005 4 students were identified and in 2006 six students were identified, which is an increase of 33%. In 2006 to 2007 the percent of increase is 133%.

Chardon Schools currently has twelve languages other than English being spoken in the home, including Russian, Indian, Italian, Vietnamese, Dutch, Polish, French, Nepalese, Chinese, Japanese, Croatian, and Spanish.

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Legal Background

1964 - Title VI of the Civil Rights Act of 1964 – Allows no discrimination “based on the grounds of race, color, or national origin in any program or activity receiving federal financial assistance.”

1965 – Elementary and Secondary Education Act(ESEA) – Services will be provided to individual, disadvantaged students.

1970 – The Ohio Civil Rights (OCR) May 1970 Memorandum to school districts entitled, “Identification of Discrimination and Denial of Services on the Basis of National Origin” clarifies OCR policy under Title VI on the responsibility of school districts to provide equal educational opportunity to language minority students.

1974 - In Lau v. Nichols, the U.S. Supreme Court affirmed the Department of Education's May 25, 1970, Memorandum, that directed school districts to take steps to help ELL students overcome language barriers and to ensure that they can participate meaningfully in the districts' educational programs. The court stated that "there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education." (414 U.S. at 566, 1974).

1985 - The December 3, 1985, guidance document entitled "The Office for Civil Rights' Title VI Language Minority Compliance Procedures" outlines the procedures OCR follows in applying the May 1970 memorandum and the Lau legal standard on a case-by-case basis.

1991- The September 27, 1991, memorandum entitled "Policy Update on Schools' Obligations Toward National Origin Minority Students with Limited-English Proficiency (LEP)" is a policy update to be read in conjunction with the May 1970 and December 1985 memoranda. It provides additional guidance for applying the May 1970 and December 1985 memoranda in the context of staffing, transition and/or exit criteria, and program evaluation, as well as to special education programs, gifted and talented, and other special programs.

2001- No Child Left Behind reauthorization of ESEA with accountability measures for LEP students and consolidation of federal funds for LEP education into Title III

Federal Law Requirements:

Under federal law, programs to educate children with limited proficiency in English must be: (1) based on a sound educational theory; (2) adequately supported so that the program has a realistic chance of success; and (3) periodically evaluated and revised, if necessary.

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Definition of LEP(Limited English Proficient) or ELL (English Language Learners)

The definition of Limited English Proficient is an individual:

(A) who is aged 3 through 21;(B) who is enrolled or preparing to enroll in an elementary school or secondary school; and(C) (i) who was not born in the United States or whose native language is a language other than

English; or(ii) (I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or(iii) who is migratory, whose native language is a language other than English and who comes from an environment where a language other than English is dominant; and

(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual-(i) the ability to meet the State’s proficient level of achievement on State assessments described in section 1111(b)(3)(ii) the ability to achieve successfully in the classrooms where the language of instruction is English; or(iii) the opportunity to participate fully in society.

LEP is an interchangeable term with ELL

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Identification Process

Under state regulation, all students who register in the Chardon Local School District will complete a Home Language Survey. If the survey indicates that a language other than English is spoken, then the registrar or building secretary will contact the Office for Exceptional Children and the ESL tutor to pursue assessment. The ESL tutor will conduct assessments that includes using the IPT test, observation, interviews, and teacher input using a rubric in order to determine the level of English proficiency. Once the student qualifies, The Office for Exceptional Children will change the status of the student in EMIS to Limited English Proficient (LEP). The student’s parents will then be notified within 30 of the start of the school year (or within two weeks of placement if not identified prior to the beginning of school). Parent will be notified via Parent Notification Letter (see appendix) which will include the reason for the student’s identification and placement, the student’s level of proficiency, how they were assessed, and the status of the child’s academic achievement. The letter will also include the type of instructional approach to be used, how the program will help the student to learn English, and the requirements to exit the program. The parent can request an interpreter to understand the process and the services being offered.

The parent will be informed of their rights which will include: Their right to remove their child from the program Their right to decline participation in the program or program options, How to obtain assistance in selecting from among available programs.

The parent can choose not to have their child participate, but the child will still be identified as being an LEP student. Once the parent opts to have their child participate, they will be informed of progress via conferences and annual review of portfolio.

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English Proficiency Levels

Students learning a new language proceed through different stages or levels of proficiency. Ohio has established five proficiency levels to categorize LEP students at different stages of their English language development:

Pre-functional Beginning Intermediate Advanced Proficient/Trial-Mainstream.

The following are summary descriptions of each of the proficiency levels:

Pre-functional

Students at this level may understand some isolated words (particularly school and social environment vocabulary), some high frequency social conventions, and simple (single word or short phrase) directions, commands, and questions. They rely on non-verbal cues such as gestures and facial expressions and require frequent repetition and rephrasing to understand spoken language. In conversations, they may be able to provide some basic information in response to requests and questions. They can ask one- or two-word questions without regard to structure and intonation. Regarding reading and pre-reading skills, students at this level may demonstrate an understanding of concepts of print (e.g., front-to-back, top to-bottom, left-to-right) and begin to track print. They may be able to distinguish letters from other symbolic representations. They can imitate the act of reading (e.g., holding a book and turning pages); however, they get meaning mainly through pictures. Students at this level participate in writing activities by drawing pictures. They may be able to copy letters or form them from memory and may be able to copy some words. They can imitate the act of writing (e.g., scribbling); however, their text does not transmit a message. They may attempt to apply some writing conventions but do so inappropriately or do so correctly only when copying.

Beginning

As LEP students’ oral comprehension increases, they begin to imitate the verbalizations of others by using single words or simple phrases and begin to use English spontaneously. They gradually construct more meaning from the words themselves, but the construction is often incomplete. They are able to generate simple texts that reflect their knowledge level of syntax. These texts may include a significant amount of non-conventional features, such as invented spelling, some grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the native language (i.e., ways of structuring text from native cultural and language).

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Intermediate

At this level, students understand more complex speech, but still may require some repetition. They acquire a vocabulary of stock words and phrases covering many daily situations. They use English spontaneously, but may have difficulty expressing all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate, but which are frequently marked by grammatical errors. They may have some trouble comprehending and producing complex structures and academic language. Proficiency in reading may vary considerably depending upon the learner's familiarity and prior experience with themes, concepts, genre, characters, and so on. They are most successful constructing meaning from texts for which they have background knowledge upon which to build. They are able to generate more complex texts, a wider variety of texts, and more coherent texts than beginners. Texts still have considerable numbers of non-conventional features.

Advanced

At this level, students' language skills are adequate for most day-to-day communication needs. Occasional structural and lexical errors occur. Students may have difficulty understanding and using some idioms, figures of speech, and words with multiple meanings. They communicate in English in new or unfamiliar settings, but have occasional difficulty with complex structures and abstract academic concepts. Students at this level may read with considerable fluency and are able to locate and identify the specific facts with the text. However, they may not understand texts in which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is abstract. They can read independently, but may have occasional comprehension problems. They produce texts independently for personal and academic purposes. Structures, vocabulary and overall organization approximate the writing of native speakers of English. However, errors may persist in one or more of these domains. Source of the above proficiency level descriptions of Beginning - Advanceds: Teachers of English to Speakers of Other Languages (TESOL), Inc., 1997, pp. 20-21

Proficient/Trial-mainstream

At this final stage, students usually can participate in academic topical conversations without difficulty. In most cases, they can follow complex and multi-level directions without assistance and they can understand oral information provided via electronic audio and video media. Students at this level usually speak English fluently in social and grade-level academic settings and they control age-appropriate syntax and vocabulary in their speech. Generally, students read and understand factual information in non-technical prose as well as discussions on concrete topics related to special events. They comprehend standard newspaper items addressed to the general reader, correspondence reports and technical materials. At this level, they can write short papers and clearly express statements of position, points of view and arguments. In their writing, they usually show control of varied sentence structures, spelling, and vocabulary, expressing well-developed thoughts. During this transition stage, the students’ progress is carefully monitored and additional support is provided on an “as-needed” basis.

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Instructional Approaches

The Chardon Local Schools is committed to ensuring a quality education for all students. In order to fulfill our mission and provide equal access to all core curricular areas, English language learners may receive one or more of the instructional approaches listed below. Regardless of the approaches, all students will have access to the general curriculum following the Ohio Academic Content Standards and ESL standards. The following are available options:

Structured English Immersion – LEP students participate in mainstream/content classrooms where teachers differentiate instruction to address the linguistic needs and backgrounds of the LEP students. The goal is the acquisition of English while learning academic content.

Pull-out English Instruction (Tutoring) – LEP Students are pulled from their mainstream classrooms for a portion of the day to receive instruction in English language development either individually or in small groups.

Inclusion Support – The ESL teacher/tutor goes into the mainstream classroom to assist LEP students with academic content and English language skills.

Collaborative Services – The mainstream teacher and ESL teacher/tutor work together to determine accommodations, modifications, and appropriate instructional strategies for LEP students.

Transition/Monitor Status – After a student’s evaluation data is determined to be above the necessary scores for exit the LEP student will be monitored for two years (see section X). The student’s PSP lists whether they are in their first or second year of monitoring.

The classroom teacher(s) will be the primary means of content area instruction and are required to accommodate the language needs of LEP students using one or more accommodations recommended by the ESL Tutor or Director for the Office of Exceptional Children. In addition, it is recommended that teachers modify lesson plans, classroom structure, and assignments to allow for the most favorable learning environment for LEP students. Teachers will note lesson modifications in their teaching plans.

All students are expected to master the district's curricular indicators for each grade level.  While it is understood that English language learners may master the content at a different rate than their native English peers, all students are held to the same high academic standards.  Alternative measures may be used to assess the progress of English language learners who are learning English in addition to or until the student is able to be assessed using mainstream English measures.  Multiple measures are used to monitor student progress toward meeting grade level standards.

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Grading Policy

The following are recommendations for assigning adjusted grades to ELL students who may have difficulty earning equitable grades under criteria designed for English proficient students. A satisfactory/unsatisfactory option will be available. Using the following accommodations and modifications a student can achieve a satisfactory grade. An unsatisfactory would be determined if the student would display and unwillingness to attempt and complete modified lessons, homework or assignments. When the ELL student is able to fulfill the majority of the demands of the regular course requirements without modifications, the normal district grading system should be used.

Accommodations and Modifications Based on Levels of ProficiencyPre-functional level:

Cooperative/community learning Audio-text Native language dictionary Native language translations TPR – kinesthetic & visual learning as much as possible Phonetic guidance Oral tests No penalty for morphological/syntactic errors Intense (but age appropriate) one-on-one tutoring Final grades/assignments reflect a variety of measures (such as participation, oral explanations, portfolios, etc) Provide visuals Use facial expressions, gestures, and body language Avoid using idiomatic phrases Using sequenced pictures

Beginning Rephrased directions Teacher modeling of activities and behaviors Oral tests or open book tests Native language dictionary Cooperative/Community learning Shown examples of good/poor assignments Reduction of non-essential text Main ideas highlighted for student Teacher looks for meaning rather than grammar Graphic organizers Vocabulary development projects No penalty for morphological/syntactic errors Final grades/assignments reflect a variety of measures (such as participation, oral explanations, portfolios, etc) Intense (but age appropriate) one-on-one tutoring

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Intermediate Rephrased directions Teacher modeling of activities and behaviors Role-playing/miming activities Native language dictionary Graphic organizers Teacher looks for meaning rather than grammar Occasional peer assessment Extra time for reading/writing/speaking projects Main ideas highlighted for student Shown examples of good/poor assignments Content vocabulary development projects Final grades/assignments reflect a variety of measures (such as participation, oral explanations, portfolios, etc) Pre-during-post reading activities No penalty for infrequent morphological/syntactic errors Moderate one-on-one tutoring

Advanced Occasional use of native language dictionary during learning activities (but not

assessments/exams) Modeling of activities when first used Critical thinking encouraged Shown examples of good/poor assignments Content vocabulary lists Extra time to edit assignments, papers Teacher emphasizes meaning but is critical of frequent morphological/syntactic errors

Proficient/Trial Mainstream Extra time to edit assignments, papers Speaking/writing encouraged at same level as peers, with a few allowances for time

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Graduation Requirements

For an ELL student to graduate in the Chardon Local School District, they must have 20 credits or more and have passed all sections of the Ohio Graduation Test. OTELA scores must be in the 4 or 5 range.

Participation in Ohio Graduation Test/Accommodations

All LEP students may receive accommodations of use of a dictionary and extended time up to one day. Some LEP students who meet certain criteria are eligible for additional accommodations. Additional accommodations with “Special Versions” need to be ordered from test vendors by the District Test Coordinator: English Audio CD, Spanish Bilingual Booklet grades 3-8 spring administration only, Foreign Language CD, and Oral Translation Kit.

A recently arrived Limited English Proficient student who has been enrolled in US schools for no more than 180 school days and not previously exempted from taking the spring administration of either of the State’s English language arts assessments (reading or writing) is qualified for a one time exemption from the Ohio Graduation Test.

LEP students who are eligible for additional accommodations include those students who have: been enrolled in U.S. schools for less than three years, and are at the “beginning” or “intermediate” level in reading AND writing on an assessment of English Language Proficiency.

Participation in OTELA Test

All students who are identified as English Language Learners will be required to take the OTELA Test once a year until they receive a grade of 5 as the composite score. The five English Language Domains include: Reading, Comprehension, Listening, Writing, and Speaking.

Record Keeping (ESL Portfolio)

Every student enrolled in the ELL program will have a LEP Student Data Sheet. (refer to pages 18 and 19) This form will be completed by ESL tutor and kept in the student’s Permanent Record Folder. Portfolio will be shared with parent at end of year review. End of year review will be scheduled by ESL tutor and completed by the end of the school year.

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Criteria for Exiting LEP Program

In order to exit from LEP programs in Ohio, students need to demonstrate the ability to understand, speak, read and write in English at a level in which they are able to:a. successfully achieve in classrooms where the language of instruction is English;b. meaningfully participate in academic assessments in English; andc. fully participate in society in the United States. (continued on next page)

The following criteria will be used to indicate that a student has attained the required level of English proficiency to exit from a district’s LEP program:

1. Achievement at the proficient level (composite score) in Ohio’s approved English language proficiency assessment;2. Two years of successful participation in classrooms where the language of instruction is English (this is referred to as the “trial-mainstream” period, which begins after the student has met the first exit criterion above); and3. Attainment of proficient or above in Ohio’s language arts assessments (reading and writing) taken during the student’s “trial-mainstream” period.

Program Evaluation

Program will be evaluated on the same seven-year cycle as the curriculum revision schedule.

Questions to be asked during evaluation cycle:1. Are LEP students making expected progress?2. Are we meeting the needs of all LEP students?3. Are we meeting the program goals?4. Are there available resources?5. Does the staff need professional development to improve the understanding of

how to implement the ELL plan?6. What improvements need to be made to the plan or forms to meet new or

updated laws?

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Home Language SurveyDate____________________ Grade

School District: Chardon Local Schools Building______________________________________________

Name of Student: _________________________________________________________________________________ (Family Name) (First Name) (Middle Initial)

Date of Birth: _______/_____/____________Place of Birth: ________________________________________________ Month Day Year City State Country

Name of Parent/Guardian___________________________________________________________________________ (Family Name) (First Name)

Home Address: ___________________________________________________________________________________

City: _______________________________ State: _____________________ Zip Code:

Home Phone: Work Phone:

Sex___________ Date of Birth / / M-F Month Day Year Place of Birth City State CountryFor Parents/Guardians

Please answer the following questions:

1. What language did your son/daughter speak when he/she first learned to talk?

2. List all languages spoken in the home. Circle the language used most frequently when speaking to your child.

3. Circle people in your home who speak a language other than English. Father Mother Grandmother Grandfather Aunt Uncle Cousins Caregiver None

4. What language does your son /daughter use most frequently at home? _____________________________________

5. What language do you use most frequently to your son/daughter? ________________________________________

6. What language do the adults at home most often speak? ________________________________________________

7. What is the parent’s native language? Mother________________________ Father______________________

8. Which parent speaks English? Mother ___________ Father ____________ Both

9. Which parent reads English? Mother ___________ Father ____________ Both

10. Is an interpreter needed? Yes_______________ No_______________

11. Circle your child’s dietary needs: No Restrictions Vegetarian No Pork Products

List Food Allergies _________________________________________________________________________

12. How long has your son/daughter attended school in the United States? _____________________________________

13. Father’s Name__________________________________ Mother’s Name__________________________________

14. List Brothers or Stepbrothers in Table Below List Sisters or Stepsisters in Table BelowName Birthdate School Name Birthdate School

15. List all schools student attended in the United States. Use back of page if necessary.Name of School Year Grade Location: City and State Days Enrolled

Signature________________________________________________________ Date (parent or guardian)

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Student Name__________________________ DOB _____________ Date_____________

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For School District Personnel Only (page 2 of Home Language Survey)

If the answer to any of the questions on the reverse is a language other than English, indicate the student’s native/home language in EMIS Student Data Element (2.1.1.21), and proceed to assess the student’s English language proficiency.

1. Is the student transferring from another public school? _____ Yes ____ No 2. Was he/she identified as an English Language Learner? _____ Yes _____ No

Initial English Language Assessment Results

Communication Skill Proficiency Level

Listening ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientSpeaking ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientReading ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientWriting ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientComprehension* ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientComposite** ____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient

*The Comprehension level is derived from Listening and Reading.**The Composite level is derived from Listening, Reading, Writing and Comprehension.

Assessment instrument(s) used:

______

1. Student is LEP? _____ Yes _____ NoIndicate the student’s status as LEP or not LEP in EMIS Student Data Element (G1230).

2. If student has been in U.S. schools for less than three years, is the student eligible for extended accommodations for statewide academic assessments? Yes_____ No______

Use the space below for completing any items that would not fit on the front of this form..

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LEP Student Data Sheet Chardon Schools

Building_____________________ Teacher Name___________________ Entry Date_________________Student Information:Name__________________________________________ D.O.B._________________ Grade___________

Last First MI

Student District ID# ______________________________ Student SSID/EMIS#_____________________

Initial Student Enrollment Date________________________ Re-entry Date(s)_______________________

Address_________________________________________ City_______________ Zip Code___________ Gender

____M_____F Home Phone ________________________Work/Cell Phone_________________

Translator Name/Number_________________________________________________________________

Ethnic Origin:

______White ______Black/African-American______ Asian______ Hispanic/Latino

______ American Indian/Alaska Native ______ Native Hawaiian or Pacific Islander ______ Other

Country of Birth_____________________ Is the student an immigrant? ______Yes ________ No

(If the student was born outside the United States or in a possession of the United States, and if the student has been in U.S. schools including Puerto Rico and other U.S. Possessions, mark “yes”)

Does student or family have refugee status (if known) _______Yes _______ No _______ Unknown

Native Language_________________ Other languages spoken or understood________________________

Previous Schooling:Name/Address previous school_____________________________________________________________

Date first enrolled in U.S. School_________________ Name/Address _____________________________

Month/Year English Language Instruction began in the U.S. _________________M ________________Y

Total number of months/years in U.S. Schools ___________M _________________Y

Number of days if less than 3 years/535 days_______________________

Entrance/Placement Test Results:Date Administered____________________

Name(s) of Test(s) ______________________________________________________________________

Results of Tests:

Reading________ Writing________ Listening________ Speaking________ Comprehension___________

Student is LEP_____________ Student is not LEP_______________

(If student is LEP complete the rest of the form. If the student is NOT LEP sign and file in Permanent Records)

Program Placement:Identify ESL Program______________________________________________________Is student on an IEP?_____Y _____N 504 Plan _____Y _____N Date of IEP/504Plan_______________Identify Primary Disability________________________________________________________________List Accommodations (if any) _____________________________________________________________

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Accommodations for State Required TestingAchievement Tests

Extended Time/Use of Dictionary______ acceptable for all LEP students on State Required Tests

Additional Accommodations for LEP Students who have been enrolled in the U.S. for less than three years and are at the “beginning” or “intermediate” level in BOTH reading and writing are eligible to receive one of the following accommodations except for the reading passages in reading tests:

a. English Audio Form____________b. English read aloud____________c. Oral translator__________ (at district expense unless Oral Translation is NOT available on CD)d. Oral Translation on CD_________ (Consult ODE Office of Assessment for current list of languages)e. Spanish bi-lingual (written) form________

Date additional accommodations began____________ Date accommodations ended___________

Exemptions: ONLY students enrolled in U.S. schools for the first time on or after the first day of school in which the tests are administered are exempt for taking language arts (reading and writing) portions of the tests but must take the OTELA. (Watch for a change in this OHIO law to align with changes in NCLB 9/06.)

Student Qualifies _____Y _____N Date of enrollment______________

Ohio Graduation Test OGT Extended Time/Use of Dictionary__________ acceptable for all LEP students on State Required TestsAdditional Accommodations for LEP Students who have been enrolled in the U.S. for less than three years are at

the “beginning” or “intermediate” level in BOTH reading and writing are eligible to receive one of the following accommodations except for the reading passages in reading tests:

a. Oral Translation on CD__________ (Consult ODE Office of Assessment for current list of languages)b. English audio CD__________c. English read aloud allowed in ALL administrations (ODE 1/06)________d. Oral translators allowed in ALL administrations (ODE 1/06)_________(at district expense unless Oral Translation is not available on CD)

Date additional accommodations began_____________ Date accommodations ended_______________

OHIO TEST OF ENGLISH ACQUISTION (OTELA)Testing Accommodations for OTELA

Additional accommodations are only permitted for students with learning disabilities, and the accommodation must be indicated on the IEP-follow Ohio guidelines on providing accommodations.

Extended Time permitted for allNo Dictionaries permitted for any portion of the testModified test format:

a. Large Print _____b. Braille _____

Accommodations:a. Computerized assessment_____b. Dictation of responses (reading/listening only)_____c. Extended Time; NO dictionariesd. Individual/small group administration_____e. Other (specify)_______________________________

Date accommodations began________________ Date accommodations ended________________

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TEST RESULTS District Test Results – K-2

List all tests given with Date, Name of Test, and Test Results

Ohio Achievement Tests Circle grade level: 3 4 5 6 7 8 Date:____________Reading_____ Writing_____ Mathematics_____ Citizenship_____ Science_____

Ohio Graduation Test- OGT Date:___________Reading_____ Writing_____ Mathematics_____ Citizenship_____ Science_____

Limited-L, Basic-B, Proficient-P, Advanced-AD, Accelerated-AC

Ohio Test of English Language Acquisition (OTELA)Date of testing: ___________________________

Language Level: (PF- Pre-Functional, B- Beginning, I-Intermediate, A- Advanced, PTM- Proficient/Trial-Mainstream)

Listening _____ Speaking _____ Reading _____ Writing_____ Comprehension _____

Composite: ________ Language Level: ______

Awards- Please list student’s Gifted and Talented program placement and Academic, Leadership, Scholarship awards, etc. (Name of awards and date)

ESL Teacher recommendations:Comments/Concerns

Recommended Placement for the 20___ School Year__________________________________ Date: _______________ ESL Teacher’s Name________________________________________

Parent Contacts

Parent Conference Date_______________________ By Phone_______ In Person______Strengths:

Concerns:

ESL Teacher Name_________________________________________Date_____________________

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LEP Teacher Data Sheet

Building_____________________ Teacher Name___________________ Entry Date_________________Student Information:Name__________________________________________ D.O.B._________________ Grade___________

Last First MI

Student District ID# ______________________________ Student SSID/EMIS#_____________________

Initial Student Enrollment Date________________________ Re-entry Date(s)_______________________

Address_________________________________________ City_______________ Zip Code___________ Gender

____M_____F Home Phone ________________________Work/Cell Phone_________________

Translator Name/Number_________________________________________________________________

Ethnic Origin:

______White ______Black/African-American______ Asian______ Hispanic/Latino

______ American Indian/Alaska Native ______ Native Hawaiian or Pacific Islander ______ Other

Country of Birth_____________________ Is the student an immigrant? ______Yes ________ No

(If the student was born outside the United States or in a possession of the United States, and if the student has been in U.S. schools including Puerto Rico and other U.S. Possessions, mark “yes”)

Does student or family have refugee status (if known) _______Yes _______ No _______ Unknown

Native Language_________________ Other languages spoken or understood________________________

Previous Schooling:Name/Address previous school_____________________________________________________________

Date first enrolled in U.S. School_________________ Name/Address _____________________________

Month/Year English Language Instruction began in the U.S. _________________M ________________Y

Total number of months/years in U.S. Schools ___________M _________________Y

Number of days if less than 3 years/535 days_______________________

Entrance/Placement Test Results:Date Administered____________________

Name(s) of Test(s) ______________________________________________________________________

Results of Tests:

Reading________ Writing________ Listening________ Speaking________ Comprehension___________

Student is LEP_____________ Student is not LEP_______________

(If student is LEP complete the rest of the form. If the student is NOT LEP sign and file in Permanent Records)

Program Placement:Identify ESL Program______________________________________________________Is student on an IEP?_____Y _____N 504 Plan _____Y _____N Date of IEP/504Plan_______________Identify Primary Disability________________________________________________________________List Accommodations (if any) _____________________________________________________________

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AUTHORIZATION TO RELEASE/RECEIVE EDUCATIONAL RECORDSAND/OR COMMUNICATE WITH OUTSIDE AGENCIES/INDIVIDUALS

SECTION I: STUDENT INFORMATION .

This form provides authorization to [release/receive] educational records and information relating to:(circle one)

Student Name: Date of Birth:

Address: Telephone:

SECTION II: DISCLOSURE AND USE OF EDUCATIONAL RECORDS/PERSONALLY IDENTIFIABLE INFORMATION

I hereby give my permission to

To disclose educational records for the above-referenced student and information in the manner described below.

To communicate and share personally identifiable information as described below.

SECTION III: DESCRIPTION OF EDUCATIONAL RECORDS/PERSONALLY IDENTIFIABLE INFORMATION TO BE DISCLOSED

Check the educational records or information you are authorizing to be disclosed:

All Educational Records Academic Records/Transcript of Credits and Grades Test Scores Attendance Records Health Records Evaluation Team Reports and Supporting Data/Assessments Individual Education Plans and Related Progress Reports 504 Plan/504 Evaluation Gifted/Talented Program Information Immunization Records Limited English Proficient Records Other pertinent information (describe below)

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AUTHORIZATION TO RELEASE/RECEIVE EDUCATIONAL RECORDS AND/OR COMMUNICATE WITH OUTSIDE AGENCIES/INDIVIDUALS

SECTION IV: PERSONS OR ENTITY AUTHORIZED TO RECEIVE INFORMATION

The District has my permission to communicate with and release the information described above to:

(Name/Address)

SECTION V: PURPOSE OF THIS AUTHORIZATION

The purpose of this disclosure of educational records or personally identifiable information is:

To aid in making present and future educational decisions Other:

SECTION VI: EXPIRATION AND REVOCATION

This authorization may revoked (canceled) at any time except to the extent that the district has already released personal health and/or other personally identifiable information prior to the revocation of this authorization. Requests for revocation must be in writing. To revoke the authorization, contact ___________________ at __________________. If not revoked, this authorization will expire one year after the date on which the authorization is signed.

SECTION VII: SIGNATURE AND ACKNOWLEDGEMENT

I acknowledge that this authorization is voluntary and that I have received a copy of this authorization.

Signature: Date:

If a personal representative (for example, a spouse, parent, legal guardian, etc.) signs this form on behalf of the individual identified in Section I, please complete the following:

Representative’s Name: Date:

Relationship:

cc: Student FileSignator

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Parent Notification Letter

School District ___________________________________________________________

Building________________________________________________________________

Date_____________________

Name of Student__________________________________________________________

Grade___________________ SSID#___________________ D.O.B._________________

Dear Parents/Guardians:

Our district is required to assess the English language proficiency of all students whose home or native language is other than English. Your child’s English communication skills have been assessed because your child’s home or native language is not English. We have used the following tests to assess your child’s English language proficiency:

Listening________________________________________________________________

Speaking________________________________________________________________

Reading_________________________________________________________________

Writing_________________________________________________________________

The following are the results of your child’s English initial language assessments:

Communication Skill Proficiency Level

Listening ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientSpeaking ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientReading ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientWriting ____Pre-functional ____Beginning ____Intermediate ____Advanced ____ProficientComprehension* ____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient*The Comprehension level is derived from Listening and Reading.

The following criteria will be used to indicate that a student has attained the required level of English proficiency to be exited from a district’s program for limited English proficient (LEP) program:

1. Achievement at the proficient level in Ohio’s approved English language proficiency test in all language domains: listening, speaking, reading, writing and comprehension; and

2. Two years of successful participation in classrooms where the language of instruction is English (this is referred to as the “trial mainstream”period, which begins after the student ahs met the first exit criterion above); and

3. Attainment of proficient or above in Ohio’s language arts assessments (reading and writing) during the student’s “trial-mainstream”period.

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Based on your child’s level of English language proficiency, we expect that your child will receive English language services for approximately ______years.

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Limited English proficiency is not a learning disability. However, some students may have a learning disability in addition to being limited English proficient. If your child is diagnosed as having a learning disability, s/he will be provided instruction consistent with an Individualized Education Plan (IEP) developed in collaboration with yourself, teachers and other specialists.

If you accept the recommended program services for our child, you do not have to take any action.

If you disagree with the recommended program services, you may decline your child’s participation. Your child will then be placed in the general instruction program for students who are fluent in English or in another program for students not proficient in English, if available at the school.

We invite you to visit the school and meet with the staff to learn more about this program. If you have questions, please contact ________________by calling________.

Sincerely;___________________________________________ _____________________District Official Name Date

------------------------------------------------------------------------------------------------------------For Parent use only:I understand the information in this letter. Yes____ No ____I would like someone to explain the information in my native language. Yes____ No___My native language is ___________________________________I accept to have my child receive the program services indicated on the previous page, we will discuss with you other support that your child may receive.________________________________________ ____________ _______________ Parent’s/legal guardian’s signature Date Telephone Number

(page 2 of Parent Notification Letter)

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Directions for Completing Rubric

Put the student’s name, date of observation, and student’s birthdate on the top of the rubric and on this form. Read each statement, if it applies to the student with whom you are evaluating, circle the statement using a colored ink for visibility purposes. Once the circles have been made the column that contains the most circles is generally the level at which the student is functioning based on this one observation. Record the level next to the language domains. Place any comments in the designated area and then sign and print (observer/evaluator’s) name at the bottom.

Student’s Name_______________________ DOB_____________________

Language Domains:

Listening level: ________________________________

Speaking level: ________________________________

Reading level: ________________________________

Writing level: _________________________________

Observer/Evaluator’s Comments:

Observer/Evaluator’s Signature:_____________________________________________

Print name:_______________________________________________________________

Date_____________________________________________________________________

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Parent Notification Letter in SpanishCríe Carta de Notificación

Eduque la Fecha del Distrito_______________________________________________Building_______________________________________________________________ el Nombre deStudent_____________________________________________________delGrado ___________________SSID#_________________D.O.B._________________

Estimados Padres/Guardianes:

Nuestro distrito es requerido a valorar el dominio del idioma inglés de todos estudiantes cuyo en casa o la lengua materna es de otra manera que inglés. Sus habilidades inglesas de comunicación de niño ha sido valorado porque su hogar de niño o lengua materna no son ingleses. Hemos utilizado las pruebas siguientes para valorar su dominio del idioma inglés de niño:

Listening_______________________________________________________________Speaking________________________________________________________________Reading_________________________________________________________________Writing_________________________________________________________________

Que El siguiente son los resultados de sus evaluaciones iniciales inglesas del idioma de niño:

Nivel de Pericia de Habilidad de comunicación

Que escucha ____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient Que Habla ____Pre-functional ____Beginning____Intermediate ____Advanced ____Proficient Que Lee ____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient Que Escribe ____Pre-functional ____Beginning ____Intermediate ____Advanced_____Proficient*Lla Comprensión ____Pre-functional ____Beginning____Intermediate ____Advanced ____Proficient

*El nivel de la Comprensión es derivado de Escuchar y Leer.

Los criterios siguientes serán utilizados para indicar que un estudiante ha alcanzado el nivel requerido de la pericia inglesa ser salido de un programa del distrito para limitado inglés capaz (LEP) el programa:

1. El logro en el nivel capaz en Ohio aprobó la prueba inglesa de dominio del idioma en todos dominios del idioma: escuchando, hablar, leer, escribir y comprensión; y 2. Dos años de la participación exitosa en aulas donde el idioma de la instrucción es inglés (esto es referido a como el período de corriente principal de ensayo, que empieza después de que

Basado en su nivel de niño de dominio del idioma inglés, nosotros esperamos que su niño recibirá los servicios ingleses del idioma para aproximadamente ______years.

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La pericia inglesa limitada no es una incapacidad que aprende. Sin embargo, algunos estudiantes pueden tener una incapacidad que aprende además de ser limitado inglés capaz. Si su niño es diagnosticado teniendo como una incapacidad que aprende, el s/él será proporcionado la instrucción coherente con un Plan Individualizado de la Educación (IEP) desarrollado en la colaboración con usted mismo, los maestros y otros especialistas.

el estudiante ah encontrara el primer criterio de la salida arriba); y 3. El logro de capaz o arriba en evaluaciones de artes de idioma de Ohio (leyendo y escribiendo) durante el período de ensayo corriente principal de estudiante.

Si usted acepta los servicios recomendados del programa para nuestro niño, usted no tiene que tomar ninguna acción.

Si usted disiente de los servicios recomendados del programa, usted puede disminuir su participación de niño. Su niño entonces será colocado en el programa general de la instrucción para estudiantes que no son con soltura en inglés ni en otro programa para estudiantes capaz en inglés, si disponible en la escuela.

Nosotros le invitamos a visitar la escuela y encontrar con el personal para aprender más acerca de este programa. Si usted tiene las preguntas, por favor contacto ________________by que llama________.

Sinceramente; el Distrito de ___________________________________________ _____________________ la Fecha Oficial del Nombre

Para el Padre utiliza sólo: Entiendo la información en esta carta. Sí____ no ____ querría que alguien explique la información en mi lengua materna. Sí____ no___ Mi lengua materna es ___________________________________ que acepto para tener mi niño recibe los servicios del programa indicados en la página previa, nosotros discutiremos con usted otroapoyo que su niño puede recibir. El Padre ________________________________________ ____________ _______________' s/el Número de teléfono legal de la Fecha de firma de guardián

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Websites

Ohio Department of Education websitehttp:// www.ode.state.oh.us

Ohio Teachers of English to Speakers of Other Languageshttp:// www.ohiotesol.org

Ohio Testing with Parent Pages and Practice Tests http://38.118.81.253

LEP.Govhttp://www.lep.gov

Everything ESLhttp://www.everythingesl.net

National Association for Bilingual Educationhttp://www.nabe.org

National Clearinghouse for English Language Acquisitionhttp://www.ncela.awu.edu

Center for Applied Linguisticshttp://www.cal.org

Center for Research, Diversity, & Excellencehttp://www.cal.org/crede

Council for Chief State School Officers (CCSSO)http://www.ccsso.org/publications/details.cfm?PublicationID=227

The English Language Learner (ELL) Knowledge Basehttp://www.helpforschools.com/ELLKBase/index.shtml

A Guide to Learning Englishhttp://www.esl.fis.edu/teachers/index.htm

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Glossary

BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face communication.

CALP: Cognitive academic language proficiency. The language ability required for academic achievement.

Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students. The case established a three-part test to evaluate the adequacy of a district's program for ELL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]

Content-based English as a Second Language: This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction.

Dual Language Program: Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

ELL: English language learner. A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.

English as a Second Language (ESL): A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

Equal Education Opportunities Act of 1974: This civil rights statute prohibits states from denying equal educational opportunity to an individual on account of his or her race, color, sex, or national origin. The statute specifically prohibits states from denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs. [20 U.S.C. §1203(f)]

FEP: Fluent (or fully) English proficient.

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Informed Parental Consent: The permission of a parent to enroll their child in an ELL program, or the refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the educational options and the district's educational recommendation.

Language Dominance: Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages.

Language Proficiency: Refers to the degree to which the student exhibits control over the use of language, including the measurement of expressive and receptive language skills in the areas of phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use within various domains or social circumstances. Proficiency in a language is judged independently and does not imply a lack of proficiency in another language.

Lau v. Nichols: A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District. In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. [414 U.S. 563 (1974)]

LEP: Limited-English-proficient. (See ELL)

Maintenance Bilingual Education (MBE): MBE, also referred to as late-exit bilingual education, is a program that uses two languages, the student's primary language and English, as a means of instruction. The instruction builds upon the student's primary language skills and develops and expands the English language skills of each student to enable him or her to achieve proficiency in both languages, while providing access to the content areas.

The May 25 Memorandum: To clarify a school district's responsibilities with respect to national-origin-minority children, the U.S. Department of Health, Education, and Welfare, on May 25, 1970, issued a policy statement stating, in part, that "where inability to speak and understand the English language excludes national-origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students."

NEP: Non-English-proficient.

Newcomer Program: Newcomer pro-grams are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).

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Sheltered English Instruction: An instructional approach used to make academic instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.

Structured English Immersion Program: The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language.

Submersion Program: A submersion program places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program.

Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English.

Title VII of the Elementary and Secondary Education Act: The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (ESEA), recognizes the unique educational disadvantages faced by non-English speaking students. Enacted in 1968, the Bilingual Education Act established a federal policy to assist educational agencies to serve students with limited-English-proficiency by authorizing funding to support those efforts. In addition to providing funds to support services to limited-English-proficient students, Title VII also supports professional development and research activities. Reauthorized in 1994 as part of the Improving America's Schools Act, Title VII was restructured to provide for an increased state role and give priority to applicants seeking to develop bilingual proficiency. The Improving America's Schools Act also modified eligibility requirements for services under Title I so that limited-English-proficient students are eligible for services under that program on the same basis as other students.

Transitional Bilingual Education Program: This program, also known as early-exit bilingual education, utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELL student's transition to an all English instructional program while receiving academic subject instruction in the native language to the extent necessary.

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