2017-2018 esol program...

English for

Speakers of

Other

Languages

Rogers Public Schools

2017-2018

ESOL Program

Handbook The Rogers Public School District does not discriminate in its policies and programs on the basis of race, color, creed, religion, age, sex, handicap, national origin, or ancestry. Inquiries concerning the application of Title IX or Title VI may be referred to the Equity Coordinator; 500 W. Walnut, 636-3910.

Rogers Public Schools: 2017-18 ESOL Program Handbook

Table of Contents

ESOL Department Staff Overview of Program 2-8 History 3 Purpose of Handbook 3 Legal Background 4-7 Vision Statement 8 Belief Statement 8 English Language Proficiency Standards 8 Program Goals & Objectives

9-11

Program Goals 10-11 Program Objectives 11 Demographic Factors for Rogers Public Schools

12-15

Demographic Factors 13-14 Federal Definition of English Learner 15 What is a typical profile for An English Learner? 15 Identifying Potential EL Students

16-23

Program Objectives 17 Purpose 17 Procedures for Home Language Survey (HLS) 18 Procedure for Teacher Referral 19 Procedure for Returning PHLOTES 19-20 Procedures for Data Check of Withdrawn and Returning Students 20 Procedures for ELs Transferring Within the District 20 Procedure for Inactive EL Students Enrolling in another District 20 Parent Declines Services (DS) 21 Student Grade Level Placement 21-22 Recommendations for Creating a Welcoming Environment at a School 23 Initial ESOL Screening/Assessment

24-30

Program Objectives 25 Purpose 25 Initial Language Placement (ILP) Roles and Responsibilities 26 Initial Parent/Student Interview 27 Parent Notification of Initial Assessment Results and Rights 28 Procedures for Notifying the School of Language Assessment Results 28 Procedures to Testing Kindergarten Students upon Registration 29 Foreign Exchange Students 30 Placement of ELs

31-39

Program Objectives 32 Purpose 33 LPAC Members 33 LPAC Responsibilities 34 Required LPAC Meetings 34 Initial Language Placement (ILP) Meeting 35


Individual Supports and Accommodations Plan (ISAP) 36 Annual Review Meeting 37 Status Change Meeting 38 LAU Exit Record Meeting 39 Parent Communication

40-44

Program Objectives 41 Purpose 41 Service Request Directions 41-42 Special Circumstances 42 Languages Other Than Spanish 42 Interpretation Services 42-43 Guidelines for Using Interpretation Services 43 Home Visits 44 Spanish 44 Languages Other Than Spanish 44 Special Services 44 English Learner Instructional Models and Approach

45-58

Program Objectives 46 Purpose 47 ESOL Instructional Models (K-12th Grades) 47 Philosophy 47 Systematic English Language Development (ELD) Approach 47 Approach Description 47 Critical Research-based Features of Systematic ELD Instruction 48 Systematic ELD Institute 48 Elementary ESOL Instructional Models (K-5th Grades) 49-50 Middle School ESOL Instructional Models (6th – 8th Grades) 51-53 Middle School ESOL Course Codes 53 High School ESOL Instructional Models (9th – 12th Grades) 54-56 High School ESOL Course Codes 57 Graduation Requirements for ELs 57 Instructional Sequence Model 58 Opting Out/ Declining ESOL Services

59-63

Program Objectives 60 Purpose 61 Parent Declines Services (DS) 62 Procedure for a Parent Declining Services 62 Procedure for Returning a Student to Services 63 Process for Monitoring Decline Services (DS) Student

63

Grading ELs 64-69 Program Objectives 65 Purpose 65 Elementary ESOL Grading Guidelines 66-67 Retention Guidelines 68 Secondary Grading Guidelines 69 Procedure for documenting an EL student receiving the grade of an “F” 69


Successful Parent Teacher Conferences with Parents of English Learners 69 Assessing ELs

70-72

Program Objectives 71 Monitoring ELs Language Learning 71 ELPA21 71-72 Assessment – Standardized and Classroom 72 Criterion Referenced Assessment 72 Norm References Assessment 72 Testing Calendar 2017-18 72 Impact of Second Language Acquisition 72 Individual Supports and Accommodations Plan (ISAP)

73-77

Program Objectives 74 Purpose 74 Individual Supports and Accommodations Plan 74-75 Process for Assigning a Word-to-Word Dictionary 75-76 ISAP Meeting Roles and Responsibilities 77 Staffing and Supporting ESOL Programs/ Professional Development

78-83

Program Objectives 79 Purpose 80 Staffing for ESOL Program 80-81 Role of the ESOL Teacher 81 Role of ESOL Instructional Assistants 82 Local Employment Standards 82 Elementary ESOL Teacher 82 Secondary ESOL Teacher 82 Professional Development Opportunities 83 Access to All District Programs & Services

84-88

Program Objectives 85 Purpose 85-86 Core Curriculum 86 Grade Appropriate Curriculum 86 Temporary Emphasis of ELD Implications 86 Students Entering 8th Grade as Beginning ELs 86 Progress Monitor ELs in English Proficiency and Core Content 87 Participation in Special Programs 87 Specialized and Advanced Courses and Programs 88 Dually Served Students

89-103

Program Objectives 90 Purpose 91-93 How do ELs and Students with Disabilities Differ? 94-95 Section 504 of the Rehabilitation Act and ELs 95 ELs and Gifted Education 96 Purpose 96 Process for Recommending a Student for REACH 97 Characteristics of Gifted and Talented Student 97


Requirements 97 REACH Referrals 97 Who Can Refer a Student? 97 Screening Process 98 Committee Assessment 98 Placement 98 Acceleration 99 RtI and ELs 99 What Information Is Needed? 99 Factors that May Impact ELs Academic Progress 100-102 Determining Long-term or Short-Term ELs 103 Avoiding Unnecessary Segregation of ELs

104-105

Program Objectives 105 Purpose 105 Exiting & Monitoring of ELs and Former ELs

106-110

Program Objectives 107 Purpose 108 Process for Monitoring EL4s 108 Monitoring FELs 109 Process for Monitoring FELs (4 Years) 109 ELs Exiting the ESOL Program 110 Cultural Diversity

111-115

Program Objectives 112 Ways to Appreciate Cultural Diversity “Where All Belong” 112 Value Cultural Diversity 112 Preparing for Cultural Diversity: Resources for Teachers, Culture in the Classroom 112 Definitions for Immigrant, Refugee, and Migrant 113 Issues Related to EL Refugee/Displaced Students 113 Refugee and Displaced Students May Have Faced Symptoms of PTSD 114 Developing Cross Cultural Relations 114 Diversity Self-Assessment

115

ESOL Timeline 116-118 Program Evaluation

119-122

Program Objectives 120 Purpose 121 Evaluation of EL Program and Changes 122 Appendix


English for Speakers of Other Languages ROGERS PUBLIC SCHOOLS

“Where All Belong, All Learn, All Succeed”

ESOL District Office 220 South Fifth St Rogers, AR 72756

Phone: (479) 631-3559 Fax: (479) 631-3552

Website: http://www.esol.rogersschools.net/

ESOL District Level Staff

Name Position E-mail

Martha Tompkins ESOL/Migrant Director [email protected]

Jo Stevens ESOL Specialist [email protected]

Tanya Patterson ESOL Specialist [email protected]

Mari Hayes ESOL Specialist [email protected]

Jenny Young ESOL Specialist [email protected]

Jivette De Jesus Spanish Communications

Spec. [email protected]

Mindy Sandoval ESOL Office Assistant [email protected]

Janet Garcia ESOL Examiner [email protected]

Maria Dalati ESOL District Translator [email protected]

Dulce Mendoza ESOL District Translator [email protected]

Monica Lopez Gallo Migrant Clerk [email protected]

mailto:[email protected]





http://www.colorincolorado.org/article/asking-right-questions-rti-and-ells





http://www.accelerationinstitute.org/nation_deceived/

http://files.eric.ed.gov/fulltext/ED535608.pdf


Elementary ESOL Building Level Staff

School Name E-Mail

Bellview Elementary John Jones [email protected]

Bonnie Grimes Elementary Olga Munoz

Jay Davis Cindy Shepard

[email protected] [email protected]

[email protected]

Eastside Elementary Jeralyn Tubbs

Nathaly Herrera


Elza Tucker Elementary School Ashley Ray HL Smith

Lourdes Donley


[email protected]

Frank Tillery Elementary Lourdes Kinney Layle Hissong Dianne Schmit


[email protected]

Garfield Elementary

Grace Hill Elementary Sherry Jones

Cherri Leisenring Katie Kraner


[email protected]

Janie Darr Elementary John Jones [email protected]

Joe Mathias Elementary

Becky Boyett Debbie Allard Sarah Mettert

Janet Galbraith

[email protected] [email protected] [email protected]

[email protected]

Russell Jones Elementary

Laura Weeks David Isabell

Maria Garduno Christina Hernandez



Lowell Elementary Donna McKellar Tammy Turner


Northside Elementary Sharon Garrett Deanna Reed


Oldwire Elementary Kathy Welsh Beth Allen

Ashley Albrecht


[email protected]

Reagan Elementary Lindsi Stidham [email protected]

Westside Elementary Ileana Davis

Sarah Mettert Charlotte Stamps


[email protected]


http://www.nclr.org/images/uploads/general/A1d_%20Creating%20CR%20Classrooms.pdf

https://www.ncbi.nlm.nih.gov/books/NBK248425/

https://www.escweb.net/ar_esc/




https://s3.amazonaws.com/scschoolfiles/291/marshallese_dictionary.pdf






http://www.elpa21.org/


http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/rti

http://www.rtinetwork.org/learn/diversity/englishlanguagelearners








http://www.elachieve.org/what-we-do/about-syseld-2.html












Middle School ESOL Building Level Staff

School Name E-mail

Elmwood Middle School

Barb Mosmon Rebecca Booth Rebekah Mann

Beth Olson Brittni George



Kirksey Middle School

Susan Tomlinson [email protected]

Lingle Middle School Karine Lewandowski

Terri Stigall


Oakdale Middle School Melissa Bogard

Kendra Meredith


High School ESOL Building Level Staff

School Name E-mail

Rogers Heritage High School Joanna Garza

Kristi Jacobson Emily Dillard


Rogers High School Jessica Lorimer

Debra Cane













https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers




2 Rogers Public Schools: 2017-18 ESOL Program Handbook

Overview Of

Program


History

Rogers Public Schools English for Speakers of Other Languages (ESOL) program has experienced phenomenal growth since the early 1990s. Prior to Fall 1995, an ESL (English as a Second Language) program was loosely organized to serve the needs of English Learners (ELs). Elementary students were served through an ESL center at the old National Guard Armory building. Secondary ESL students were served through Spanish teachers and an itinerant ESL teacher. During the Spring of 1995, the Office for Civil Rights (OCR) visited the school district to examine District EL services. The district then entered into a Voluntary Resolution Agreement. As a result of the agreement, an ESL Coordinator was hired along with eight ESL teachers and one ESL assistant for the 1995-96 school year. 1,022 language minority students (LMS) were identified with 810 of them qualifying as English Learners (ELs) and receiving direct or indirect ESL services that year. Specific guidelines for identifying, assessing, serving, and monitoring LMS were developed and implemented. The district successfully fulfilled all of the OCR requirements and was released from direct monitoring in 1998. A variety of models have been used for ESOL instruction in Rogers Public Schools since the fall of 1995. These include: itinerant teachers, pullout programs, content area ESOL courses at the secondary level, Sheltered English Immersion, a middle school Newcomer team, a secondary Language Academy, and collaborative classrooms. As the ESOL population has changed, so have the models of ESOL instruction. EL enrollment exceeded 5,300 students in the 2016-2017 school year.

Purpose of Handbook The Rogers Public Schools’ ESOL Handbook will provide a foundation of basic knowledge and act as a guide for teachers and administrators to better meet the needs of ELs. To help ensure LEP children (LEP is the federal term for EL under NCLB) and immigrant children and youth, attain ELP and meet the same standards that all children are expected to meet (section 3102, ESEA). The ESOL staff is dedicated to providing every member of the Rogers School District with sufficient information about the district’s ESOL program and to be able to effectively make a difference in the lives of our ELs. This handbook contains our policies and procedures as well as copies of the forms used in the process of identifying, assessing, placing, serving and monitoring EL students in reaching proficiency in English. All staff members will have access to this handbook through the district website under the ESOL Link. In addition, all staff members will receive staff development and training designed to help them understand the policies, procedures and ESOL methodologies which will serve as tools to effectively serve our ELs.


LEGAL BACKGROUND

The following summary provides the legal context for services provided to ELs and their families:

Case Law Summary

Brown vs. Board of Education, 1954

On May 17, 1954, the US Supreme Court ruled that where a State has undertaken to provide an opportunity for an education in public schools, such an opportunity is a right which must be made available to all on equal terms. Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other tangible factors may be equal.

Civil Rights Act of 1964, Title VI

“No person in the United States shall, on the grounds of race, color, or national origin be denied the benefits of, or be subject to discrimination under any

program or activity receiving Federal financial assistance.”

Title VI is the focal point and center to all interpretations regarding any legal challenges regarding the provision of equal opportunity to all groups that are found in a protected class. This has been interpreted to prohibit denial of equal access to education because of a language minority student’s limited proficiency in English. This means that limited English proficiency students that are unable to participate in or benefit from regular or special education school instructional programs are protected by their Civil Rights. The triggering mechanism for Title VI is the receipt of financial assistance from the federal government. Consequently, public schools in the United States receive some form of financial assistance from the federal government. Therefore, the Act was the catalyst for the education of all children in a setting that was all-inclusive.

Office for Civil Rights’ (OCR)

May 25, 1970 Memorandum

“Where the 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 its

instructional program to these students.”

A school district is required to take affirmative steps in remedying a student’s limited English proficiency.

Diana vs. State Board of Education, CA 1970

Plaintiffs filed on behalf of Mexican-American children in Monterey County, California, alleged that the school system was inaccurately identifying Spanish-speaking children as mentally retarded on the basis of IQ tests administered in English. The court ruled that non-English proficient children cannot be placed in Special Education on the basis of culturally biased tests or tests administered in English.


Case Law Summary

Lau v. Nichols, 1974 (U.S. Supreme Court)

“Equality of educational opportunity is not achieved by merely providing students with “the same facilities, textbooks, teachers and curriculum; because students who do not understand English are effectively foreclosed from any meaningful

education.”

This case was initiated by parents on behalf of approximately 3,000 Chinese students who were unable to understand the language of instruction in the San Francisco Public Schools. These students had been required to attend classes taught exclusively in English and had received no assistance in learning English. The parents argued that the basic skills in English were the very foundation of what the public schools of San Francisco teach. The U.S. Supreme Court held that the San Francisco school system violated Title VI by denying the students a meaningful opportunity to participate in the educational program.

Equal Educational Opportunities Act

(EEOA), 1974

“No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex or national origin, by….failure of educational agency to

take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

EEOA required schools to “rectify appropriately a limited English proficient student’s English opportunities.” The OCR stepped in to formulate the Lau remedies which would provide a standard of approaches for school districts to follow. These remedies set the approach for OCR to determine if a school district was in compliance. The Lau remedies are:

1. Identifying and evaluating the English language skills of language minority students

2. Determining appropriate instructional treatments 3. Deciding when LEP/ELL children are ready for mainstream classrooms 4. Determining the professional standards to be met by teachers of language minority children

Castañeda v. Pickard, 1981 (5th Circuit

Court)

“The court’s decision states that the burden of proof is upon the district that the instructional program designed for an ELL student has clearly developed English language skills of comprehension, speaking, reading, and writing necessary for

learning and achieving in English-only instruction at a level substantially equivalent to pupils whose primary language is English.”

OCR determined that the standards reasoned by the Court was appropriate in determining whether programs for language minority students meet the requirements of Title VI. A three-part test was developed by the Court to evaluate the adequacy of a district’s program. The test is as follows: 1. The alternative language program must be based on a sound educational

theory. 2. The program must be effectively implemented and adequately supported so

that the program has a realistic chance of success. 3. Assurance that the program is working through an evaluation and subsequent

program modification to meet this requirement.


Case Law Summary

Plyler v. Doe, 1982

“States cannot deny a free public education to undocumented immigrant children regardless of their immigrant status.”

The Court ruled that schools are required to provide full access to its instructional programs, irrespective of the student’s immigration status. Consequently, this case established that if undocumented students attend public schools they could not be excluded from provisions and the protections of Title VI of the Civil Rights Act. Thereby, not having schools enforce immigration laws within their district boundaries.

Individuals with Disabilities Education

Act, 1990

This act requires that student evaluations must be conducted in the child’s native language, and that parents must be informed of the evaluations and their rights in a language they can understand. IEP’s must state the modifications of instruction, methods, and materials needed for both native language and English as a second language instruction.

OCR’s September 27, 1991

Memorandum

The policy update is designed to determine whether schools are complying with their obligation under Title VI and to evaluate the adequacy of the program. This policy update provides for: staffing requirements, exit criteria, access to all programs, schools may not relegate LEP/ELL students to “second-class status” by not providing them with equitable facilities (putting them in classes in the hallway, closets, etc). This policy also placed the responsibility on school districts to train teachers in the language acquisition theory, methods and practices. Furthermore, the district also has to ensure that the alternative language program teachers are evaluated by someone familiar with language acquisition. The OCR adopted the three prongs of the Castañeda case and required that all language minority students be assessed for fluency, that parents be provided school information in a language they understand, and that schools assure that instruction to limited English proficient students is carried out by qualified staff.

No Child Left Behind Act of 2001

The primary goal or purpose was the reenactment and reform of the Elementary and Secondary Education Act (ESEA). With the focus on ensuring that

“all children have a fair, equal and significant opportunity to obtain a high-quality

education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.”

The American Recovery and

Reinvestment Act, 2009

An economic stimulus package that was signed into law on February 17, 2009. This act funds the Race to the Top grant. States are awarded points for satisfying certain educational policies, such as performance-based evaluations for teachers and principals based on multiple measures of educator effectiveness (and are tied to targeted professional development and feedback), adopting common standards (though adoption of the Common Core State Standards was not required), adoption of policies that do not prohibit (or effectively prohibit) the expansion of high-quality charter schools, turning around the lowest-performing schools, and building and using data systems.


Case Law Summary

Every Student Succeeds Act (ESSA)

Equity: The Every Student Succeeds Act maintains Title III as a separate title with a separate funding stream dedicated to the education of English learners.

Funding increase: In an era of fiscal constraint and funding reductions, ESSA recognizes the large increase in the number and percentage of English learners in this country, and increases the Title III authorization levels.

Fair accountability: ESSA gives states two options for delaying English learners’ inclusion in accountability systems while they are learning English:

For one year, exclude the student from taking the reading/English language arts test and from counting results of either or both the math and English language arts tests; OR

For the first year of the student’s enrollment in a U.S. school, report on but exclude from accountability system the results on these tests; for the second year of enrollment, include a measure of student growth on both tests; and for the third year of enrollment, include proficiency on both tests in the accountability system.

Additionally, English learners who have successfully left the English learner subgroup by attaining English proficiency can be included in that subgroup for accountability purposes for four years. This is something that educators have long argued is an appropriate and fair way to consider the unique needs of such students.

Greater integration into the law’s core: For the first time, English language proficiency for English learners is integrated into the system by which all schools and districts are held accountable. Furthermore, the academic achievement of English learners is more fully integrated into that accountability system. Movement of these two items out of the separate Title III system (while maintaining Title III as a dedicated funding stream) ensures that English learners’ academic and language needs can be fully considered by education systems.

Supports for English learners: ESSA provides resources to states and school districts to establish, implement, and sustain high-quality language instruction educational programs designed to ensure that English learners, including immigrant children and youth, develop both English language proficiency and content proficiency in math and English, as measured against challenging academic standards. ESSA requires states to measure school districts’ progress in these areas and to provide assistance and support to those school districts with ineffective language instruction educational programs.

Statewide entrance and exit procedures for English learners: ESSA requires the establishment of statewide entrance and exit procedures for English learners to ensure that English learners get the resources they need while still learning English. This also benefits these students by providing them with the stability they need if they move between schools or districts. Reporting requirements: ESSA requires reporting on English learners with disabilities, as well as reporting on the percentage of students who are long-term English learners, as measured by students who have maintained the classification for five or more years.

http://www.sbcselpa.org/wp-content/uploads/2014/06/EL-Resource-Book-Revised-6-14.pdf?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwj2pJKHlbzMAhVmvIMKHT5vAwsQFggdMAA&url=http://www.ed.gov/essa?src=rn&usg=AFQjCNFu-NQ51NM5jOFAct2QgjCH_EI5pg

http://www.sbcselpa.org/wp-content/uploads/2014/06/EL-Resource-Book-Revised-6-14.pdf?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwj2pJKHlbzMAhVmvIMKHT5vAwsQFggdMAA&url=http://www.ed.gov/essa?src=rn&usg=AFQjCNFu-NQ51NM5jOFAct2QgjCH_EI5pg


Vision Statement

Rogers Public Schools is dedicated to providing a rigorous and relevant education in which all students gain the academic and personal skills needed for lifelong learning and success. It is the ESOL program’s overall vision to serve and support our EL students so that they are able to reach fluent English proficiency in speaking, listening, reading and writing. It is also the goal that with these areas of proficiency, EL students will gain the skills needed to be college and career ready.

Belief Statements

The Rogers Public Schools ESOL program believes:

Effective education of every EL is the responsibility of all educational personnel

Effective education requires that excellent English Language Development and supplemental services are rendered to EL students

Effective programs for EL students respect and celebrate all students’ native languages in the contexts of both school and community

English Language Proficiency Standards English Language Proficiency (ELP) 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 www.elpa21.org



Program

Goals &

Objectives


PROGRAM GOALS

Goal 1: English Learners will progress through the levels of language proficiency by participating in appropriate language assistance services to attain full English proficiency in 5 years as measured by ELPA21 scores

A primary goal of ESOL instruction is to assist students in communicating effectively in English by developing a solid language foundation needed to fully engage in academic and real life situations. Such communication is vital if ELs are to avoid the negative social and economic consequences of low proficiency in English and are to participate as informed members in our society. ELs also need to see that there are personal rewards to be gained from communicating effectively in English. This goal does not suggest, however, that students should lose their native language proficiency.

Standards for Goal 1

Students will: use English to participate in academic and real life situations develop social and academic discourse to collaborate effectively with peers and adults use learning strategies to extend their communicative competence use appropriate language register use appropriate nonverbal communication

Goal 2: English Learners will show academic growth while progressing through the language proficiency levels by having meaningful access and equal opportunity to grade level curricula as measured by state required assessments and classroom performance

In school settings, English competence is critical for success for ELs. They are expected to learn academic content through the English language and to compete academically with native-English-speaking peers. This process requires that learners use spoken and written English in their schoolwork. Standards for Goal 2 Students will:

use English to interact in the classroom use productive and receptive language to communicate content knowledge use appropriate learning strategies to construct and apply academic knowledge


Goal 3: English Learners will achieve cultural competence by understanding, communicating with, and effectively interacting with people across cultures

English Learners in Rogers Public Schools come into contact with peers and adults who are different from them, linguistically and culturally. The diversity in Rogers schools mirrors the diversity in this country and around the world that young people will encounter as they move into the 21st century world of work. In order to work and live amid diversity, students need to be able to understand and appreciate people who are different and communicate effectively with them. Such communication includes the ability to interact in multiple social settings. Standards for Goal 3 Students will:

learn and build on the varying cultural and community norms understand the within-group differences that make each student unique, while

celebrating the between-group variations understand the cultural context of their target community have the willingness and skills to work within this context

Program Objectives

1. To implement and maintain consistent procedures for the identification, placement, and exit of all ELs

2. To assess all students who have a Primary Home Language Other Than English (PHLOTE) 3. To appropriately design and provide an education plan that will aide EL students to achieve

academically while becoming proficient in English 4. To provide highly qualified staff to support the ESOL program 5. To provide equitable and meaningful access to other district programs and services, including

special education and gifted/talented education 6. To create an inclusive environment and avoid unnecessary segregation 7. To address all needs of ELs including ELs with disabilities and students who opt out of EL

programs 8. To monitor the progress of all EL students during and after program participation 9. To evaluate the effectiveness of the Rogers ESOL Program 10. To ensure inclusive and meaningful communication with limited English proficient parents 11. To maintain accurate and meaningful student records 12. To be culturally responsive to the needs of students *Information from US Department of Justice and Office of Civil Rights


Demographic Factors

For Rogers Public

Schools


DEMOGRAPHIC FACTORS

The EL population has grown steadily and is expected to continue below are Oct.1st numbers: o 1995-96 = 810 ELs o 2005-06 = 3,440 ELs o 2016-17 = 5,378 ELs

ESOL students come from a variety of locations including California, Texas, Illinois, Ohio, Nevada, other US states, Mexico, Guatemala, Nicaragua, El Salvador, Korea, China, Russia, India, and Peru

Total number of ELs and former ELs Spring 2016-17

Birth Countries of ELs and former ELs 2016-17


ELs speak more than 41 languages. Spanish is the predominant language followed by Marshallese and Vietnamese. Other languages include: Laotian, Korean, German, Hmong, Pingelapese, Russian, Tagalog, Tamil, Telugu, Thai, Urdu, Kosraen, Pohnpean

# of ELs, Monitored ELs, and Former ELs per Building Spring 2016-17

EL Population per School

School ELs Monitored ELs Former ELs

Bellview Elementary 19 13 12

Bonnie Grimes Elementary 228 42 12

Eastside Elementary 178 34 24

Elza Tucker Elementary School 209 42 27

Frank Tillery Elementary 215 36 22

Garfield Elementary 6 1

Grace Hill Elementary 217 28 18

Janie Darr Elementary 32 2 7

Joe Mathias Elementary 258 53 29

Russell Jones Elementary 350 37 16

Lowell Elementary 136 29 21

Northside Elementary 160 24 13

Oldwire Elementary 299 63 23

Reagan Elementary 106 33 19

Westside Elementary 172 30 13

Elmwood Middle School 242 55 40

Kirksey Middle School 322 96 61

Lingle Middle School 249 82 63

Oakdale Middle School 278 61 53

Rogers Heritage High School 603 165 90

Rogers High School 650 211 65

Rogers New Technology High School 109 106 67

Total 5038 1242 696

Languages of ELs and former ELs 2016-17

- Pre-K students awaiting roll over in eSchool


Federal Definition of English Learner

English learner – The term “English learner,” when used with respect to an individual, means an individual:

(A) who is aged 3 through 21;

(B) who is enrolled or preparing to enroll in an elementary school or secondary school;

(C) (i) who was not born in the United States or whose native language is a language other than English;

(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 challenging State academic standards; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. *(ESEA Section 8101(20))

What is a typical profile for an English Learner (EL)? There is no one profile for English Learners (EL) nor is there just a single approach to address their needs. English Learners have different ages, language proficiency levels, socioeconomic standings, academic backgrounds and expectations, as well as immigrant status. For example, these students may have immigrated to the United States recently or their families may have lived in the U.S. for more than a generation. They also live in diverse settings; some ELs live in an area with other families also from the same cultural background, whereas others live in neighborhoods of primarily non-EL families. Additionally, students may come from a home where English is spoken frequently, or from a home where English is not spoken at all. Therefore, we should be attentive to the variety of unique needs and strengths of ELs in order to promote achievement of English proficiency, educational and career success, and a rich quality of life.


Identifying Potential

EL Students


IDENTIFYING POTENTIAL EL STUDENTS

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.

The ESEA, as amended by ESSA, requires SEAs that receive Title III grants, after “timely and meaningful consultation with local educational agencies,” to create and implement “standardized, statewide entrance and exit procedures” for ELs, “including an assurance that all students who may be [ELs] are assessed for such status within 30 days of enrollment in a school in the State.” [ESEA section 3113(b)(2)]

Program Objective:

(1) To implement and maintain consistent procedures and records for the identification, placement, and exit of all ELs

(2) To assess all students who have a Primary Home Language Other Than English (PHLOTE) (10) To ensure inclusive and meaningful communication with limited English proficient parents (11) To maintain accurate and meaningful student records

Purpose:

According to the January 7, 2015 Guidance from the Office of Civil Rights and US Department of Justice, districts use a Home Language Survey (HLS) at the time of enrollment to gather information about a student’s language background (e.g., first language learned, language the student uses most often, and languages used in the home). The HLS identifies those students who should be referred for English language proficiency (“ELP”) assessment to determine whether they should be classified as EL students, who are entitled to language assistance services. Students initially identified by an HLS or other means for English proficiency testing are often referred to as those with a Primary or Home Language Other than English (PHLOTE).

There are two ways to identify PHLOTE students who are potentially eligible for ESOL services - HLS and teacher referral:

The HLS is a questionnaire given to parents or guardians that helps schools and districts identify which students are potential ELs and who will require assessment of their English language proficiency (ELP) to determine whether they are eligible for language assistance services. (US Department of Education and Office of English Language Acquisition, English Learner Toolkit, November 2016)

The HLS may indicate a student is English speaking only and no referral is made for initial program placement assessment. However, occasionally, some students may need to be identified as potentially eligible for ESOL services (e.g., Native American students). In these few cases, the student’s classroom teacher may complete a referral form that highlights and provides evidence (classroom work, work samples scored with appropriate rubric) of the student’s linguistic needs. ESOL staff review the referral and may make a determination to have the student assessed for initial placement. In these cases, a notation on the HLS explaining the reason(s) the student is screened for placement in an ESOL program is good practice and always helpful.


Procedure for Home Language Survey (HLS):

Upon enrollment into Rogers Public Schools, ALL students must complete a Home Language Survey (HLS): (See Appendix Page 1). The form has been translated into Spanish and is provided in English to make the content more accessible to Spanish speaking families enrolling in the district.

After being trained by district ESOL personnel on how to direct the completion of the HLS, the Building Registrar has the following responsibilities: (See Building Processes: Appointments for New Student Screening, Directions for Building Registrar)

a. Immediately after the parent/ guardian fills out the HLS, check to see if the parent/ guardian gives a single answer other than English to any or all HLS questions. If any question has a language other than English:

Fax a copy of the HLS to the ESOL Office: (479) 631-3552

b. While the parent/guardian and student are still at the school, call the ESOL Office to schedule an appointment for the student to be screened the same day of enrollment or the immediate school day following: (479) 631-3559. If a language assessment is necessary, an appointment will be made for the parent/guardian to bring the student to the ESOL Office. The registrar should secure the appointment for the student and relay the appointment information to the parent/guardian using the Welcome Letter (see Appendix Page 3) provided by the district ESOL Office.

c. When the ESOL Office receives a call to screen a newly enrolled student, the Appointments for New Student Screening: Directions for ESOL Office steps will be followed (See ESOL Office Processes: New Student Screening: Directions for ESOL Office). This assessment must be completed in a timely manner.

At the opening of the school year, parents/guardians of students who have been identified as EL and placed in the district’s ESOL program must be notified within 30 days of their child’s identification and placement.

After the school year begins, parents/ guardians of students should be notified within two weeks of their child’s identification and placement into the ESOL program

d. Parent/ guardian permission is not required for the student to be screened

e. The HLS is filed in the student’s cumulative record file at the school and a copy is kept in the ESOL student folder at the ESOL Office.

f. The HLS is filled out by the parent/guardian only upon initial enrollment. A student re-enrolling in the district should not complete a second HLS; the initial HLS

filled out upon first enrolling into the district will be used

A second HLS may not be completed in order to exit a child from the ESOL program or to avoid screening the student

g. Schools should reassure parents that the HLS is used solely to offer appropriate educational services, not for determining legal status or immigration issues.


Procedure for Teacher Referral:

If there is a concern with a student’s linguistic performance and staff suspects the student may not have been identified during the initial enrollment process, the school should first review the student’s HLS form in the cumulative file.

If the HLS has not been completed, the student’s parent/guardian must be contacted as soon as possible to complete the HLS with the help of the school’s registrar.

If the HLS has been completed and indicates a language other than English, the school should contact the ESOL office where a time to screen the student’s English proficiency will be scheduled.

If the HLS form does not indicate a language other than English; however, the student seems to be struggling linguistically or there is proof of another language present in the home, then the teacher or other certified staff member should submit a completed Program Referral Form (see Appendix Page 4) to the ESOL Office, who, in turn, will call the parent/ guardian to conduct a Language Use Survey (see Appendix Page 2) recording the results on the form: o If the survey results indicate there is a language other than English influencing the student’s

language proficiency, the HLS is notated to indicate the student is a PHLOTE. The ESOL office will schedule a time to screen the student’s English language proficiency with a placement within one week of receiving the referral.

o If no other language influence is found by the Language Use Survey, no changes are made to the HLS and building staff should look at other potential causes for the lack of student success.

(*Adopted from ESL Program Handbook, Springdale Public Schools)

Procedure for Returning PHLOTES:

When a former EL student re-enrolls in Rogers Public Schools, the parent/guardian does not need to fill out a new HLS. The school registrar informs the ESOL office of the re-enrollment when eSchool indicates a language other than English.

The ESOL Office will review the withdrawal form, if available, for the following:

When moving from an Arkansas school o To see if the student was being served in an ESOL Program or o Identified as EL in TRIAND

When moving from a school outside of Arkansas: o The ESOL Office will try to get as much original documentation as possible from the previous

district including: language proficiency test results LPAC decisions HLS

The student’s placement is then reviewed for the following reasons:

The ESOL Office will inform the school if the student must be retested. If a student has test results from a language placement test within a year, they are not required to test. o The ESOL Office will make an appointment with the parent/ guardian to sign paperwork

informing them of the placement in the ESOL Program o A note will be added in the History section of ELLevation documenting withdrawal/re-entry

dates and placement decision

If the English language proficiency assessment scores are more than one year old, the student must be tested in order to update their EL placement level. o The ESOL Office will follow the directions found on New Student Screening: Directions for

ESOL Office (see ESOL Office Process: New Student Screening)


Returning students will have an Initial Language Placement Meeting conducted in ELLevation by the building LPAC to ensure the previous placement is reviewed. They will also have an ISAP Meeting scheduled to update any testing accommodation or classroom language supports needed to make the content accessible to the student.

Procedures for Data Check of Withdrawn and Returning Students: To ensure that any returning ELs continue to be adequately served without interruption, these procedures are followed:

Withdrawn Students:

A withdrawn EL student may be identified in eSchool with a language level of “X”. The ESOL Examiner pulls a weekly, eSchool report of dropped students to verify the reasons dropped. ELs and monitored former ELs transferring to a different district will have the language level coded as “X” (e.g. 3ES→XES; 5MA→XMA; 2ESDS→XESDS).

Returning Students:

A daily, COGNOS report of re-enrolled students is generated and used to verify that students’ EL placement has been reviewed.

If the report shows a returning student and the ESOL office was not contacted, the ESOL Examiner will contact the school and request the needed information for placement review. Then, the above Procedure for Re-Enrolling PHLOTES (see above) will be followed.

Procedures for ELs Transferring Within the District:

When a student has transferred, each building should create a communication system to notify the ESOL and content teachers if a transferring student is an EL. Transferring students will NOT have an Initial Language Placement Meeting conducted in ELLevation by the new building’s LPAC; however, this LPAC should review the student’s previous placement to ensure the student receives the proper programming to meet their individual linguistic needs. The LPAC contacts the ESOL Office to have an ISAP Meeting scheduled to update any testing accommodations or classroom language supports needed to make the content accessible to the student. If the student transfers before the original building complete the LPAC Meeting, the transfer school will complete the LPAC Meeting.

Procedure for Inactive EL Students Enrolling In another District

When students withdraw from our district, receiving districts may request student ESOL records (e.g. most current language proficiency assessments, placement records, and LPAC reports.) The building will contact the ESOL Office who will process the request.

At the time of withdrawal: o If a student enrolls into an ELLevation- member district, a student transfer request will be generated

through ELLevation from the district where the student enrolls. The request will be addressed by the ESOL Examiner.

o If a student enrolls into a non-ELLevation district, the school may contact the ESOL office to request pertinent ESOL records. The ESOL Office will send the records to the enrolling school.


Parent Declines Services (DS)

If a parent declines ESOL program services, then the student is identified in eSchool as an English Learner (EL) with a parent ESL/ELL Waived Date until the student meets exit criteria. “DS” is placed after their EL level and language to help identify this student (e.g. 2ESDS).

A parent has the right to decline or request ESOL services at anytime in the student’s school career. (See Program Wavier Form and Return to Service Form, provided by the ESOL Office)

Although the parent declines services (DS), it is still the district’s responsibility to monitor and facilitate the educational process and language acquisition of DS students. The district is responsible for the following:

Administering the English Language Proficiency Assessment (ELPA21) yearly until the student meets the exit criteria and exits the ESOL Program

To review annually NRT, CRT, language proficiency scores, and classroom performance for the LPAC to make decisions on students EL placement level as well as assessment accommodations

Once a student meets ADE ESOL exit criteria, the student is reclassified from EL to FEL

FEL Students whose parents have declined ESOL services are also monitored for four additional years (ESSA)

*See section on meeting the needs of decline service students for more information

Student Grade Level Placement:

The Dear Colleague Letter sent out by the Department of Justice and the Office of Civil Rights sent on January 7, 2015 states the following: School districts also should place EL students in age-appropriate grade levels so that they can have meaningful access to their grade-appropriate curricula and an equal opportunity to graduate. The Departments recognize that students with interrupted formal education (SIFE students), especially in the higher grades, may be below grade level in some or all subjects when they enter a school district, and that some school districts provide appropriately specialized programs to meet their needs. The Departments would not view such programs as offering inappropriately watered-down instructional content where the program is age-appropriate, the content of the instruction relates to the core curriculum and is credit-bearing toward graduation or promotion requirements, and SIFE students have the opportunity to meet grade-level standards within a reasonable period of time. However, it would be inappropriate for a district to place high school-aged SIFE students in middle or elementary school campus programs because this would not permit SIFE students to meet high school grade-level standards and graduation requirements within a reasonable amount of time and the placements would not be age appropriate.

Although grade placement is not officially a role of the LPAC, the district is occasionally faced with the issue of what grade is more appropriate for a PHLOTE and may be potentially an EL student. Students arrive in US schools from a variety of countries, some where the education system may not align perfectly with the way we assign students to grade levels. Our timelines for entering school are not the same as other countries. Schools may often end at a very different time than traditional US schools causing a student, for example, to have completed the 3rd grade in the middle of a US school year. (*Adapted

from Green Forrest Schools ESL Handbook)

Grade level placement should be based on the actual age of the student so that placement is with age-level peers. A student who is 15 years of age or older should be placed at least at grade 9. Educational level of the student should also be considered when placing a student especially at the high school level. At the high school level, grade level is determined by number of credits earned. At the elementary level, the Superintendent of Curriculum and Instruction makes the final decision of the grade level placement.


The following table can serve as a guideline for determining the grade level based on the student's age as of August 1st of the current school year:

GRADE LEVEL PLACEMENT BASED ON AGE OF STUDENT ON AUGUST 1st

Age as of August 1st Grade Level*

5 K

6 K or 1

7 1 or 2

8 2 or 3

9 3 or 4

10 4 or 5

11 5 or 6

12 6 or 7

13 7 or 8

14 8 or 9

15+ Based on credits** *Use the lower grade listed only when there is evidence of little or no prior education.

Rogers Public Schools Student Grade Placement Based on Credits:

Credits Grade Level

Less than 5 credits Freshman (9th)

5 credits Sophomore (10th)

10 credits Junior (11th)

17 credits Senior (12th)

24 credits Graduation


Recommendations for Creating a Welcoming Environment at a School

1. Welcome the family to the school and conduct an interview with the help of an interpreter, if appropriate. Allow time for interpretation and questions. During the interview, give the family the following printed information: a. The name, address and telephone number of the school b. The student’s schedule, including teacher(s) name(s) and classroom number(s) c. The ESOL teachers’ name and room number d. Pertinent bus and meal information

2. Give parents a "welcome packet" and school handbook with information about the school. If neither parent nor guardian has a strong command of English and you have the school welcome packet translated into their native language, please provide it to them in their native language. This packet should include information regarding: a. Important registration and school information b. Transportation c. School calendar and bell schedules, including daily start and end times d. Normal school procedures and expectations e. Attendance information f. Basic supply needs for classes and for Physical Education classes g. Immunization requirements h. School contact information i. A list of community resources, adult English language classes, and tutors j. Parent Teacher organization information

3. Take the family on a tour of the school, if possible, and introduce them to the classroom teacher(s)

and/or ESOL teacher(s).

4. Assign the English learner a student buddy either from homeroom or school activities (such as the international club or student council) to the English learner to help in the transition during the first few weeks


Initial ESOL

Screening/ Assessment


INITIAL ESOL SCREENING & ASSESSMENT

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. The ESEA, as amended by ESSA, requires SEAs that receive Title III grants, after “timely and meaningful consultation with local educational agencies,” to create and implement “standardized, statewide entrance and exit procedures” for ELs, “including an assurance that all students who may be [ELs] are assessed for such status within

30 days of enrollment in a school in the State.” [ESEA section 3113(b)(2)]

Program Objectives:


(2) To assess all students who have a Primary Home Language Other Than English (PHLOTE) (10) To ensure inclusive and meaningful communication with limited English proficient parents (11) To maintain accurate and meaningful student records

Purpose:

Based on the results of the HLS, students are given an initial identification assessment. This language proficiency assessment must assess the student’s academic English proficiency in all four language domains (reading, writing, speaking, and listening) and needs to be given by a trained testing administrator. (Arkansas Department of Education ESOL Program Guide) The ESOL Office assesses and determines an Initial Language Placement (ILP) based on the language proficiency assessment (Placement/Screener Test). The initial assessment is crucial in assuring students have the correct EL placement and ESOL programming.


Initial Language Placement (ILP) Roles and Responsibilities:

Role Location ILP Responsibilities

Building Registrar

Enrolling Building

o Conducts HLS with parent/ guardian o Contacts ESOL Office to schedule appointment o Sends ESOL a copy of the HLS and registration card o Gives parent/ guardian a copy of the ESOL Welcome Letter

(Appendix Page 3) with a reminder of testing appointment and directions to the ESOL Office

ESOL Interviewer

ESOL Office

o Entry: Conducts the Parent/ Student Interview recording the information in ELLevation

o Exit: Notifies parents of language proficiency testing results documenting the information that was communicated to the parent/ guardian with the Notification of English Language Program Placement or Continuation letter (Appendix Page 7) and obtaining the parents signature

ESOL Examiner ESOL Office

o Responsible for gathering information and creating a student file o Creates a student profile in ELLeveation o Administers / scores assessments o Records language placement assessment scores in ELLevation o Prints Notification of English Language Program Placement or

Continuation letter o Schedules Initial Language Placement (ILP) meeting and Individual

Supports and Accommodations Plan (ISAP) Meeting in ELLevation for the building LPAC to perform

ESOL Specialists ESOL Office

o Reviews interview/ assessment data and makes initial placement recommendation

o Collaborates with building LPAC to confirm initial placement by checking ILP and ISAP meetings in ELLevation to make sure it is completed in the two week window

Building LPAC Building

o Conducts Initial Language Placement (ILP) meeting on ELLevation 1. Reviews initial placement information from ESOL office and

verifies placement and ESOL programming 2. Signs and Dates LPAC form in ILP meeting

o Conducts Individual Supports and Accommodations Plan (ISAP) meeting on ELLevation

1. Decides testing accommodations for appropriate test(s) for thestudent’s grade level

2. Decides any classroom accommodations or modifications appropriate for the student’s EL level placement

3. Signs and Dates LPAC form in ISAP meeting

o Finalizes meeting in ELLevation and notifies the ESOL Specialist o Communicates decisions with building staff that has contact with

the student (content area teachers, special area teachers, counselors, etc.)


Initial Parent/Student Interview:

1. Upon arrival at the ESOL Office (220 S. 5th St), the family will be interviewed. During this interview information that may impact the student’s education is gathered (i.e. prior education). The family’s language background is verified. If a language other than English is used or has been used in the family, then student’s language proficiency is assessed.

2. A step-by-step process is followed by the person conducting the parent interview to obtain information about the potential EL student. (see ESOL Office Process: Step-by-step Parent Interview) This information is recorded and stored in ELLevation on the student’s demographic page to be easily accessed by administrators and ESOL personnel. This information includes the following:

a. Previous schooling b. Length of enrollment in U.S. schools c. Parents’ assessment of the student’s native language literacy d. Parents’ assessment of the dominant language of the student e. The student’s special education history, if applicable

3. Initial English Language Proficiency Assessment: Every student enrolled in the district and identified as a PHLOTE student is assessed with the grade level appropriate MAC II English Proficiency Test to determine the student’s level of English language proficiency in listening, speaking, reading, and writing. (See ESOL Office Process: Step-by-step New Student Screening Process). If the student has an ELPA21 score that is less than one year old, the ESOL Office can determine placement based upon these scores.

4. Scoring the English Language Proficiency Assessment and making the Initial Placement: The MAC II is scored using the MAC II Competency Clusters (see Appendix Pages 5-7) per grade level and placement charts in order to determine if the student is classified as an English Learner (EL) or as Former English Learner (FEL). If the student is classified as EL, the charts determine the student’s initial EL placement level in the ESOL Program (see Appendix Pages 5-7)

5. Often students who are enrolling from other countries have interrupted schooling. Please use the Grade Level Placement Guidelines (Appendix Page 8) to place the student in the age appropriate grade.

6. See Appendix 5,6, and 7 for MACII Competency Charts

Grade Level MACII Screener MAC II Level

K (1st quarter) Purple Purple

K (2nd quarter) – 1st

Students with little or no English skills are pre-screened. Students who score high enough on the Green Level of the MACII will also be given the age-appropriate MACII full battery in English.

RED

2nd - 3rd Orange

4th - 5th Blue

6th- 8th

Ivory

9th – 12th Tan


Parent Notification of Initial Assessment Results and Rights: .

1. Once a student has completed the initial assessment(s), the results are shared with the student and parent/guardian through an Exit Interview, which is conducted by an ESOL Office Staff Member. (See the ESOL Process: Exit Interviews and using an interpreter when the parent does not understand English and requests one (to an extent practical).

2. During the Exit Interview the parent/ guardian is given a Notification of English Language Program Placement or Continuation letter (see Appendix Page 9) in a language understood by the parent whenever possible. This letter explains and notifies the classification and/or placement level of the PHLOTE. The notification letter includes the following:

a. Why the student was identified as an EL and placed in a language instruction program that will assist the develop of and to attain English proficiency while meeting grade level state standards;

b. The student's level of English proficiency, how such level was assessed, and the student's academic level;

c. The method of instruction to serve the student, including a description of other methods of instruction available and how those methods differ in content, and instructional goals; (see Notification of Placement: EL Levels and Methods of Instruction Appendix Page 10);

d. How the program will meet the specific needs of the student in attaining English proficiency while meeting grade level state standards;

e. The program's exit criteria, the expected transition rate into a classroom not tailored for EL students, and, in the case of high school students, the expected graduation rate;

f. How the instructional program will meet the objectives of an Individualized Education Program (IEP) of a child with a disability; and

g. Written guidance on the rights of parents to remove their student from a program upon their request or to choose another program or method of instruction, if available, and how parents will be provided assistance in selecting the best program to serve their child.

*(Adapted from Arkansas Department of Education ESOL Program Guide)

3. After Exit Interviewer explains the Parent letter to the student and parent/ guardian, the parent/ guardian and the Exit Interviewer both sign and date the letter.

4. Parents receive copies of all pertinent forms and a copy is kept in the student’s ESOL file at the ESOL Office.

Procedures for Notifying the School of Language Assessment Results

1. After the Exit Interview is concluded, the student will return to the enrolling school with a copy of the Notification of English Language Program Placement or Continuation letter to assist registrars and counselors in scheduling. (The student schedule is printed as soon as it becomes available)

2. The ESOL Office will schedule an Initial Language Placement (ILP) and Individual Supports and Accommodations Plan (ISAP) meetings in ELLevation to be completed by the building LPAC

3. The ESOL Office will enter all required ESOL data into eSchool. 4. The school will receive a “Welcome” email reminding the LPAC members to organize ILP and ISAP

meetings with all appropriate members. A copy of the Notification of English Language Program Placement or Continuation letter is attached to the email communicating important information with the LPAC committee and any other staff members who might need this information. The meeting is to be completed in ELLevation.


Procedures for Testing Kindergarten Students upon Registration

Rogers Public Schools Policy Descriptor Term: Descriptor Code: ENTRANCE AGE JEB

To enroll in kindergarten, students are required to be five (5) years old on or before August 1 of the school year.

Any student who has been enrolled in a state-accredited or approved kindergarten program in another state or in a kindergarten equivalent program in another country for at least sixty (60) days, who will become five (5) years old during the year in which he or she is enrolled in kindergarten and who meets the basic residency requirement for school attendance, may be enrolled in kindergarten upon written request to the school district.

(*Rogers Public Schools Policy, Reviewed 5/19/15)

During Kindergarten Registration:

1. ALL parents must fill out the Home Language Survey (HLS)

If the Home Language Survey is all English – No other steps are required

If another language other than English is on the form, please proceed to Step 2

2. Check the Pre-K list provided by the ESOL Office to see if the student is currently attending a Rogers Public Schools Pre-K Program

If yes, use the ESOL Pre-K Information Card (see Appendix Page 11) notifying parents that testing will be done at their child’s Pre-K Location.

If no, choose an ESOL Appointment Card (see Appendix Page 12) with a day and time convenient for parents to bring their child to the ESOL Office for a language assessment. If the parents are not available at the times listed on the appointment cards or you run out of appointment cards, call the ESOL Office while the parent is still at the school in order to schedule an alternative time with the parent.

3. Separate the copies of the Appointment Card and the Pre-K Information Card. Keep the White Copy for the ESOL office. Send the yellow copy home with the parent.

After Kindergarten Registration:

1. Be sure the student ID is written on the Home Language Survey (HLS) 2. Make a copy of the Home Language Surveys (HLS) that have another language identified and a

copy of the registration card. 3. Please send the following to the ESOL office by the deadline:

Home Language Survey (HLS) copies

Copy of the registration cards

Appointment Cards (including unused cards) 4. Please call the ESOL office to set up testing appointments, if you have any students who enroll

after you have turned in your ESOL paperwork.


Foreign Exchange Students:

Based on the language of Title VI and the Lau holding (See “Federal Laws and English Learners” section of this Resource Guide), a foreign exchange student is a “person in the United States,” and the LAU provisions would therefore apply.

If the HLS responses for a foreign exchange student indicate a primary language other than English, the student should then be screened for eligibility for language assistance services from the ESOL department with the same procedure as all other PHLOTE students.

Initial Testing/


Placement

Of ELs


PLACEMENT OF ELs

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. While the ESEA, as amended by ESSA, does not give a definition of a “long-term English learner,” Section 3121(a)(6) mandates a report every two years of the number and percentage of “ELs who have not yet attained English language proficiency within five years.” SEAs and LEAs may consider these students as long term ELs after this time (U.S. Department of Education, Office of Elementary and Secondary Education, 2016, p. 38). The ESEA, as amended by ESSA, requires SEAs that receive Title III grants, after “timely and meaningful consultation with local educational agencies,” to create and implement “standardized, statewide entrance and exit procedures” for ELs, “including an assurance that all students who may be [ELs] are assessed for such status within 30 days of enrollment in a school in the State.” [ESEA section 3113(b)(2)]

Program Objectives:


(2) To assess all students who have a Primary Home Language Other Than English (PHLOTE) (10) To ensure inclusive and meaningful communication with limited English proficient

parents (11) To maintain accurate and meaningful student records


Purpose:

The purpose of this section of the Handbook is to clarify the following LPAC legal requirements to integrate State and Title III of Public Law 107-110 requirements regarding the Identification and Placement, Annual Review, and Assessment of ELs as they attain English proficiency, develop high levels of academic achievement in English, and meet the same challenging core State academic standards all children are expected to meet.

EL Placements are made by a committee of educators responsible for identification, placement, assessment, and service determinations for language minority students. This committee is called a Language Placement and Assessment Committee (LPAC) and consists of at least three people from the following list:

Building administrator (required)

ESOL Certified Staff (required)

Counselor

Classroom Teacher

SPED or REACH teacher (when appropriate) (Arkansas Department of Education ESOL Program Guide)

LPAC Members:

• All LPAC members shall be trained by ESOL department staff in LPAC duties, pertinent OCR requirements, interpreting assessment data and confidentiality of student records o Sign- in sheets from LPAC trainings need to be submitted to the ESOL Director (or LPAC

clearly indicated in KALPA when offered as part of a building Professional Development) • The student’s parents are NOT required to attend LPAC meetings • At least three members must be present at any LPAC meetings • The LPAC should follow specific written guidelines for each of these meetings (Example:

Step-by-step ELLevation directions for specific meetings) • The ESOL Specialist reviews all placement decisions made by the LPAC as a checks and

balances to ensure all state and federal guidelines are adhered to in the process • All required members are given reasonable prior notification of meeting • All required members meet together • Members review and discuss all student data and information • After coming to a consensus, members sign and date all required documentation for the

meetings/ LPAC forms found in ELLevation • Original documentation is stored in ELLevation with parent signature in the student ESOL file

at the ESOL Office


LPAC Responsibilities:

The following are the overall responsibilities of the LPAC: • Confirm identification of ELs • Review assessment/ documentation • Verify or determine placement • Select instructional methods and/or interventions • Select linguistic classroom supports • Select linguistic assessment accommodations to be used in the classroom and during

standardized tests • Make recommendations for exiting the ESOL Program • Monitor students for four years after they have been exited from the ESOL Program • Monitor indirectly served students as they transition to mainstream classrooms • Coordinate with other programs (Special Education, Reach, etc.) • Review Notification of English Language Placement or Continuation • Perform Annual Review- linguistic/academic progress

Required LPAC Meetings:

The following are required LPAC meetings as described in the tables that follow:

Initial Language Placement (ILP) Meeting Individual Supports and Accommodations Plan (ISAP) Meeting Annual Review Meeting Status Change Meeting LAU Exit Record Meeting


Initial Language Placement (ILP) Meeting Question Purpose/ Clarifying Information

When will this meeting occur?

This meeting will occur upon initial testing/screening of PHLOTE students when enrolled into the Rogers Public School District

Must be completed within the first 30 days of the school year Must be completed within two weeks of enrollment if enrolled later in

the year

What are the main

responsibilities of the LPAC?

Student Placement:

Student Placement is decided based on the English Language Proficiency Screener/Test given to the student upon enrollment after being identified according to the HLS as a PHLOTE student and any data received from the previous school district attended by the student.

FEL: If the student scores proficient on the initial language test, the ESOL Office will initiate a LAU Exit Record Meeting to gather the data needed to assess if the students meets the Arkansas Department of Education ESOL Exit Criteria in order to place the student as Former English Learner (FEL) and officially exit the student from the program. State and federal law requires a monitoring period for students placed as FEL.

*Students scoring proficient are coded as EL4P for a short period of time while the data is gathered to see if the student meets the ADE Exit Criteria. If the student does not meet all of the criteria, they are placed as EL4. If all of the Exit Criteria is met, the student exits the ESOL program and is monitored for the required period of time. If a student has accommodations in ELLevation, please remove them. FEL students are not allowed to have accommodations.

Students enrolling with proof of a program exit date from another district that is within the 4 year monitoring time, will have a LAU Exit Record Meeting initiated to ensure they still meet the ADE Exit Criteria. If they meet the exit criteria, they are placed in the appropriate year of monitoring. If the student does not meet the exit criteria, they will be placed into the ESOL program with the LPAC deciding the level of services needed in order to meet the student’s needs.

Services/Programming:

This meeting decides ESOL Services/Programming based on factors that will provide the student with the best possible environment/ education to achieve proficiency in English as well as academic success.

FEL: *Students placed as FEL will not receive ESOL services

Where do I document the

meeting?

The decisions from this meeting will be recorded in ELLevation on the grade level appropriate ILP form (See Building Process: Instructions for ILP Meeting)


Individual Supports and Accommodations Plan (ISAP) Question Purpose/ Clarifying Information


This meeting will occur upon initial testing/screening of PHLOTE students who are classified as an EL student when enrolled into the Rogers Public School District

Must be completed within the first 30 days of the school year Must be completed within two weeks of enrollment if enrolled later in

the year

This meeting will also occur at anytime during the school year when an EL needs to have classroom language supports or testing accommodations added or changed (e.g., transferring buildings, linguistic needs have changed)

*This includes students whose parents have waved services. (DS)

What are the main


Accommodations:

The LPAC will decide any linguistic testing accommodations and classroom language supports the student may need to increase equitable access to the content. The LPAC will choose accommodations for the following assessments:

English Language Proficiency Test

Academic Testing (NRT/CRT) *Students placed as FEL do NOT receive accommodations


meeting?

The decisions from this meeting will be recorded in ELLevation on the grade level appropriate ISAP form (See Building Process: Instructions for ISAP Meeting)


Annual Review Meeting Question Purpose/ Clarifying Information


The purpose of this meeting is to annually review an EL student’s linguistic and academic progress.

*This includes students whose parents have waved services. (DS)

What are the main


Student Placement:

EL levels will be decided based on data from the following: ELPA21 Scores, Classroom Performance, CRT and/or NPR Scores, ELD Scores

*FEL: If the LPAC wants to place a student as FEL, the student must meet all of the ADE exit criteria. To determine if the student meets the criteria, a LAU Exit Record Meeting will be scheduled by the ESOL Office in ELLevation for the LPAC to perform. (See LAU Exit Record Meeting)


This meeting decides ESOL Services/Programming based on EL level and factors that will provide the student with the best possible environment/ education to achieve proficiency in English as well as academic success. (See Notification of Placement EL Levels and Methods of Instruction Chart, Appendix Page 10)

FEL: *Students placed as FEL will not receive ESOL services

Accommodations:

Note: Accommodations will be reviewed with a separate ISAP Meeting during the Annual Review. See ISAP Meeting for more details.


meeting?

The decisions from this meeting will be recorded in ELLevation on the grade level appropriate Annual Review form (See Building Process: Instructions for Annual Review Meeting)


Status Change Meeting Question Purpose/ Clarifying Information


The purpose of this meeting is to review and/or change a student’s placement, or services/ programming on an as needed basis. Please contact the ESOL Office to have this meeting scheduled for you.

What are the main


Student Placement:

EL levels will be decided based on data from the following: ELPA21 Scores, Classroom Performance, CRT and/or NPR Scores, ELD Scores

*There are NO Status Change Meetings for FEL. See LAU Exit Record Meeting


This meeting decides ESOL Services/Programming based on factors that will provide the student with the best possible environment/ education to achieve proficiency in English as well as academic success. (See Notification of Placement EL Levels and Methods of Instruction Chart, Appendix Page 10)

Accommodations:

Accommodations are changed/ reviewed in the ISAP Meeting


meeting?

The decisions from this meeting will be recorded in ELLevation on the Status Change Form (See Building Process: Instructions for Status Change Meeting)


LAU Exit Record Meeting Question Purpose/ Clarifying Information


This meeting is used for the following reasons: To initiate the exiting process To document a previous program exit To review a former EL student’s progress (FEL reviews for monitored students, required ESSA 4 year monitoring)

What are the main


Student Placement:

To exit a student from the program and change their placement to FEL, the LPAC must review the data to ensure the student meets the Arkansas Exit Criteria as follows: 1. Spring English Language Proficiency Assessment (ELPA) Scores and

Proficiency Levels - Student must score proficient or above in all five sections (listening, speaking, writing, reading and comprehension) of the spring ELPA (English Language Development Assessment (ELDA) for Spring 2015; ELPA21 began Spring 2016).

2. Grades Previous Year - Student must have earned a grade of C or higher in each core subject area (English/language arts, mathematics, social studies, and science).

3. State Standardized Achievement Scores - Student must score proficient or advanced on the literacy and mathematics criterion-referenced test or score at OR above the 40th percentile on the norm-referenced test.

4. At least two current teachers must recommend exit or reclassification based on the criteria above.

5. The decision to exit or reclassify the EL student from the English for Speakers of Other Languages (ESOL) program must be made on an annual basis by the LPAC following a review of spring ELPA results

(*We will be transitioning to new Exit Criteria set by the state of Arkansas during the 17-18 school year)

*NOTE: When exiting a student, be sure they do not have any recent accommodations marked in ELLevation. FEL students are not allowed to have accommodations.


meeting?

The decisions from this meeting will be recorded in ELLevation on the LAU Exit Record Form

Once the LPAC decisions are finalized, the ESOL Office will notify parents if the following occur:

A student exits the ESOL Program and is reclassified from EL to FEL

A student is brought back into the ESOL Programming after exiting the program and is reclassified from FEL to EL

*(See Building Process: Instructions for LAU Exit Meeting)


Parent Communication


TRANSLATION SERVICES

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.

Program Objectives:

(10) To ensure inclusive and meaningful communication with limited English proficient parents (12) To be culturally responsive to the needs of students

Purpose:

Schools and offices in Rogers Public School District shall provide parents/guardians with a translation in their primary language (to an extent practical) of any document that contains individual, student-specific information regarding, but not limited to, a student’s (a) health; (b) safety; (c) legal or disciplinary matters; and (d) entitlement to public education or placement in any Special Education, English Learner or non-standard academic program.

The Rogers Public School District will provide a translation of documents which are distributed or electronically presented to all parents and guardians within the district containing critical information regarding their child’s education, including, but not limited to (a) registration, application, and selection; (b) standards and performance; (c) behavior, safety, and discipline; (d) special education and related services; and (e) transfers and discharges.

The ESOL Office shall provide translation assistance in the parents’ primary language (to an extent practical), or otherwise proofread translations from existing resources in a timely manner; and work with the school or office to make such translations available to parents and guardians.

Please note that if the request is for a Special Education document or meeting, contact Silvia Gonzalez, Bilingual Clerical Aide at the Special Services Center located in 212 S. Third Street Rogers, (479) 631-3515.

In order to receive translation services, complete a Translation Request Form (see Appendix Page 13). Make sure you complete all the pertinent information on the form and submit it to [email protected]

Service Request Directions

Service Requested Directions

Proofreading Send the original English version of the document

Send Spanish translation

Editing previous translations

Send the original English and Spanish versions with all changes highlighted (This includes text that has been deleted)

Translating Send the original English version in a format that will allow for changes within

the text



Documents will be translated in the order they are received. Due to the high volume of daily requests, a document may take up to two weeks to be completed. Furthermore, the following should be considered: amount of text, complexity of intricately formatted files, number of documents to process, and current workload. If any of the aforementioned were to affect the estimated delivery time, the ESOL Office shall inform the recipient as soon as possible.

If a delay should occur in a translation’s estimated delivery date, a translator will contact the recipient and will explain the situation. A new estimated date of delivery shall be provided at that time. If you have not received your document by the requested date, please contact the ESOL Office to inquire about your document.

Special Circumstances

Urgent: Since all messages are opened in the order they are received, please make sure to call the office and request a next-day, urgent translation. An example would be a medical emergency such as mumps information needing to be shared with parents.

Seasonal School Breaks: Any document received the day before a break (e.g., Thanksgiving, Winter, or Spring Break), will be processed when the ESOL Office reopens. Please call the office if your request deadline falls within the returning week to ensure we honor your request. Summer Break: Any document received after the end of the school year will be processed as soon as the translators return to their duties. For documents containing time sensitive material such as those needed before school starts, please contact the Spanish Communications Specialist prior to the end of the school year. Provide an approximate date of the request so a translator can honor your request by the date specified on the Translation Request Form.

If the need for a translation arises during the summer period, please contact Martha Tompkins at [email protected] as soon as the document has been approved for translation.

Languages Other Than Spanish

At the ESOL Office, we continually recruit interpreters and translators from a variety of languages. If your office or school needs a translation in a language other than Spanish, please contact the ESOL Office as soon as the need arises. Be aware it may take additional time, depending on the language requested, to provide the service.

INTERPRETATION SERVICES

Schools and offices in Rogers Public Schools shall provide interpretation services, to the maximum extent practicable to parents, guardians and family members whose primary language is a covered language (Spanish) and who request such services in order to communicate with the school staff and school officials regarding meaningful information about their child’s education. The ESOL Office will provide interpretation assistance in the covered language (Spanish). Depending upon availability, such services may be provided either at the location where the parent is seeking to communicate or by telephone.



Guidelines for Using Interpretation Services

Schools and offices shall contact the ESOL Office, 479-631-3559, or send a message to [email protected] to schedule an interpreter from the ESOL Office during regular school hours, or schedule an interpreter in a language other than Spanish.

To obtain interpretation assistance over the phone, schools and offices may contact María Dalati, Dulce Mendoza or Jivette DeJesús at the ESOL Office (479-631-3559).

The ESOL Office may also provide simultaneous interpretation services whenever appropriate. To request this service, please contact the ESOL office at 479-631-3559 or via [email protected]

There will be times that the ESOL bilingual personnel will not be able to cover all of the interpretation demands from our district (e.g. fall registration/enrollment, Kindergarten enrollment, parent/teacher conferences, and parent meetings). In these cases the ESOL Office will provide assistance to schools and offices to subcontract interpreters from the approved directory of interpreters. Schools and offices shall follow the procedures outlined below:

1. If the schools and offices need assistance scheduling interpreters, they need to submit a Paid Interpreter Request Form to [email protected] no later than two weeks prior to the event, in order for the ESOL office to schedule PAID interpreters for the building.

2. The ESOL Office will fill out a shared document that may be accessed by the buildings to keep them informed of the progress in assigning interpreters to each school or building. Such document will be available in the Google Drive of an *.rps30.k12.ar.us account. For questions or access, please contact the ESOL Office.

3. Every interpreter (paid or volunteer) must have a signed confidentiality agreement filed at the ESOL Office. Please contact the ESOL Office for the agreements.

4. Schools are responsible for correct completion of timesheets and submission to the ESOL office along with any confidentiality agreement in order to process payment.

5. Schools are responsible for directing the interpreter(s) to their assigned location within the buildings.

6. Building principals are responsible for ensuring that classified staff does not work overtime hours including their regular assignment and additional interpreting work during any given week. (Overtime is work beyond 40 combined hours in any given week.) If the interpreter is a regular school employee, the amount earned as an interpreter will be included on the next month’s paycheck.

http://www.esol.rogersschools.net/


http://www.arkansased.gov/divisions/learning-services/english-language-learners/elpa21


HOME VISITS

Spanish:

If a building needs a Spanish interpreter to accompany a school employee (teacher, administrator, nurse, social worker, etc.) to a student’s place of residence, the building should contact the ESOL Office and request and interpreter for such visitation.

Languages Other Than Spanish:

If a building needs an interpreter for a language other than Spanish, the building should contact the ESOL Office to inquire about their ability to provide an interpreter for the requested language. The school will be informed about the ESOL Office’s progress on contacting such interpreter. The interpreter shall bring their own Time Sheet (provided by Rogers Public Schools) to the interpretation site, collect the necessary signatures and hand the form to the school employee, who will in turn send it to the ESOL Office for processing.

Special Services:

If the visit is concerning a Special Services student and the need for a home visit is specific to their IEP, contact the Special Services office. All other requests should go directly to the ESOL office.


EL Instructional

Models and

Approach


EL Instructional Models & Approach

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.

The Dear Collegue Letter sent out by the Department of Justice and the Office of Civil Rights on January 7, 2015 states: Alternatively, school districts may use a curriculum that temporarily emphasizes English language acquisition over other subjects, provided that any interim academic deficits in other subjects are remedied within a reasonable length of time.

See Castañeda, 648 F.2d at 1011 (“[A] curriculum, during the early part of [EL students’] school career, which has, as its primary objective, the development of literacy in English . . . [is permissible] even if the result of such a program is an interim sacrifice of learning in other areas during this period” provided “remedial action is taken to overcome the academic deficits” incurred during participation in this curriculum in ways that enable the “students’ equal participation in the regular instructional program.”).

Program Objectives:


(3) To appropriately design and provide an education plan that will aide EL students to achieve academically while becoming proficient in English

(7) To address all needs of ELs including ELs with disabilities and students who opt out of EL programs

(8) To monitor the progress of all EL students during and after program participation (11) To maintain accurate and meaningful student records


Purpose:

ESOL programs must be designed and reasonably calculated to enable EL students to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time. (Castañeda, 648 F.2d at 1011). Each EL student’s English proficiency level, grade level, and educational background must be considered to determine which ESOL program services are appropriate for EL students. For example, some school districts have designed programs to meet the unique needs of EL students whose formal education has been interrupted in their country of origin (perhaps due to dislocation, war, disease, famine, or other situations resulting in missed educational instruction). To provide appropriate and adequate ESOL program services based on each EL student’s individual needs, and to facilitate transition out of such services within a reasonable time period, a school district will typically have to provide more ESOL services for the least English proficient EL students than for the more proficient ones. In addition, districts should provide designated English Language Development (ELD)/English as a Second Language (ESOL) services for EL students at the same or comparable ELP levels to ensure these services are targeted and appropriate to their ELP levels. *(Arkansas Department of Education ESOL Program Handbook)

ESOL Instructional Models (K-12TH GRADES)

Philosophy:

English for Speakers of Other Languages (ESOL), also known as English Language Development (ELD), is a program of techniques, methodology, and special curriculum designed to teach EL students explicitly about the English language, including the academic vocabulary needed to access content instruction, and to develop their English language proficiency in all four language domains (i.e., speaking, listening, reading, and writing). ESOL instruction is in English with little use of the EL students’ primary language(s). Each EL student’s English proficiency level, grade level, and educational background are considered to determine which ESOL program services are appropriate to meet their needs.

Systematic English Language Development (ELD) Approach:

All K-5 students with EL1-3 placements receive 30 minutes of ELD instruction daily from an ESOL endorsed teacher who has been through the Systematic ELD 5 day institute and received yearly follow-up training from a local ELD Presenter. Systematic ELD is closely linked to the English Language Proficiency Standards (see Systematic ELD and the ELP Standards, http://www.elachieve.org/what-we-do/about-syseld-2.html). ELs will have access to all academic content areas provided to all students for their grade level. Teachers use scaffolding strategies to integrate academic language development into lessons allowing students to practice English as it is used in the school context.

Approach Description:

A comprehensive approach for developing English proficiency is essential to ensuring the academic achievement of English learners. Integral to such an approach is explicit language instruction in every class, every day. Language development to support content learning is driven by the demands of grade-level academic work. In contrast, Systematic ELD is a dedicated instructional block that is driven by students’ assessed English proficiency levels. The goal is to move students from one proficiency level to the next.




Systematic ELD builds a solid foundation in English by teaching language that English learners:

are not likely to learn outside of school or efficiently pick up on their own,

will not explicitly learn in other subject areas, and

need to use for effective academic learning, classroom participation, and real-life purposes The Arkansas English Language Arts standards assume native English proficiency. Systematic ELD provides a time for ELs to learn and practice language they need in order to navigate rigorous content instruction and a myriad of adult and peer-interactions, such as discussions and collaborative work. Systematic ELD challenges students to explore language in compelling and playful ways, continually growing their ability to use English flexibly, fluently, and accurately – to have agency over their own language use. Ultimately, the goal of Systematic ELD is for English to be a bridge to academic success rather than a barrier. Adapted from: http://www.elachieve.org/what-we-do/about-syseld-2.html

Critical Research-based Features of Systematic ELD Instruction:

Places language learning and exploration squarely in the foreground. Groups students by assessed proficiency level as determined by multiple sources, such as state

language assessments, analysis of writing samples for vocabulary and grammatical knowledge (using the ELD Matrix of Linguistic Knowledge or language-focused writing rubric), the Express Placement Assessment, and recorded observations of oral production.

Uses a functional language approach organized around essential purposes for communication. Language tasks are highly applicable to real-world and academic interactions that students must adroitly navigate. Instruction draws students’ attention to a variety of aspects of English (e.g., rhythm and cadence, pronunciation, colloquial expressions, formal and informal registers).

Provides an organized method of language instruction to prevent gaps and fill existing gaps in language knowledge that can hinder students’ achievement of full English proficiency.

Follows a developmental scope and sequence of language skills identified in ELD standards and the Systematic ELD handbook.

Is explicitly taught and emphasizes oral language development through structured, purposeful interaction, with substantive written practice to ensure that students develop in-depth understanding of how English works and acquire fluency and an accurate command of all modes of communication.

Adapted from: http://www.elachieve.org/what-we-do/about-syseld-2.html

Systematic ELD Institute:

All ESOL teachers using this approach have completed the Systematic ELD Institute. The purpose of the five-day institute is to build the capacity of teachers to provide targeted Systematic ELD instruction and of administrators to provide appropriate guidance and support.

The participants received a comprehensive handbook which lays out a theoretical model and vision for explicit language instruction. It includes tools to assist in determining proficiency-appropriate vocabulary, syntax, and structures for a wide range of communicative purposes, plus instructional strategies and sample lessons.

There are institutes for three audiences: 1) K–6 districts using existing ELD materials, 2) K–6 districts adopting E.L. Achieve’s elementary Systematic ELD Instructional Units, and 3) Secondary teachers responsible for ELD instruction. (http://www.elachieve.org/what-we-do/about-syseld-2.html)


http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/q-and-a-on-elp-swd.pdf



Elementary ESOL Instructional Models

ELD Pull-out model – students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher.

EL Level Elementary ESOL Instructional Models

EL1 Recently

Arrived English Learner (RAEL)

(approx. 1 year)

ELD Instruction: Provides the language foundation needed to engage in academic and real life situations correlated with the ELP Standards 30 minutes ELD instruction daily targeted at the Beginning language proficiency level Pull-out by an ESOL teacher

RAEL Students: Students who are new to the United States with an entry date of less than two years will receive 30 minutes of extra instruction in addition to 30 minute ELD instruction. This additional 30 minutes will focus on survival English as well as basic academic needs in order to expedite the language development growth in order to succeed in the school setting and acculturate to American schools.

EL2 (1-2 years)

ELD Instruction: Provides the language foundation needed to engage in academic and real life situations correlated with the ELP Standards 30 minutes ELD instruction daily targeted at the Beginning or Intermediate language proficiency

level Pull-out by an ESOL teacher

EL3 (1-2 years)

ELD Instruction: Provides the language foundation needed to engage in academic and real life situations correlated with the ELP Standards 30 minutes ELD instruction daily targeted at the Intermediate or Advanced levels of language

proficiency level Pull-out by an ESOL teacher

EL4 (1-2 years)

Indirect Services: students will be monitored with appropriate supports in grade level mainstream classes

EL9 (no time limit)

This placement is for students whose severe limitations will not allow them to progress through the EL levels as their age appropriate peers

The LPAC works with Special Education IEP Team and the ESOL District Office to ensure the student has the appropriate programming to meet their needs

- This programming must ensure the student’s language acquisition needs as well as needs documented in the IEP are met and ensure a Free Appropriate Public Education

participation - This is decided on a case by case basis through the IEP Team in conjunction with the LPAC - The programming decisions must be documented in the students IEP. An example of programming for EL9 students may include the following, but are determined on an individual basis:

Student is served for language acquisition and IEP needs in a Special Education setting due to the limitations of their disability (i.e.: Student who does not consistently demonstrate intentional communication through an observable response. An observable response is predictable and consistent behavior that is able to be understood by a communication partner and may include eye gaze, reliable gestures, sign language, partner assisted scanning, scanning on a devise, direct selection from an array of choices, activation of voice output devise or other reliable means. Typically these students are in 1:10 special classes)

Criteria for EL9 Placement: - Severe disability as determined by IDEA - Does not move levels on the English Language Proficiency Test If student progresses in proficiency levels, the EL9 placement must be reviewed by the LPAC in

conjunction with the IEP Team

*All students served by the Special Education Department are Eligible for ESOL Services unless otherwise indicated on the Individualized Education Plan (IEP) and will continue to participate in the annual English Language Proficiency Assessment


EL Level Elementary ESOL Instructional Models

FEL (monitored for

4 years)

Students who score Proficient on the English Language Proficiency Assessment (ELPA21) and meet all exit criteria set forth by the Arkansas Department of Education (ADE) are reclassified from English Learner to Former English Learner

FEL students do not receive support services or accommodations from the ESOL department

FEL students are monitored for 4 years (ESSA) the monitoring year is indicated by the following in eSchool: M1, M2, M3, M4

Monitored year1

(M1) Former English Learner

(FEL)

Exited as proficient durng the previous school year

Must meet ADE exit criteria during year of monitoring or will be reclassified as EL

Monitored year2


(FEL)

Exited as proficient two school years prior


Monitored year3


(FEL)

Exited as proficient three school years prior


Monitored year4


(FEL)

Exited as proficient four school years prior


Long-term English Learner

(LTEL)

Students who have been enrolled in American schools for more than five years, who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills

While the ESEA, as amended by ESSA, does not give a definition of a “long-term English learner,” Section 3121(a)(6) mandates a report every two years of the number and percentage of “ELs who have not yet attained English language proficiency within five years.” SEAs and LEAs may consider these students as long term ELs after this time (U.S. Department of Education, Office of Elementary and Secondary Education, 2016, p. 38).

(*English Learner Toolkit)

0EN

Students coded as 0EN in eSchool show they have been reviewed by the ESOL Department and do not need to be placed in an ESOL Program. These students have English as their dominant language. Inquiring exclusively about home languages can be misleading. For instance, the child may have spent only his or her infancy in a foreign country, foreign-born grandparents may be living in the home, or perhaps members of the family are learning a foreign language together. Such situations may not have a negative impact on a child’s ability to be fluent in English, and should not lead to have a child placed in a program for ELs.

(*Adapted from English Learners Program Guide Oregon Department of Education)

X + language code (XES)

This level is placed in eSchool when a student withdraws from the district to alert the school upon re-enrollment that the student had an EL placement at the time of withdraw.


Middle School ESOL Instructional Models (6th – 8th Grades) ESOL instruction at the middle school level is based on current linguistic research and philosophy that emphasizes an integrated language arts approach.

A Cluster Center: A central location to which students are transported for instruction – students from two or more schools are grouped in a center designed to provide intensive language assistance for a limited period of time.

Sheltered English Immersion Approach: Sheltered instruction is an approach to teaching English learners which integrates language and content instruction. The dual goals of sheltered instruction are: to provide access to mainstream, grade-level content, and. to promote the development of English language proficiency. All core content classes are sheltered for EL1 students on the Newcomer Language Institute Team. EL2 and EL3 students have one ELA sheltered class.

Newcomer Language Institute Team: A program designed for students who have recently arrived to the US and have little to no English skills. The goal of this approach is to provide a sheltered program where students acquire English language skills and core academic skills while providing focused support to help students acculturate to the US school system

EL Level Middle School ESOL Instructional Models

EL1 Recently Arrived English Learner

(RAEL) (approx. 1 year)

RAEL Students: Students who are new to the United States with an entry date of less than two years

Newcomer Language Institute Team:

EL1 students participate in the Language Institute Team housed at Elmwood Middle School (Transportation is provided)

A sheltered program where students acquire English language skills, core academic skills, and acculturate to the US school system

Sheltered classes for Math, Science, Social Studies, Reading, and English Language Arts

Mainstream elective classes and peer interaction during lunch

Content for the courses are taken from grade-level appropriate topics in all content areas

Curriculum is based on content area standards and ELP standards

Students will receive 1 period of ELD instruction targeted at the Beginning language proficiency level

A welcoming and nurturing environment that is beneficial to early adolescent immigrant students who may or may not have limited prior experience with schooling

EL2 (1-2 years)

English Language Development (ELD):

One period of specialized English Language Development (ELD) instruction daily at the Intermediate or advanced language proficiency level

Instruction focuses on language development Content Instruction:

One sheltered English Language Arts class using the curriculum content modules supported by Constructing Meaning (CM) strategies

ELA classes are scheduled by grade level (6th, 7th, or 8th)

Students will receive instruction with grade level peers for the following: Reading, Math, Science, Social Studies, and Encore classes


EL Level Middle School ESOL Instructional Models

EL3 (1-2 years)

English Language Development (ELD):

One period of specialized English Language Development (ELD) daily at the advanced language proficiency level

Instruction continues to focus on language development Content Instruction:

Students will receive instruction with grade level peers for all content and elective/encore classes

EL4 (1-2 years)

Indirect Services:

Students will be scheduled in mainstream classes with their grade level peers

Students will be monitored with appropriate language supports

EL9 (no time limit)



- This programming must ensure the student’s language acquisition needs as well as needs documented in the IEP are met and ensure a Free Appropriate Public Education participation - This is decided on a case by case basis through the IEP Team in conjunction with the LPAC - The programming decisions must be documented in the students IEP.

An example of programming for EL9 students may include the following, but are determined on an individual basis:


Criteria for EL9 Placement: - Severe disability as determined by IDEA - Does not move levels on the English Language Proficiency Test If student progresses in proficiency levels, the EL9 placement must be reviewed by the LPAC in

conjunction with the IEP Team


FEL (monitored for 4

years)


FEL students do not receive support services from the ESOL department


Monitored year 1 (M1) Former

English Learner (FEL)

Exited as proficient during the previous school year



EL Level Middle School ESOL Instructional Models Monitored year 2


(FEL)



Monitored year 3 (M3)

Former English Learner (FEL)



Monitored year 4 (M4) Former

English Learner (FEL)




(LTEL)




0EN




This level is placed in eSchool when a student withdraws from the district to alert the school upon re-enrollment that the student had an EL placement at the time of withdraw.

Middle School ESOL Course Codes

Course # Title 99986E ESOL Homeroom

971601 ESOL 1 English

971602 ESOL 1 Reading

971603 ESOL 1 Math

971604 ESOL 1 Language Development

971605 ESOL 1 Science

97160E ESOL 2 English

97160R ESOL 2 Reading

971606 ESOL 3 Reading 6




High School ESOL Instructional Models (9th – 12th Grades) ESOL instruction at the high school level is based on current linguistic research and philosophy that emphasizes an integrated language arts approach.

Sheltered English Immersion Approach: Sheltered instruction is an approach to teaching English learners which integrates language and content instruction. The dual goals of sheltered instruction are: to provide access to mainstream, grade-level content, and to promote the development of English language proficiency. All core content classes can be sheltered for EL1 students on the Newcomer Language Institute Team. For EL2 students, Reading and English Language Arts (ELA) classes are sheltered. EL3 students only have one ELA sheltered class.

A scheduled class period: Students at the high school levels receive language assistance in a class composed only of ELs

Newcomer Language Institute Team: A program designed for students who have recently arrived to the US and have little to no English skills. The goal of this approach is to provide a sheltered program where students acquire English language skills and core academic skills while acculturating to the US school system

EL Level High School ESOL Instructional Model

EL1 Recently Arrived English Learner

(RAEL) (approx. 1 year)

RAEL Students: Students who are new to the United States with an entry date of less than two years

Newcomer Language Institute Team:

EL1 students participate in the Language Institute Team

A sheltered program where students acquire English language skills, core academic skills, and acculturate to the US school system

Sheltered classes for Math, Science, Social Studies, and English Language Arts

Mainstream elective classes and peer interaction during lunch

Spanish speaking students may also take 1 period of Spanish for Native Speakers

Content for the courses are taken from grade-level appropriate topics in all content areas

Curriculum is based on content area standards and ELP standards

Students will receive 1 period of ELD/Reading instruction targeted at the Beginning language proficiency level

A welcoming and nurturing environment that is beneficial to young adult immigrant students (ages 15-21) who may or may not have limited prior experience with schooling

(See Appendix Page 14 for Course Descriptions)

EL2 (1-2 years)

Specialized Sheltered Instruction:

Students take one to four periods of Sheltered instruction in the following subjects: English Language Arts, Science, Math, and Social Studies, focusing on language acquisition and content

Students will receive 1 period of ELD/Reading instruction targeted at the Intermediate or Advanced language proficiency level

Take mainstream appropriate core classes/electives for corresponding grade levels as language develops


EL3 (1-2 years)

Specialized Sheltered Instruction: Sheltered English Language Arts




EL4 (1-2 years)

Indirect Services:

Students will be monitored with appropriate accommodations in grade level mainstream classes

EL9 (no time limit)



- This programming must ensure the student’s language acquisition needs as well as needs documented in the IEP are met and ensure a Free Appropriate Public Education participation - This is decided on a case by case basis through the IEP Team in conjunction with the LPAC - The programming decisions must be documented in the students IEP.

An example of programming for EL9 students may include the following, but are determined on an individual basis:


Criteria for EL9 Placement: - Severe disability as determined by IDEA - Does not move levels on the English Language Proficiency Test If student progresses in proficiency levels, the EL9 placement must be reviewed by the

LPAC in conjunction with the IEP Team


FEL (monitored for 4 years)


FEL students do not receive support services from the ESOL department


Monitored year1 (M1) Former English

Learner (FEL)

Exited as proficient during the previous school year



Learner (FEL)




Learner (FEL)




Learner (FEL)






(LTEL)




0EN




This level is placed in eSchool when a student withdraws from the district to alert the school upon re-enrollment that the student had an EL placement at the time of withdraw


High School ESOL Course Codes

Course # Grade Title 510041 9th grade

ESOL I English 511031 10th grade

512031 11th grade

513031 12th grade

510042 9th grade

ESOL II English 511032 10th grade

512032 11th grade

513032 12th grade

510043 9th grade

ESOL III English 511033 10th grade

512033 11th grade

513033 12th grade ESOL III English IV

51906E or 69600E ESOL I Reading Improvement/Language Development

51906F or 69600F ESOL II Reading Improvement/Language Development

69600M ESOL I Math Plus

43010E ESOL I First Part Algebra

43020E ESOL Second Part Algebra I

42300E ESOL I/II Physical Science

42000E ESOL I/II Biology

47000E ESOL II American History

47200E ESOL I Civics

47430E ESOL I Economics

48000E ESOL I Health

971603 ESOL I US Culture/Careers

69005E ESOL I Keyboarding

Graduation Requirements for ELs

Up to three credits of English may be earned in ESOL I English, ESOL II English, and/or ESOL III English. The remaining English credit must be accumulated in a mainstream English class. ESOL III English may be taken in conjunction with a mainstream English class during the student’s senior year with ESOL Department approval. English I, II, III, or IV may be taken in order to satisfy the mainstream English credit.

English Learners will initially be placed in the appropriate ESOL courses based on the results of the state approved language proficiency testing, prior education, and approval of parents. Annual state language proficiency testing, successful completion of courses and teacher recommendation will determine subsequent level of placement. (See Grade Level Placement Guidelines, Appendix Page 8)

Rogers Public Schools Student Grade Placement Based on Credits Grade Credits

Freshman (9th) Less than 5 credits

Sophomore (10th) 5 credits

Junior (11th) 10 credits

Senior (12th) 17 credits

Graduation 24 credits


Instructional Sequence Model

Rogers Public Schools uses the Instruction Sequence Model of GANAG. All ELD lessons are created in a GANAG format through the curriculum. (See GANAG/ELD Correlation Lesson Model: Appendix Page 15)


Opting Out / Declining

ESOL Services


OPTING OUT/DECLINING ESOL SERVICES

Title III Cf. 34 C.F.R. § 100.3(b)(1), (2); see also 20 U.S.C. §§ 6312(g)(1)(A)(viii) (Title I), 7012(a)(8)

Although not directly related to EL services, courts have found in other areas that a waiver must be informed and/or knowing as well as voluntary. See, e.g., Town of Newton v. Rumery, 480 U.S. 386, 393 (1987) (any waiver of statutory right of action must “be the product of an informed and voluntary decision”); Alexander v. Gardner-Denver Co., 415 U.S. 36, 52 n.15 (1974) (waiver must be “voluntary and knowing”)

Parental notification of these rights must “be in an understandable and uniform format and, to the extent practicable, provided in a language that the parent can understand.” 20 U.S.C. §§ 6312(g)(2) (Title I), 7012(c) (Title III). This means that whenever practicable, written translations of printed information must be provided to parents in a language that they understand; but if written translations are not practicable, SEAs and school districts must ensure parents are provided oral interpretations of the written information. See 67 Fed. Reg. 71,710, 71,750 (2002). This obligation is consistent with Title VI and EEOA obligations of school districts to ensure meaningful communication with LEP parents, discussed in Part II. J “Ensuring Meaningful Communication with Limited English Proficient Parents.”

School districts also retain their EL obligations to a student even if parents opt their child out of IDEA or Section 504 services. See 1991 OCR Guidance; 20 U.S.C. § 1703(f) (requiring SEAs and LEAs to take appropriate action to overcome individual students’ language barriers that impede their equal participation in the agencies’ instructional programs)

All students who meet the definition of LEP under the ESEA, see 20 U.S.C. § 7801(25), must be tested annually with a State-approved ELP assessment. Id. §§ 6311(b)(7) (Title I), 6823(b)(3)(D) (Title III), 6826(b)(3)(C) (Title III).

Program Objectives:






Purpose:

Although school districts have an obligation to serve all EL students, parents have a right to decline or opt their children out of a school district’s ESOL program or out of particular ESOL services within an ESOL program. For example, parents may choose to enroll their child in ESOL English classes, but decline to enroll their child in EL-only sheltered content classes. School districts may not recommend that parents decline all or some services within an ESOL program for any reason, including facilitating scheduling of special education services or other scheduling reasons. A parent’s decision to opt out of an ESOL program or particular ESOL services must be knowing and voluntary. Thus, school districts must provide guidance in a language parents can understand to ensure that parents understand their child’s rights, the range of ESOL services that their child could receive, and the benefits of such services before voluntarily waiving them.

OCR considers whether a parent’s decision to opt out of an ESOL program or particular ESOL services was knowing and voluntary. If a school district asserts that a parent has decided to opt out their child, OCR or ADE could examine the school district’s records, including any documentation of the parent’s opt-out decision and whether the parent signed such documentation. Appropriate documentation is important to support school districts’ assertions and for OCR to evaluate school districts’ legal compliance. *Arkansas Department of Education ESOL Program Guide

If parents opt their children out (decline services) of an ESOL program or specific ESOL services, the children retain their status as EL students, and the school district remains obligated to take the “affirmative steps” required by Title VI and the “appropriate action” required by the EEOA to provide these EL students access to its educational programs. Thus, OCR and the DOJ expect school districts to meet the English-language and other academic needs of their opt-out EL students under the civil rights laws. To ensure these needs of opt-out EL students are being met, school districts must periodically monitor the progress of students who have opted out of ESOL programs or certain ESOL services. If an EL student who opted out of the school district’s ESOL programs or services does not demonstrate appropriate growth in English proficiency, or struggles in one or more subjects due to language barriers, the school district’s affirmative steps include informing the EL student’s parents of his or her lack of progress and offering the parents further opportunities to enroll the student in the ESOL program or at least certain ESOL services at any time.

If the school district’s monitoring of the opt-out EL student shows the student is struggling but the parent continues to decline the ESOL program or services, the school district should take affirmative and appropriate steps to meet its civil rights obligations. School districts may accomplish this in a variety of ways. One such way would be providing adequate training to the opt-out EL student’s general education teachers on second-language acquisition and ELD to ensure the student’s access to some language acquisition supports.

Further, opt-out EL students must have their English language proficiency assessed at least annually to gauge their progress in attaining English proficiency and to determine if they are still in need of and legally entitled to ESOL services. There is no assessment exemption for students who do not receive ESOL services. This means all EL students in Arkansas must participate in the Arkansas’ annual English proficiency test, currently ELPA21. Once opt-out EL students meet valid and reliable criteria for exiting from EL status, the district should monitor their progress for four years, as it does with other exited EL students. *(Arkansas Department of Education ESOL Program Guide)


Parent Declines Services (DS)

Some parents/guardians of students identified as ELs may choose to waive language assistance services for their child; however, school districts are still held responsible for providing language support under Office for Civil Rights law. If a parent/ guardian declines ESOL program services, then the student is identified in eSchool as an English Learner (EL) with a parent ESL/ELL Waiver Date recorded in eSchool until the student meets exit criteria or the parent/ guardian requests the student be placed into ESOL services. The student is identified with DS after their EL level to flag they are a student who has Declined Services (DS). Parents/ Guardians who waive/decline services must do so in writing and the district must maintain evidence of the written documentation. A parent/ guardian has the right to decline or request ESOL services at anytime in the student’s school career. (See Program Wavier Form and Return to Service Form, Contact

ESOL Office for copies)

Although the parent/ guardian declines services (DS), it is still the district’s responsibility to monitor and facilitate the educational process and language acquisition of DS students. The district is responsible for the following:

The district must find alternate means of providing the student with support for language development and proficiency outside of the structured ESOL program. The mainstream/ content area teachers are provided a DS Packet to help them understand the stages of language acquisition as well as classroom scaffolds and supports they can put into place to help overcome the language barrier and give the student access to the content.

Administer the English Language Proficiency Assessment (ELPA21) yearly until the student meets the exit criteria and exits the ESOL Program

Annually review student’s NRT, CRT, language proficiency scores, observations and classroom performance by LPAC and make decisions on students EL placement level

Assessment accommodations need to be chosen and reviewed

Once a student meets ADE ESOL exit criteria, the student is reclassified from EL to FEL

FEL Students with parent denials are also monitored for four additional years (ESSA)

Procedure for a Parent Declining Services

1. Parents/ guardians have to right to decline ESOL program services at anytime. If a parent expresses the desire to decline ESOL services the building will immediately send their name, their student’s name, and the phone number to the ESOL Office.

2. The ESOL Office will analyze the available student information 3. The parent will be contacted in order to explain the ESOL Program to be sure they have a clear

understanding of the program’s goals and objectives. 4. If the parent still wants to decline services after the program has been explained, an appointment will

be set up for them to come to the ESOL Office to fill out the Program Wavier Form (Contact ESOL Office for copies). The parent will write the reason for declining services and sign/ date the form.

5. A copy of the Program Wavier Form will be sent to the school to be filed in the cumulative folder and building personnel will be informed of the new DS status

6. The original form will be kept in the student’s ESOL File at the ESOL Office 7. The ESOL Department will continue to monitor the student’s progress. If they start to fall behind due

to a linguistic reason, parents will immediately be notified and given the option to enter services. 8. The ESOL Office will ensure the classroom teacher(s) have training in ESOL methodologies and

strategies in order to overcome the language barrier and give the student access to the content.


Procedure for Returning a Student to Services

1. Parents/ guardians have to right to request ESOL program services at anytime. If a parent expresses the desire to request ESOL services the building immediately sends their name, their student’s name, and the phone number to the ESOL Office.

2. The ESOL Office will analyze the available student information 3. The parent will be contacted in order to explain the ESOL Program to be sure they have a clear

understanding of the program’s goals and objectives. 4. If the parent still wants to request ESOL program services after the program has been explained, an

appointment will be set up for them to come to the ESOL Office to fill out the Request for Services Form (Contact ESOL Office for copies). The parent will write the reason for requesting services and sign/ date the form.

5. A copy of the Request for Services Form will be sent to the school to be filed in the cumulative folder and building personnel will be informed of the new status where the student is no longer DS

6. The original form will be kept in the student’s ESOL File at the ESOL Office

Process for Monitoring Decline Services (DS) Students

Decline Services (DS) students will be monitored 4 times a year.

All DS students will have an Annual Review Meeting to review placement at the start of the school year (1 time per year):

If the student scored “Proficient” on the ELPA21, a LAU Exit Meeting will be completed to review the student’s data in order to see if they meet the ADE Exit Criteria. If all criteria is met, the student is reclassified from EL+DS to FEL+DS If not, the student will remain as EL4 until the criteria is met

If the student does not score “Proficient” on the ELPA21, their data will be reviewed through an Annual Review Meeting to see which EL level they are performing at and that their placement is reflected in their EL level even though they are not being served.

In order to monitor the progress of DS students, check points are scheduled throughout the year, please see the calendar section of this handbook for these dates (3 times per year)

During these check points the following will occur: ESOL Office staff will review current data points for the student If the data shows the student is performing at a certain EL level, they will continue that EL

placement If the data shows the student is struggling in an area

o ESOL Office staff will contact the building LPAC to review the student and make an action plan to address the student’s needs

o ESOL Office staff will contact the parents/ guardian to inform them the student is struggling and make them aware of the option to return the student to receive services in the ESOL Program

After each data check, the ESOL Office staff will communicate the results of the review with the

building


Grading

ELs


GRADING ELs

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, middle, junior high, 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.

Program Objectives:

(3) To appropriately design and provide an education plan that will aide ELs to achieve academically while becoming proficient in English



Purpose:

Research has shown that many standardized achievement large-scale assessments are not a valid measure for ELs who are not yet proficient in English. In order to effectively assess ELs at all proficiency levels, teachers must incorporate differentiated, authentic, and culturally and linguistically appropriate assessments into their practice. Further, ELs at a variety of proficiency levels are capable of engaging 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 students can demonstrate higher-order thinking, regardless of language proficiency level. The background factors of students must also be considered in the assessment process.

When students are in the process of learning English, it is not appropriate to assign grades that indicate failure or needs improvement if language is the only reason for this grade. 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 not appropriate to assign grades that indicate they are doing grade level or satisfactory work if they are not meeting grade level standards. Linguistic scaffolding, accommodations, and modifications should be put into place to overcome the language barrier for the student providing access to the content. (*Adapted from Green Forest Schools ESL Handbook)


Elementary ESOL Grading Guidelines:

The classroom teacher is responsible for scoring content area standards whereas the ESOL teacher is responsible for scoring English Language Proficiency (ELP) standards for an EL student.

When a student is pulled out to receive ELD, generally speaking, the student will not be required to make up any regular classroom work missed while in ELD. (Reminder – ELD instruction should not take place during Math time)

Remember language supports are temporary. As a student’s language proficiency increases, the intensity and frequency of the language supports should decrease. Essentially, EL1 or EL2 students will require more supports than the EL3 peers. EL4 students may still require a few language supports but on a less intense or frequent scale. (Gradual Release Model)

Linguistic Supports for Classroom EL Level Language Supports

EL1 & EL2

- Slow down speech and simplify language - Picture support - All directions given orally and in writing - Extended time - Small group work - Preferential seating - Use audio-visuals (charts, pictures, models, diagrams, graphic organizers, overhead projector, realia, drawings, demonstrations) - Cooperative learning - Use manipulatives, lab activities, models, sequencing events, flash cards,props - Native language resources and word-to-word dictionaries - Reference materials - Culturally relevant examples - Student centered curriculum and assessment choices - Bilingual buddy - Total Physical Response (TPR) - Student illustrates comprehension through media other than pencil/paper - Teacher/staff transcribes answers - Shortened assignments - Oral tests with interpreter

EL3

- Slow down speech and simplify language - Picture support - All directions given orally and in writing - Extended time - Small group work - Use audio-visuals (charts, pictures, models, diagrams, graphic organizers, overhead projector, realia, drawings, demonstrations) - Cooperative learning - Use manipulatives, lab activities, models, sequencing events, flash cards,props - Native language resources and word-to-word dictionaries - Reference materials - Culturally relevant examples - Student centered curriculum and assessment choices

EL4

EL4s are indirectly served; however, they may still need a few language supports from time to time: - Extended time - All directions given orally and in writing - Small group work - Reference materials

FEL FELs may have some gaps in their language, but should not need language supports.


All proficiency levels should have their grades reported in the same manner as other students at their grade level. If a child is making satisfactory progress with the appropriate language supports, then their grades should reflect this.

Asterisk on Report Cards: (Objective: To accurately inform parents of student progress) EL students are given a summary score (1, 2, 3, or 4) with an asterisk (*). This indicates language supports were provided in order for students to have equal access to the grade level content. When the language barrier has been lessened through these supports, ELs have the opportunity to achieve the cognitive task required by the grade level standard. This allows the summary score to reflect the student’s ability to meet the cognitive task of the grade level standard instead of measuring their developing English proficiency.

To get summary scores with an asterisk (*) students must attempt all the work, assignments, and tests with language supports.

Summary Score Description

1

When a student receives a summary score of 1, it means they are not making “progress”.

ELs may receive a 1* if they are not able to attempt grade level work even with language supports

Any EL receiving a 1* needs immediate interventions (Rule of thumb: This should not occur for more than one quarter or the appropriate language supports are not being utilized)

2

When a student receives a summary score of 2, it means that the student is working toward the standard.

ELs may receive a 2* if they are not able to meet the grade level standard even with language supports

3

When a student receives a summary score of 3, it means they are meeting the grade level standard.

ELs may receive a 3* if they are able to meet the grade level standard with language supports.

4

When a student receives a summary score of 4, it means they are performing above the grade level standard

ELs may receive a 4* if they are able to exceed the grade level standard with language supports


Retention Guidelines:

Rationale:

We strive to ensure that the lack of success of a student is not because of their language acquisition process. Traditional methods of determining mastery of content at a given grade level may be inappropriate for many ELs.

Research on Retention:

Research has shown that while social promotion is not an acceptable practice, neither is retention in many instances. Short-term gains often are lost over the long-term with students who are retained. Retention dramatically increases the likelihood of dropping out, rather than performing as an effective intervention to prevent it. While the consensus of the literature is that promotion with remediation is far superior to retention with or without remediation, the appropriate remedy for children in at-risk situations is excellent instruction. The Rogers Public Schools seeks to offer excellent instruction to all students. In the event that a child is retained, recommendations should be made as to what educational opportunities should be provided to the child during the next year in order to prevent repetition of a school year that did not allow the child to make sufficient progress.

Retention may be appropriate for an EL if the student:

1. Is behind grade-level, not due to language limitations 2. Has made very little progress in language acquisition 3. Has poor attendance 4. Is not responding to accommodations made for the student's language proficiency 5. Is unable to show evidence of learning through hands-on methods of evaluation (e.g., Can

Kindergarteners point to the letters when asked about them as opposed to telling a teacher aloud what the letters are?)

6. Is not succeeding despite attempts of parent contact and involvement

Procedure for Retaining an EL:

Every EL being considered for retention must address on a case-by-case basis. Please contact the ESOL Director regarding each child being considered for retention. The ESOL Director, along with other school staff, will examine the child's background, length of time in district/country, parental input, academic progress, and language acquisition progress in order to determine appropriateness of retention. In the event that retention is recommended, an option should remain open to move the child back to the appropriate grade level if sufficient progress is made during the upcoming school year. In the event that retention is not recommended, suggestions will be made to accommodate that child's needs (accommodations, intervention, Title I, migrant, extra tutoring, etc.) The principal and central administration will make the final decision if retention is to occur.


Secondary Grading Guidelines

Procedure for documenting an EL student receiving the grade of an “F”

The ESOL Office will check EL students for failing grades each quarter.

Check points are scheduled each quarter

During these check points the following will occur: ESOL Office staff will review grades for all ELs

If the data shows the student is failing a course, the ESOL Office staff will contact the building LPAC with the results of the review. The LPAC will review the results and make an action plan to address and document whether the failing grade is due to language or other factors.

(*Adapted from ESL Program Handbook, Springdale Public Schools)

Successful Parent Teacher Conferences with Parents of English Learners:

1) Please be sure an interpreter is available for the parent if you think the service is needed for the conference to be successful. (See interpreter guidelines section of this Handbook) Check with the student’s EL teacher or look to see the parents’ preferred language of communication. The following are tips for using an interpreter:

Be sure you speak slowly and give them time to process your information so they can relay the information to the parents or guardians. Also, say a little information at a time. Take breaks often so the interpreter includes all the information you have given. Remember interacting with an interpreter takes practice.

It is also important to know you can communicate directly when speaking to the parents/guardians. It is a natural reaction to make eye contact with the person you are speaking to. However, the parent is there to talk to you about their child and it could be seen as disrespectful if you address all conversation with the interpreter.

If you are worried something may have been misinterpreted, write out the statement so as to be sure you are not misunderstood.

2) In parent teacher conferences, visual aides are a key ingredient. Student work samples should be used if possible. 3) Increase the parents’/ guardians’ regard for the child and their culture. Mention some positive ways the child’s behavior or culture has impacted the others in the class. 4) Tell parents and guardians your expectations for English Learners (ELs) and explain what kind of services their child is receiving. The educational systems can be unfamiliar to parents and information can be misinterpreted. It is important to clarify any questions a parent may have. Share ideas and resources with parents that benefit students and families. 5) Express the positive aspects of a student’s development and learning before bringing up any negative news. Parents may mistakenly feel their child has shamed the family and needs severe punishment. (Adapted from Pickerington Local Schools, The English Learner (EL) Handbook)


Assessing ELs


ASSESSING ELs

Title I of the No Child Left Behind Act of 2001 states that states shall provide an annual assessment of English proficiency of all students with limited English proficiency.

Title III of the No Child Left Behind Act of 2001 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.

Program Objectives:

(3) To appropriately design and provide an education plan that will aide ELs to achieve academically while becoming proficient in English



Monitoring ELs Language Learning

With respect to monitoring EL students’ acquisition of English proficiency, ADE had to develop ELP standards to inform ESOL programs, services, and assessments that are derived from the four domains of speaking, listening, reading, and writing, and that are aligned to the State’s content standards. ADE must also ensure that school districts implement these ELP standards. In addition, ADE and school districts must ensure the annual ELP assessment of all EL students in these domains and monitor their progress from year to year. Because Title III requires that the annual ELP assessment be valid and reliable, the ELP assessment must be aligned to ADE’s ELP standards which is why ELPA21 was chosen as the assessment for the English Language Proficiency Standards adopted by the Arkansas State Board of Education. Thus, in monitoring EL students’ acquisition of English, their performance on the annual ELP assessment and their progress with respect to the ELP standards during the school year should inform their instruction. (Arkansas Department of Education ESOL Program Guide)

Each year all students placed as an EL are assessed with the ELPA21.

ELPA21 (English Language Proficiency Assessment for the 21st Century)

All students with a primary language other than English who qualify for EL services are required to participate annually in English language proficiency (ELP) testing. ELPA21 is administered as a single test that contains both the ELPA21 reading, writing, and listening segment, and the ELPA21 speaking segment. While both segments are part of the same ELPA21 test, students will require an additional Testing Administrator’s approval to begin each segment.


The ELPA21 reading, writing, and listening section is the first segment presented to students. Students should review their answers upon completing all questions in this segment, as they will not be able to return to this portion of the test after they have been approved to start the ELPA21 speaking segment. After reviewing his or her responses for the first ELPA21 segment, the student will await Test Administrator (TA) approval before they can start the ELPA21 speaking segment.

Due to the nature of some students’ disability, a student’s IEP or 504 Plan might exempt the student from responding to a particular domain of the ELPA21 (reading, writing, speaking, or listening). Please review the final version of the Test Administration Manual (TAM) for information on domain exemption policies for ELPA21 for information regarding available supports for ELPA21. TAs who need to administer the ELPA21 must be officially trained for that assessment. http://www.arkansased.gov/divisions/learning-services/english-language-learners/elpa21

Assessment – Standardized and Classroom

Criterion Referenced Assessment Assessment is required by Federal law

Students must be identified as an EL to receive linguistic accommodations

Literacy, Science, and Math are assessed each year as required by ADE

Norm Referenced Assessment Assessment is required by state law (Act 35, 2003) for grades 1-2.

ELs will participate in the state identified assessment

Testing Calendar 2017-2018

Test Testing Window Grades English Language

Proficiency Assessment (ELPA21)

January 29th - March 9th ELs K-12th

ACT February 27th (Paper)

February 27 – March 13th (Online Window) April 3rd (Paper makeup)

Grade 11th Only

Science Alternate Portfolio

March 16th – Final date to submit online portfolio Qualifying students in

grades 3rd – 8th and 11th

MSAA Alternate for Math and ELA

April 2nd – May 11th Qualifying students in

grades 3rd – 8th and 11th

TBA TBA 1st 2nd grade

ACT Aspire April 9th – May 11th Grades 3rd – 10th

Impact of Second Language Acquisition

A major complication of academic assessment of ELs is their varying stages of second language acquisition and academic experience. Understanding the specifics of their current and previous instructional programs is essential to accurate interpretation of ELs’ academic performance.



Individual Supports

& Accommodations

Plan (ISAP)


INDIVIDUAL SUPPORTS &ACCOMMODATIONS PLAN (ISAP)

Program Objectives:





Purpose:

The ISAP is a legally binding document similar in importance of an IEP or 504 Plan. Supreme Court case Lau v. Nichols (1974) and subsequent legislation from the Equal Education Opportunity Act (1974) provide for English Learners to receive a meaningful and equal education. Our district uses ISAPs to clarify and document how schools will provide access for this equal education. Therefore, curriculum should be both accommodated and language supports added in order to lower the language barrier to give students access to the content. . All accommodations should be communicated with every educator who works with the student.

Every EL 1-4, 9 or declined services (DS), needs to have an Individual Supports and Accommodations Plan (ISAP). The plan will address what supports and accommodations students will receive to make them successful. The ISAP will be signed by the LPAC.

September 1st is the deadline for LPACs to complete an ISAP Meeting for new and returning students.

Individual Supports and Accommodations Plan

When creating the Individual Supports and Accommodations Plan (ISAP), it is important to keep the following in mind:

Accommodations are minor changes in instruction or presentation of assessment. Common accommodations include reading aloud, allowing more time, or allowing the use of a dictionary. Accommodations are designed to be used regularly in the classroom and should also be used in standardized testing.

Language Supports are more advanced and involved methods of helping students. These language supports should not change the content standard, but lower the language barrier in order to give ELs equal access to the curriculum. These can include using lower level reading texts to support original text, focusing on essential objectives and assignments, shortening tests or providing different assessments. Frequently, work will need to be supported for academic classes, unless the student is at the advanced level. The provided language supports will NOT apply to standardized tests.

Accommodations must be considered carefully, as they will be used on district and state tests. Only those accommodations included on the ISAP may be used on standardized tests. Accommodations should be chosen based on the individual needs of the student and not applied arbitrarily to all ELs or certain EL levels. The following guidelines may be used to make these decisions:

A Word-to-Word dictionary may be provided if the student is literate in the primary language.


If a student needs a word-to-word dictionary for testing, then the student should be using it

throughout the year. Dictionary requests should be done at the beginning of the year or when a new student arrives

Dictionaries will be provided by the ESOL Office in order to meet ACT criteria

Text to Speech is appropriate if the student reads below grade level.

Small group testing if a student is more comfortable in a small group testing environment

Extended time if allowable on State Standardized Testing, but should be allowed in classroom testing situations as well.

A note on dually served students: Some students have both IEPs and Individual Supports and Accommodations Plans. In this case, the LPAC needs to keep in mind that the ISAP accommodations and supports are chosen for the student’s linguistic needs only. The LPAC should collaborate with the IEP team to be sure the all of the student’s needs are met. *Adapted from © Richland School District Two 2015 Page 19-20

Process for Assigning a Word-to-Word Dictionary:

WTWDs are classified as textbooks and are intended for instructional and testing purposes. Therefore, the following process will be used to check out WTWD to students.

Role Function

LPAC Determine student literacy in L1 (primary language) - may use information from the demographics page in Ellevation to support decision

Establish whether a WTWD is a beneficial tool for the student

Assign WTWD accommodation in ISAP meeting

Building Representative

Notify student’s teacher(s) of the WTWD accommodation

Inform the Media Specialist of the following for WTWD issuance: o Student Name- ID Number o Language of WTWD needed

Ensure that Student has assigned WTWD and is using it

Media Specialist Check Out WTWD to student

Check In WTWD from student

Store WTWD when not in use

Notify Book Repository when additional or replacement WTWDs are needed

Book Repository House surplus WTWDs

Transfer additional WTWDs in WebText when needed

Notifies the ESOL Office when additional WTWDs need to be purchased

ESOL Office Inventory WTWDs

Purchase WTWDs to the extent practical

Ensure that WTWDs meet all state test criteria


Check Out Process 1. After an ISAP meeting is finalized, the Building Representative will notify the Media Specialist of

the student who needs a WTWD 2. The Media Specialist uses WebText protocol to check out the WTWD to student from existing

building inventory. If the required WTWD is not in building stock, see WTWD Request Process below.

3. The building ensures student has and is using the WTWD. Check In Process

1. Students will return WTWD to Media Specialist according to building procedures for textbook check-in.

2. The Media Specialist will store WTWD in the media center. 3. The Media Specialist will notify the ESOL Office of any missing or damaged dictionaries. 4. The building will make efforts to recover the WTWD or appropriate replacement cost.

WTWD Request Process

1. When additional WTWDs are needed, the Media Specialist will request one from the Book Repository.

2. The Book Repository will assign and ship available requested copies to the building’s Media Specialist.

3. The Book Repository will contact the ESOL Office when additional WTWD copies are needed. 4. The ESOL Office will procure additional WTWD copies and/or languages as needed. 5. The ESOL Office will communicate status of order for all involved.

Language Replacement Cost per WTWD Expected Wait Time

Marshallese (bound) $8.00 7-10 days

Spanish $14.95 7-10 days

Other Available Language (Vietnamese, Russian, Portuguese, etc.)

$19.95 2-3 Weeks

Special Languages Will Vary (Karen Sgaw, Pengalopese)

Vary; current average: $35 Varies

Please, remember that ISBN-13: 978-0-06-113102-8 or ISBN-10: 0-06-113102-4 Collins Spanish Dictionary cannot be used for testing purposes.

Marshallese Dictionary (online) http://www.trussel2.com/mod/index.htm

https://s3.amazonaws.com/scschoolfiles/291/marshallese_dictionary.pdf

http://www.trussel2.com/mod/index.htm



ISAP Conference Roles and Responsibilities:

Role Responsibility

ESOL Office

o Schedule ISAP Meetings

Upon student enrollment (ILP)

During Annual Review of ELs

Anytime throughout the year a student needs language supports or accommodations added or changed

Review upon completion

Building LPAC

o Occurs at the building o Conducts ISAP on ELLevation

Decides testing accommodations for appropriate test(s) for the student’s EL level

Decides classroom language supports appropriate for the student’s EL level o Signs and Dates ISAP Meeting o Finalizes meeting in ELLevation o Communicates decisions with building staff who has contact with the student o Communicate with ESOL Specialist meeting is finalized


Staffing Support

& Professional Development


STAFFING & PROFESSIONAL DEVELOPMENT

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 (ESOL). All teachers instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESOL strategies).

2. Alternative Language Program Teachers (ESOL): 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., ESOL) 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., ESOL) curriculum and academic objectives.

Moreover, Title VI requires the district to ensure that any teacher assistants 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).

Program Objectives:


(4) To provide highly qualified staff to support the ESOL Program


Purpose:

School districts have an obligation to provide the personnel and resources necessary to effectively implement their chosen ESOL programs. This obligation includes having highly qualified teachers to provide language assistance services, trained administrators who can evaluate these teachers, and adequate and appropriate materials for the ESOL programs.

At a minimum, every school district is responsible for ensuring that there is an adequate number of teachers to instruct EL students and that these teachers have mastered the skills necessary to effectively teach in the district’s program for EL students. Where formal qualifications have been established, e.g., the SEA requires authorization or certification to teach in particular ESOL programs or using specific Arkansas Course Codes, or a school district generally requires its teachers in other subjects to meet formal requirements, a school district must either hire teachers who already have the necessary formal qualifications to teach EL students or require that teachers already on staff be trained or work towards attaining the necessary formal qualifications and obtain the formal qualifications within a reasonable period of time. (ESL endorsement)

SEAs (including ADE) and school districts that provide ESOL teacher training are also responsible for evaluating whether their training adequately prepares teachers to implement the ESOL program effectively. To meet this obligation, school districts need to ensure that administrators who evaluate the ESOL program staff are adequately trained to meaningfully evaluate whether ESOL teachers are appropriately employing the training in the classroom and are adequately prepared to provide the instruction that will ensure that the ESOL program model successfully achieves its educational objectives. (Arkansas Department of Education ESOL Program Guide)

STAFFING THE ESOL PROGRAM

District Level ESOL Staff (K-12th) Position Description

ESOL Program Director

Oversees all components of the ESOL Program including working with Superintendent, Other district Administrators, ESOL Program Specialists, principals, and teachers to improve curriculum, instruction, and assessment for English Learners and with district wide personnel and schools to maintain compliance with federal and state laws for ELs.

ESOL Curriculum Specialist

Works under the direct supervision of the ESOL Director to maintain compliance of federal and state laws for ELs. Assist district and building stakeholders to improve curriculum, instructions, and assessment for English Learners.

ESOL Examiner Works with newly enrolling PHLOTE students to assess their language proficiency through the English language proficiency screener/test in order to determine if the qualify for services and the initial language placement.

Spanish Communications

Specialist See Translation and Interpretation section

ESOL District Translator

Provides translation and interpretation services throughout the district.


Role of the ESOL Teacher

Instruction:

ESOL teachers instruct students with the district mandated ELD curriculum aligned with the ELP Standards in order to meet their language development needs by propelling language forward. ESOL Teachers are expected to follow the district scope and sequence and report evidence of student progress.

ESOL Teachers who teach sheltered classes are expected to teach content area standards emphasizing the ELP standards to develop language and content through the use of Constructing Meaning (CM) strategies and routines.

Legal Obligations:

ESOL teachers alongside an administrator are required to be active members of the LPAC to complete meetings. ESOL Teachers are expected to know the following:

o Title of ELLevation meeting

o Purpose of the meeting

o Who the meeting is designed for

o When to conduct the meeting

o Communicate with ESOL Office

Training will be provided by the ESOL Office

(See Current Meetings required by State and Federal Law in ELLevation, Appendix Page 16)

ESOL Building Level Staff

Position Description

ESOL Teacher (K-12th)

Teachers must be highly qualified and ESL endorsed by the State of Arkansas to teach in the ESOL Program. If a teacher is teaching a content-based ESOL class, they must be certified in the content area they are teaching as well as having her ESL endorsement.

Administrative staff assigned to evaluate the performance of ESOL teachers are trained in ESOL methodologies.

ESOL Instructional Assistant

(K-5th)

ESOL IAs assist in providing ESOL instruction working under the direct supervision of an ESL endorsed teacher and receive professional development in effectively working with ELs

District Latino Counselor

The ESOL counselor works in all schools throughout the district in conjunction with each building's professional school counselor. The primary goal is to address counseling related issues of Spanish speaking students.


Role of the ESOL Instructional Assistants

ESOL Instructional Assistants (IA) may be assigned to an elementary school based on ESOL staffing formulas.

The ESOL instructional assistant provides continuity and support in the ESOL program, and his/her responsibilities should be limited to ESOL support.

The ESOL instructional assistants may be responsible for, but not limited to, two major categories of tasks with the majority of time spent on instruction:

Instruction: Under the teacher’s direction, the instructional assistant will support the lesson goals through a variety of tasks such as assisting students one on one, working in small groups, helping students with assignments, ask clarifying questions, and keeping students engaged

Clerical: copying, filing, and completing routine forms

The following guidelines are provided to assure a clear understanding of the function of the ESOL instructional assistant within the ESOL program.

The ESOL instructional assistant works under the direction of the ESOL teacher The ESOL teacher provides the IA with an orientation to the ESOL program The ESOL teacher familiarizes the IA with materials, techniques, and strategies to be used with

ESOL students The ESOL instructional assistant applies classroom rules consistently and positively The ESOL and instructional assistant plan together regularly and often. They discuss objectives,

instructional needs of groups and/or individuals, and available materials

Although the instructional assistant is invaluable for extending the program, the teacher ultimately has the primary responsibility for planning and organizing the ESOL classroom.

Local Employment Standards

Elementary ESOL Teacher Must hold or be eligible for an Arkansas Elementary teacher’s license.

Must hold or be eligible for an Arkansas endorsement to teach English as a Second Language (or commit to completing the necessary requirements within no more than two years).

Specific requirements for the Arkansas ESOL Endorsement include completing an approved program of study at an approved institution. Approved programs consist of the following 12 semester hours:

1. Second Language Acquisition (3 hours) 2. Second Language Assessment (3 hours) 3. Methods of Teaching ESOL (3 hours) 4. Teaching Students from Multicultural Backgrounds (3 hours)

Upon completion of an approved program and taking the required test, one must submit an application to add ESL as an endorsement to the Arkansas Department of Education’s Teacher Licensure department. For specific assistance in completing the appropriate paperwork, please contact Dr. Roger Hill, Rogers Public Schools Administration Office, 636-3910.

Secondary ESOL Teacher

Must hold or be eligible for an Arkansas teacher’s license in a secondary area.

Must hold or be eligible for an Arkansas endorsement to teach English as a Second Language or commit to completing the necessary requirements within no more than two years. (See requirements above.)


ESOL Professional Development Opportunities

Training Description Location/Dates

ESL Academy (English as a Second Language)

Arkansas Tech University and the University of Arkansas at Fayetteville have been selected by the Arkansas Department of Education to offer ESL Academies in 2017-2018. The two institutions will offer intensive six-day summer workshops in Russellville, Springdale, and Little Rock on June 5-10, June 12-17, and June 19-24. In addition to the six-day summer session participants will attend four follow-up workshops during the 2017-2018 academic year. Successful completion of these workshops will partially fulfill requirements for an ESL endorsement for teachers holding an Arkansas Teachers license. Teachers will also need to earn a passing score on ESL Praxis 5362.

The two institutions will offer intensive six-day summer workshops in Russellville, Springdale, and Little Rock on June 5-10, June 12-17, and June 19-24. In addition to the six-day summer session participants will attend four follow-up workshops during the 2017-2018 academic year.

E.A.S.E.L. Training (Ensuring Academic Success for English Learners)

Audience: K-12 classroom teachers

English Language Proficiency Standards (ELP Standards) into existing daily instruction to better reach the English Learners who struggle with vocabulary and other barriers to making content comprehensible in your classroom.

Northwest Arkansas Education Service Cooperative (NWAEC) Register at https://www.escweb.net/ar_esc/

Days 1-3: July 25th

-27th

from 8:30-3:30 Day 4: Sept. 12

th or 14

th

Day 5: Oct. 25th

or 26th

or 27th

Elementary/ Secondary CM (Constructing Meaning)

To ensure the academic achievement of English learners, a comprehensive approach for developing English proficiency is essential. Integral to such an approach is explicit language instruction in every class, every day. Constructing Meaning provides teachers with the process and tools for weaving explicit language instruction into content area teaching. Lesson planning is driven by the content and academic language demands of discipline-specific learning. Based on backward design and a gradual release of responsibility model, the Constructing Meaning process prompts teachers to:

understand the role language plays in content learning

decide what language knowledge students need to access content and express understanding

provide appropriate, explicit oral and written language instruction and practice

The work of the Common Core and other content standards assumes native English proficiency. Constructing Meaning offers an accelerated approach to instruction that emphasizes both academic English and critical literacy skills, thereby supporting English learners in acquiring the analytical language necessary to meet the demands of the Common Core. As students move through their academic careers, they must continually build their content knowledge and academic language foundation to be prepared to meet the increasing demands of each grade level.

Elementary CM Training Dates: 9/12, 11/2, 11/14, 12/12, 1/9 Elementary Administrator Support Dates: 9/11, 10/11, 1/12 Secondary CM Training Dates: Secondary Administrator Support Dates

District Training for Elementary

ESOL Instructional

Assistants

Training on ESOL strategies and methodologies for ESOL Instructional Assistants

Training Dates: 9/13, 11/1, 1/31, 3/13, 5/15



Access to All District

Programs & Services


ACCESS TO ALL DISTRICT PROGRAMS & SERVICES

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.

Program Objectives:


(5) To provide equitable and meaningful access to other district programs and services, including special education and gifted/talented education


(11) To maintain accurate and meaningful student records

Purpose:

To be able to participate equally and meaningfully in instructional programs, EL students have to acquire English proficiency and recoup any deficits that they may incur in other areas of the curriculum as a result of spending extra time on ELD. Thus, the ADE and school districts share a dual obligation to provide ELs language assistance programs as well as assistance in other curriculum areas where their equal participation may be impaired by academic deficits incurred while they were learning English. This dual obligation requires school districts and the ADE to design and implement ESOL programs that are reasonably calculated to enable ELs to attain both English proficiency and parity of participation in the standard instructional program within a reasonable period of time.

In addition to ensuring ELs have access to the core curriculum, the ADE and school districts must provide ELs equal opportunities to meaningfully participate in all programs and activities of the ADE or school district–whether curricular, co-curricular, or extracurricular. Such programs and activities include pre-kindergarten programs, magnet programs, career and technical education programs, counseling


services, Advanced Placement and International Baccalaureate courses, gifted and talented programs, online and distance learning opportunities, performing and visual arts, athletics, and extracurricular activities such as clubs and honor societies. *(Arkansas Department of Education ESOL Program Guide)

Core Curriculum

During their educational journey from enrollment to graduation, ELs are entitled to instruction in the school district’s core curriculum (e.g., reading/language arts, math, science, and social studies). This includes equal access to the school’s facilities, such as computer, science, and other labs or facilities, to ensure that EL students are able to participate meaningfully in the educational programs. Meaningful access to the core curriculum is a key component in ensuring that EL students acquire the tools to succeed in general education classrooms within a reasonable length of time. *(Arkansas Department of Education ESOL Program Guide)

Grade Appropriate Curriculum

One way to meet this obligation is to provide full access to the grade-appropriate core curriculum from the start of the ESOL program while using appropriate language assistance strategies in the core instruction so that ELs can participate meaningfully as they acquire English. In adapting instruction for ELs, however, school districts should ensure that their specialized instruction (e.g., structured immersion or sheltered content classes) does not use a watered-down curriculum that could leave ELs with academic deficits when they transition from ESOL programs into general education classrooms. Such specialized instruction should be designed such that ELs can meet grade-level standards within a reasonable period of time. School districts also should place ELs in age-appropriate grade levels so they can have meaningful access to their grade-appropriate curricula and an equal opportunity to graduate.

*(Arkansas Department of Education ESOL Program Guide)

Temporary Emphasis of ELD Implications

Alternatively, school districts may use a curriculum that temporarily emphasizes English Language Development (ELD) over other subjects, provided that any interim academic deficits in other subjects are remedied within a reasonable length of time. If districts choose to temporarily emphasize ELD, they retain an obligation to measure EL students’ progress in core subjects to assess whether they are incurring academic deficits and to provide assistance necessary to remedy content area deficits that were incurred during the time when the EL was more focused on learning English. To ensure that ELs can catch up in those core areas within a reasonable period of time, such districts must provide compensatory and supplemental services to remedy academic deficits that the student may have developed while focusing on ELD. Similarly, OCR and the Department of Justice expect ADE to ensure through guidance and monitoring that school districts’ ESOL programs are designed to enable ELs to participate comparably in the core curriculum within a reasonable time period and that school districts timely remedy any academic deficits resulting from focusing on ELD. *(Arkansas Department of Education ESOL Program Guide)

Students Entering 9th Grade as Beginning ELs

For an ESOL program to be reasonably calculated to ensure that ELs attain equal participation in the standard instructional program within a reasonable length of time, if an EL enters the ninth grade with beginner-level English proficiency (EL1), the school district should offer EL services that would enable her to earn a regular high-school diploma in four years. In addition, EL students in high school, like their never-EL peers, should have the opportunity to be competitive in meeting college entrance requirements. For example, a school district should ensure there are no structural barriers within the design of its academic program that would prevent ELs who enter high school with beginner-level

English proficiency (EL1) from graduating on time with the prerequisites to enter college. *(Arkansas Department of Education ESOL Program Guide)


Progress Monitor ELs in English Proficiency and Core Content To meet their obligation to design and implement ESOL programs that enable ELs to attain English proficiency and equal participation in the standard instructional program, school districts must use appropriate and reliable evaluation and testing methods that have been validated to measure ELs’ English language proficiency and knowledge of the core curriculum. Only by measuring the progress of ELs in the core curriculum during the EL program can districts ensure that students are not incurring “irreparable academic deficits.” *(Arkansas Department of Education ESOL Program Guide)

Participation in Special Programs Services for ELs should represent a continuum of available programs. All teachers are language teachers and everyone is a language learner throughout his or her life. We all shape the education of a child, and as such, we must work collaboratively to fulfill that mission.

ELs should also be served through any other appropriate special programs offered within the school system. From the time of enrollment, ELs must be ensured an equal opportunity to participate in all special programs for which they qualify.

As background, districts may not assign national origin minority ELs to special education programs on the basis of criteria that essentially measure and evaluate English language skills. When tested in English, national origin minority students, who cannot use the English language well, are often unable to demonstrate their true level of academic skill. Conversely, districts must ensure that ELs are not improperly excluded from participation in a special education program simply because of the student's limited English proficiency. Districts must take steps to ensure that each EL student receives an appropriate education, special services included, with consideration taken for both the student’s language and cultural background.

Any student who is in need of special education or gifted and talented services must follow the referral procedures as outlined in the specific program criteria. Once a referral is made, the required testing is performed and if the student qualifies, an appropriate placement is made and services begin. The schools’ designated testing personnel for special programs will determine ELs eligibility for services. Schools may find, however, that due to an ELs lack of proficiency in English, bilingual assessments must be performed. For validity and reliability purposes, such assessments must be administered by personnel trained and qualified in their administration.

ELs should be considered the same as any other student, for eligibility to all available programs that will help them reach the same standards of performance asked of all students. When any child enters a mainstream education class, he or she may need language development and other types of support that must be included in general classroom instruction. For ELs these may include accommodations to the instructional activities, tasks and assessments. As the ELs develop greater fluency in English, fewer accommodations will be necessary. *(Adapted from Georgia Department of Education ESOL/ Title III Resource Guide)


Specialized and Advanced Courses and Programs

School districts may not categorically exclude ELs from gifted and talented education or other specialized programs such as Advanced Placement (AP), honors, or International Baccalaureate (IB) courses. Unless a particular gifted and talented education program ensure that evaluation and testing procedures for gifted and talented education or other specialized programs do not screen out ELs because of their limited English proficiency. If a school district believes that there is an educational justification for requiring proficiency in English in a particular gifted and talented education or other advanced program, the Departments consider a school district’s proffered rationale to assess whether it constitutes a substantial educational justification and, if so, to determine whether a school could use comparably effective alternative policies or practices that would have less of an adverse impact on

ELs.or advanced course is demonstrated to require proficiency in English for meaningful participation, schools must *(Arkansas Department of Education ESOL Program Guide)


Dually Served

Students


DUALLY SERVED STUDENTS

ELs with Disabilities

The term “disability-related services” is intended to encompass either special education and related services provided to children with disabilities who are eligible for services under the IDEA or regular or special education and related aids and services provided to qualified students with disabilities under Section 504. 20 U.S.C. §§ 6312(g)(1)(A)(vii) (Title I), 7012(a)(7) (Title III). If the parent is LEP, this information must be in a language the parent understands. See discussion in “Ensuring Meaningful Communication with Limited English Proficient Parents.”

The court in Mumid v. Abraham Lincoln High School, 618 F.3d 789 (8th Cir. 2010), cert. denied, 131 S. Ct. 1478 (2011), rejected a private claim that such a policy was intentional national origin discrimination in violation of Title VI. The EEOA does not require proof of intentional national origin discrimination to establish a violation of section 1703(f), see Castañeda, 648 F.2d at 1004, and the court in Mumid assumed that such a policy would violate the EEOA, but did not reach the merits of that claim for other reasons. Mumid, 618 F.3d at 795-96. The court’s discussion of Title VI was limited to a private right of action and did not discuss the Federal government’s enforcement of Title VI or the other statutes discussed in this section For more information regarding EL students with disabilities and Title III, see the Department of Education’s Questions and Answers Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives, available at http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/q-and-a-on-elp-swd.pdf Among other matters, this guidance addresses requirements for including EL students with disabilities in the annual ELP assessment, including providing appropriate accommodations or alternate assessments when necessary.

Title III of the ESEA, as amended by ESSA, requires LEAs to disaggregate EL data by the number and percentage of ELs with disabilities, in reporting on:

1. The number and percentage of ELs making progress towards ELP; and 2. The number and percentage of former ELs meeting State academic standards for 4 years after exit. (ESEA Section 3121(a))

For more information, see sections H-2 and K of the NPG (US Department of Education, Office of Elementary and

Secondary Education, 2016).

Program Objectives:





http://rogers.ss5.sharpschool.com/cms/One.aspx


Purpose:

School districts must ensure that all ELs who may have a disability, like all other students who may have a disability and need services under IDEA or Section 504, are located, identified, and evaluated for special education and disability-related services in a timely manner. When conducting such evaluations, school districts must consider the English language proficiency of ELs in determining the appropriate assessments and other evaluation materials to be used. School districts must not identify or determine that EL students are students with disabilities because of their limited English language proficiency. School districts must provide ELs with disabilities with both the language assistance and disability-related services to which they are entitled under Federal law. Districts must also inform a parent of an EL with an individualized education program (IEP) how the language instruction education program meets the objectives of the child’s IEP.

OCR is aware that some school districts have a formal or informal policy of “no dual services,” i.e., a policy of allowing students to receive either EL services or special education services, but not both. Other districts have a policy of delaying disability evaluations of EL students for special education and related services for a specified period of time based on their EL status. These policies are impermissible under the IDEA and Federal civil rights laws, and OCR expects ADE to address these policies in monitoring districts’ compliance with Federal law. Further, even if a parent of an EL student with a disability declines disability-related services under the IDEA or Section 504, that student with a disability remains entitled to all EL rights and services as described in this guidance. *(Arkansas Department of Education ESOL Program Guide)

As with other populations, one expects a range of abilities among students whose English proficiency is limited. The difficulty often comes in determining whether a learning problem is related only to the issue of English language development or whether there is an actual disability present.

Students learning English have special instructional needs because of their unique cultural and linguistic background. When an EL is having difficulty mastering specific skills, it is important for the teacher to accommodate the instructional strategies and/or instructional pace for the student. Just because the student requires accommodations to his/her program, does not necessarily mean that there is a disability or that he/she should be referred to special education.

If, however, the EL (including those who have declined services) continues to have difficulty after consistent language accommodations and instructional interventions have been attempted for a reasonable amount of time, and the interventions from Tiers 1 and 2 have not resolved the issues, the RTI team should review data and determine next steps. The ESOL professional’s input is essential to determining appropriate interventions as he or she knows the natural order of English language acquisition regardless of the student's first language. The ESOL teacher is also familiar with the usual rate and stages of language acquisition, as well as the "typical" errors to be expected.

This knowledge of second language acquisition, along with the following information, is critical in determining whether there exists a need for different interventions or future referrals for additional services:

Place of birth

Entry date into the U.S.

Years in U.S. schools

Educational history; Years of schooling in home language; Interrupted education?

Prior evaluations (language screener, NRT, CRT, ELPA21, etc)

Review of Home Language Survey

Entry date in ESOL and number of years in ESOL

Physical condition that could account for difficulties - need for glasses, hearing aid, etc.

Participation in any special services


Frequent absence or tardiness

School record reviewed for relevant information and anecdotal evidence

Contacts with Parents (district must provide an interpreter if required for communication)

At this point, one of two things may happen: (1) the RTI team may determine that it is appropriate to consider a referral of the student for special education testing in order to determine whether a specific disability exists, or (2) the RTI team may recommend additional interventions and accommodations for the classroom. Should these supports prove successful, the student may continue to be served with them in the general education classroom. If the additional interventions and accommodations are not successful, the RTI team may reconvene to discuss whether a referral for special education testing is appropriate.

Once a referral is made to special education, the student is tested in order to determine whether he or she qualifies as a student with a disability under the Individuals with Disabilities Education Act (IDEA). If so, he/she may be served through the special education program.

Depending on the extent of the student's disability, it is appropriate for the general education teacher, ESOL teacher, and the special education teacher to work collaboratively in order to meet the needs of the student. The fact that an EL has a disability does not replace the need for language assistance. The plan for continuing to provide language assistance and support should be delineated in the student’s Individual Education Plan (IEP). In almost all cases ELs should be dually served through both programs. In the event it is determined that another means of support will be more beneficial to the student, the IEP team and the LPAC should work together to determine the most effective plan and to provide needed support for implementation:

If an EL is determined eligible for special education services, the IEP team in collaboration with the LPAC will determine the type and degree of services (Special Education and ESOL) the student will receive. EL 1-3 students must receive ELD unless stated otherwise in their IEP

The ESOL teacher must be included as an active member of the IEP team for ELs with disabilities

If it has been demonstrated through testing that the student qualifies for special education services under the learning disability label or speech services label, the EL should be served in both programs

Scheduled time for ESOL services should not be reduced.

Students should be served in both ESOL and Special Education if they qualify for both programs, unless the disability is deemed so profound that the severity of the student’s disability indicates a greater intensity of special services is required. If it is determined that the student’s needs will best be met by being served in multiple segments of special education, the ESOL specialist should work with school and district personnel to set up a consultative plan for that student’s language development

If the student’s disability is so severe it prohibits them from moving through the stages of language acquisition, the student is placed as an EL9

The ESOL teacher and the special education teacher should consult on a regular basis and maintain records of consultations as documentation of language support efforts.

Any EL student with an IEP must have a plan for language development services documented on the IEP.

As noted earlier, proficiency assessments in both English and the child's first language can identify the dominant language for the purpose of further evaluation and assessment if needed. The provision of non-verbal tests is another alternative.

When administering a native language assessment, the district must ensure that the test administrator is both fluent in the native language and qualified to properly administer the test. When interpreting the


test results, an awareness of the population used to norm the test and how it compares to the EL’s cultural/linguistic background must also be taken into consideration. For example, tests normed on fifth graders in Mexico City may show artificially poor results for an El Salvadorian fifth-grader who attended one year of school in his home country, missed two years of school altogether, and then attended U.S. schools for two years. Under no circumstance should any academic decisions be made using an English-language test that was administered via translation or interpretation.

All students who qualify for services under IDEA, regardless of the type or degree of disability, share certain rights and needs, including:

the right to a free and appropriate public education,

the right to an Individualized Education Program (IEP) specifying the student's unique needs along with the special education and related services the student is to receive,

the need to have cognitive, linguistic, academic, and social/emotional characteristics considered and appropriate environmental modifications or accommodations made *(Adapted from Georgia Department of Education ESOL/ Title III Resource Guide)


How do ELs and Students with Disabilities Differ? A Comparison of Characteristics

The chart below is provided as guidance when attempting to determine whether a student’s challenges are based upon a language difference or a language disorder. It is important to build a file of documentation to support a recommendation for testing and to seek the professional assistance of qualified personnel such as Speech Language Pathologists and Bilingual School Psychologists.

Characteristics English Learner/ESOL Student with a disability

Communicative Skills

Normal language learning potential.

Communicative use of English is reduced and easily noted by native speakers.

May be misdiagnosed as speech and language disorder.

Usually there may be home language impact, interlanguage variables in voice and/or articulation.

Can be communicatively proficient to function in society.

May exhibit speech language disorders in the areas of articulation, voice, fluency, or receptive and expressive language;

May not always achieve communicative competence in either first or secondary language.

Language Skills

Home language is appropriate for age level while English skills are still in the early acquisition stage.

The non-verbal communication skills are appropriate for age level, i.e., eye contact, response to speaker, clarification of response, turn taking, etc.

Student may not know specific vocabulary, but he or she may be familiar with item or concept.

Sentence structure and grammar is in highly transitional stage that follows similar patterns of normal language development.

Student may pass through predictable periods, i.e., silent period, speech emergence, etc.

May exhibit needs in understanding and expression including vocabulary and word finding, following directions, sentence formulation, and pragmatics in either first and/or second language.

Degree of disorder varies, depending on processing skills and cognitive level.

Difficulties in first language cannot be attributed to loss of the first language due to length of time in English-speaking schools.

Difficulties in English do not correspond to those expected based on student's length of time in English-speaking schools.

Sensory Functioning

Usually normal.

May have auditory and/or visual processing difficulties.

May have vision and/or hearing loss of varying degrees, even with glasses or hearing aids.

Health No significant health characteristics for this

group but consider developmental factors in cultural context.

May have a history of high-risk infancy, ear infections or hearing problems, sleep or eating disturbances, incontinence, and family incidence of learning problems.

May have seizures or other health-related conditions that impact learning.


Characteristics English Learner/ESOL Student with a disability

Cognitive Abilities

Although there may be apparent problems, cognitive abilities are usually normal.

Students usually score better on nonverbal sections of cognitive tests.

Depending on the disability, cognition may be significantly affected (mild to profound intellectual disability) or may be average to above.

Academic Functioning

Normal language learning potential.

Apparent problems due to culturally determined learning style, pace of curriculum taught in other countries, different perceptual strategies, or lack of schooling in home country.

Below grade-level performance may not be calculable for ESOL student.

Factors in addition to numerical discrepancy must be considered and may include inability to make progress in second language acquisition;

Difficulty retaining academic information in spite of a variety of interventions;

History of and reasons for difficulty in schools in home country, etc.

Depending on the disability or disabilities, academic deficiencies may vary from difficulties in specific skills to pervasive academic difficulties across all skill levels.

Students may have psychological processing deficits related to the disability(ies) that significantly impact the acquisition, retrieval, and application of information taught.

*Adapted from: The Larry P. Task Force, (1989). The Larry P. Task Force Report. Policy and Alternative Assessment Guidelines Recommendations, Georgia Department of Education, California Department of Education, Special Education Division, by the George Washington University Evaluation Assistance Center (EAC) and the Fairfax County, Virginia CLiDES Handbook Team

Section 504 of the Rehabilitation Act and ELs

20 U.S.C. § 1414(b)(3)(A)(ii); 34 C.F.R. § 300.304(c)(1)(ii); see also 34 C.F.R. pt. 104, App. A at number 25, discussion of § 104.35 (recognizing that Title VI requires evaluations in the primary language of the student).

In conducting the evaluation and making placement decisions, school districts must draw upon information from a variety of sources (e.g., aptitude and achievement tests and social and cultural background). 34 C.F.R. § 104.35(c) (school district “shall . . . draw upon information from a variety of sources”).

As with evaluations under the IDEA, Section 504 evaluations of ELs must measure whether an EL has a disability and not reflect the student’s lack of proficiency in English. When administering written or oral evaluations to determine whether an EL has a disability under Section 504, school districts must administer those evaluations in an appropriate language to avoid misclassification. This is true even for those ELs whose parents have opted their children out of (declined services, DS) ESOL programs. Prior to evaluating an EL, school districts should, to the extent practical gather appropriate information about a student’s previous educational background, including any previous language-based interventions. *(Arkansas Department of Education ESOL Program Guide)


ELs and Gifted Education

Jacob K. Javits Gifted and Talented Students Education Act of 1988 (PL 100-297), Congress reasserted the belief that youngsters with talent potential are found in all cultural groups, across all economic strata, and in all areas of human endeavor. However, it is consistently observed that gifted and talented children who have limited proficiency in the English language, English Learners, are underrepresented in programs for the gifted (Maker and Schiever, 1989; Frasier, 1997). Frasier (1997) suggests four categories of problems affecting the identification and education of gifted students from underrepresented groups.

Purpose:

Keep in mind there are potential barriers that must be addressed to assure equitable practices in the recognition and development of giftedness among ELs:

1. Attitudes -- Generally low-academic expectations for culturally and linguistically diverse students have encouraged a deficit approach to their education; i.e., an emphasis on curricula to assist ELs in "catching up" with their peers. While remedial needs in English language development must be addressed, teachers should also take a proficiency approach as well; i.e., giving all able learners many opportunities to move ahead in their areas of strength.

2. Access -- When a deficiency view of EL students is adopted, it is less likely to advocate for the gifted program referral process. Staff development in the behaviors that characterize giftedness cross-culturally, as well as the specific behaviors that manifest themselves in particular cultural contexts, should be provided for all classroom and ESOL teachers. To ensure equal access to the referral process, it is also necessary to reach out to families of ESOL students.

3. Assessment -- The most frequently cited factors in the limited participation of EL students in gifted programs are related to assessment measures and their use in identification. Over-reliance on standardized test scores (particularly composite scores) and the use of one dimensional instruments to assess aptitude may contribute to the exclusion of students whose test scores may be uneven or depressed due to cultural and/or linguistic background.

Teacher rating scales, classroom grades, and product/performance evaluation may also be used to help establish eligibility, but teacher training is important to help sensitize all staff members to the various expressions of potential they may see among EL students.

4. Accommodation – There is a great variety of strengths and interests found among the gifted population. Successful gifted program participation by EL students depends in part on the program's ability to help them develop talents which are valued by more than one culture, acquire skills that allow them to move between and within at least two cultures, and to develop their sense of identity (Frasier, 1997, p. 501).

By working to overcome these barriers to the identification of gifted EL students, we are honoring diversity in all students' backgrounds as well as in their abilities and interest. (*Adapted from Georgia Department of Education ESOL/Title III Resource Guide)


Process for Recommending a Student for REACH:

Characteristics of the Gifted and Talented Student:

What indicators may describe a student needing program services? The student may:

Be unusually curious and/or persistent Have an unusually large vocabulary for age Display long-term recall of much information Learn to read on their own Possess a keen sense of humor Show unusual independence for age Be creative and imaginative beyond age mates Tend to be a perfectionist Sustain interest in one or more fields of knowledge over years Have self-directed interests Easily master intellectual skills Be interested in and concerned about community/world problems Often be self-critical and overly sensitive Continually question the status quo Apply learning from one situation to another Solve problems in a unique manner Have different behavior style Enjoy reading about a wide range of topics Reason abstractly

Requirements:

Arkansas Act 445 of the Quality Education Act includes the provision that all districts must provide a program for the gifted and talented students. The Arkansas Department of Education Program Approval Standards state that curriculum for the identified gifted student differs in degree, but also in kind. It "must be in place of, rather than in addition to required classroom work". This is in compliance with the ADE standards for identified gifted and talented students. Students should not be penalized for being identified as gifted by being given extra work. For more information view the Rogers School District Modification and Interventions Guidelines for the REACH program.

REACH Referrals:

Who Can Refer a Student?

Talent Pool Teachers/educators Parents Peers Community Members Self

The screening process can begin when a student is referred.

http://www.google.com/url


Screening Process: The screening process begins after receiving a completed Parent Inventory and written permission from the parent. This typically takes 4-6 weeks and includes a review of the full screening and data by each school's Staffing Committee. Students are screened by a REACH facilitator with objective and subjective measures. Subjective and objective assessments measure, both cognitive and non-cognitive areas. These are used to evaluate students’ needs for gifted and talented services. Each school has a facilitator and school-based committee which reviews the screening data collected, and makes recommendations for student placement based upon student needs. Students moving in from other districts or states will be

re-evaluated using the placement criteria.

Committee Assessment: The results of the screening are evaluated by a school’s Staffing Committee; the gifted and talented educator and classroom teacher(s), counselor, principal or asst. principal and finally reviewed by the director of the REACH program. Students and parents are notified about the placement decision by a letter sent in the mail. Parents are invited to setup an appointment to further discuss the results with the Director of Gifted Programs or the g/t facilitator.

Placement:

A comprehensive procedure guide for referral, identification, and placement of students follows a specific protocol acknowledged by the Rogers Public School District. Identification is an ongoing process with referrals accepted from educators, parents, community, peers, and self.

Subjective and objective measures assess both cognitive and non-cognitive areas. These are used to evaluate students’ needs for gifted and talented services. Each school has a facilitator and school-based committee which reviews the screening data collected and makes recommendations for student placement based upon student needs. Students moving in from other AR school districts or states will be re-evaluated using the approved Rogers Public School's placement criteria.

If a student qualifies for gifted and talented services then parents and staff will be notified by mail so that the identified REACH student's weekly schedule will be modified. Elementary students attend their REACH classes for 150 minutes weekly in block segments. In middle school, 6th-7th graders attend their REACH Reading class daily. All 7th-12th grade Pre-AP and AP classes are scheduled daily.

In exceptional circumstances, acceleration is also considered a viable alternative for meeting a student's academic needs. Please contact your child's principal or the Director of Gifted Programs for further information. We recommend that you familiarize yourself with "A Nation Deceived", Templeton Report.



Acceleration:

In exceptional circumstances acceleration is also considered a viable alternative for meeting a student’s academic needs. http://rogers.ss5.sharpschool.com/cms/One.aspx?portalId=3091742&pageId=3482650

RtI and ELs

Response to Intervention (RTI) is a multi-component, general education model, designed to identify students who may be at risk for learning or behavior challenges, offer support, and monitor progress. (*Arkansas Department of Education: http://www.arkansased.gov/divisions/learning-services/curriculum-and-instruction/rti ) Resources: Caveats and Considerations About Recommendations for Teaching English Language Learners with Reading Difficulties http://www.rtinetwork.org/learn/diversity/englishlanguagelearners Meeting the Needs of English Learners with Disabilities Resource Book http://www.sbcselpa.org/wp-content/uploads/2014/06/EL-Resource-Book-Revised-6-14.pdf

What Information Is Needed?

The following are questions that should be considered when an EL is placed in the RtI Process:

a) Education: Has the student been in school before? Are there gaps in the student's education experiences? Has the student had sufficient intensity of instruction? b) Home language: Are languages other than English spoken in the student's home? What languages other than English does the student speak? Is the student maintaining an ability to communicate with his/her family members? c) Language proficiency: What is the student's language proficiency and literacy? Is the student developing the home language at a normal rate? d) English: Does the student need assistance with learning English (receive direct or indirect services)? Is the student acquiring English at a rate comparable to same age peers? e) Achievement: What is the student's level and rate of academic achievement? Is this normal for the general student population in your school? Is the rate of academic achievement normal for the specific population of the student? f) Behavior: Is the student's emotional stability developmentally and culturally appropriate? Are there individual or family circumstances that may explain the observed behavior? g) Adaptation: What is the student's level of acculturation? Is the student at risk for culture shock? Is the student adapting to our school at a normal rate? (Adapted from Asking the Right Questions: RTI and ELLs: http://www.colorincolorado.org/article/asking-right-questions-rti-and-ells )

mailto:[email protected]?portalId=3091742&pageId=3482650







Factors that May Impact ELs’ Academic Progress, Linguistic Development, and Response to Instruction & Intervention

1. Learning Environment Factors 2. Academic Achievement and Instructional Factors 3. Oral Language and Literacy Factors 4. Personal and Family Factors 5. Physical and Psychological Factors 6. Previous Schooling Factors 7. Cross-Cultural Factors

SAMPLE PROTOCOL Gathering Data Along Seven Integral Factors:

Examining the Sociocultural Context for ELLs’ Performance in School Factors Examples of Data

Learning Environment

Factors

Collect information on the number of teachers who provide services to ELs as well as information on their degrees, certification (e.g., ESOL), endorsements, and/or experience:

- Does the teacher have training in ESOL? - Does the teacher have experience in working with ELs? - What percentages of content teachers have a minimum of an ESL endorsement? - What staff members (e.g., teachers, administrators, and related services personnel)

are already knowledgeable about the process of acquiring a second or additional language?

Gather information about the kinds of program models and program designs offered for ELs in the school or school district

- Is the student directly served in the ESOL Program?

Collect information on professional learning opportunities offered to all educators of ELs (e.g., topics, frequency, types, and modalities)

- What kinds of opportunities do all staff have for ongoing professional development in delivering culturally and linguistically responsive pedagogy?

- EASEL - ESOL Endorsement Program (ADE) - Constructing Meaning Training - District PD Opportunities provided by the ESOL Department

Reflect on teacher self-assessment checklists (with elements of culturally and linguistically responsive instruction)

- Constructing Meaning Rubric

Conduct observations to gather evidence of culturally and linguistically responsive instructional practices and materials

- Constructing Meaning Rubric



Examining the Sociocultural Context for ELLs’ Performance in School

Factors Examples of Data

Academic Achievement

& Instructional Factors

Gather longitudinal information on students’ academic performance based on classroom observations, grades, notes from teacher/student conferences, credits earned, standardized test scores, etc.

Gather information on high school completion rates of former elementary and middle school students

Collect information on students’ attendance patterns

Collect and examine performance-based tasks with rubrics across the content areas (common assessments)

Have students complete performance-based tasks (with low linguistic demands and accompanying visual supports) and examine outcomes over time (complement to standardized test scores)

Oral Language & Literacy Factors

Record oral language samples over time across content areas (e.g., retellings of narratives or explanations of events, digital storytelling, interviews, video film making, oral presentations, impromptu classroom conversations)

Analyze recordings or transcriptions of students’ oral language use

Ask students to periodically read back the texts from their orally dictated stories and other narratives (note the nature of miscues, fluency, and comprehension of these re-readings)

Complete running records and miscue analysis for each student on the reading of their own transcribed retellings or based on a text that is at students’ language proficiency level

Examine writing samples over time

Examine ELPA21 scores to identify students’ initial English language proficiency levels upon entering the district

Conduct study groups with team members to gather information about the students’ home languages including grammatical structures and

potential areas of transfer to English (contact the ESOL Office for assistance)

Personal & Family Factors

Gather general demographic information about the families in a school’s community with the same cultural background

Complete a linguistic inventory of all the languages represented in a school (found on ELLevation)

Interview families and students in culturally and linguistically responsive ways to gather information about their interests, goals, funds of knowledge, expertise, and strengths that can be incorporated into curricular units of study, enriching multicultural learning environments, and school improvement plans

Inquire about how much time students have to work on homework assignments and whether they have space to complete their work at home



Examining the Sociocultural Context for ELLs’ Performance in School

Factors Examples of Data

Physical & Psychological

Factors

Conduct well-being surveys (e.g., depression, anxiety, trauma

Conduct school climate surveys to students and their families to identify what aspects of the school climate support a positive learning and working environment and what aspects are in need of improvement

Conduct school climate surveys to all school staff to assess staff perceptions about learning and teaching conditions

Conduct dental, vision, hearing, and other general health screenings periodically throughout the school year

Administer acculturation self-assessments to students (https://www.ncbi.nlm.nih.gov/books/NBK248425/)

Previous Schooling Factors

Gather records from the schools that students have previously attended in another country and within the U.S.

Conduct interviews with students and families about previous schooling, apprenticeships, and life experiences

Research the school systems of students’ countries of origin and previous school districts attended in the U.S

Cross-Cultural Factors

(Note: crosscultural considerations

must be taken into account within all of the above integral factors)

Interview students and families with regard to their expectations, values, and beliefs towards the educational experience as well as any strengths, knowledge, and expertise they possess

Consider student, parent/family, and staff expectations in decision-making Processes

Survey staff about their knowledge of students’ home languages, English proficiency levels, and countries of origin

Ensure appropriate use of interpreters, translators, and cultural brokers as a vehicle for communication and collaboration with students and their parents/ families

Survey students and parents/families to gather information on their interests for topics as well as their preferred times and places for school-related meetings

Coordinate transportation for students and parents/families for school-based activities and meetings

(*Adapted from Developing a Culturally and Linguistically Responsive Approach to Response to Instruction & Intervention (RtI²) for English Language Learners, 2013)

http://rogers.ss5.sharpschool.com/UserFiles/Servers/Server_3091658/File/REACH/Modguidelines%202009.pdf


Determining Long Term and Short Term ELs In order to most appropriately place ELs into the RtI process, there must be a distinction between short term and long term ELs.

Short term ELs have been in the United States for less than five years and have had less than five years of formal US education. They are not fully English proficient according the English Language Proficiency Placement test, currently MACII Placement test and/or the ELPA21.

Long term ELs have had at least five years of formal education in the US. They have not demonstrated proficiency on the ELPA21. There are academic concerns about the student related to literacy.

Long Term Short Term 1. High Oral Proficiency 1. Limited English Proficient 1. Limited English Proficient 2. 5+ years in the US 2. Less than 5 years in US 2. Less than 5 years in US

3. Struggles with literacy 3. Proficient in native language 3. Limited proficiency in native language

(*Adapted from The RTI Process for Secondary ELLs, Washoe County School District)


Avoiding Unnecessary Segregation

Of ELs


AVOIDING UNNECCESSARY SEGREGATION OF ELs

1991 OCR Guidance; Castañeda, 648 F.2d at 998 n.4 (“We assume that the segregation resulting from a language remediation program would be minimized to the greatest extent possible and that the programs would have as a goal the integration of the Spanish-speaking student into the English language classroom as soon as possible.”)

Program Objectives:

(6) To create an inclusive environment and avoid unnecessary segregation (12) To be culturally responsive to the needs of students

Purpose:

EL programs may not unjustifiably segregate students on the basis of national origin or EL status. While EL programs may require that ELs receive separate instruction for a limited period of time, the Departments expect school districts and SEAs to carry out their chosen program in the least segregated manner consistent with achieving the program’s stated educational goals. Although there may be program-related educational justifications for providing a degree of separate academic instruction to EL students, OCR would rarely find a program-related justification for instructing EL and non-EL students separately in subjects like physical education, art, and music or for separating students during activity periods outside of classroom instruction (i.e., during lunch, recess, assemblies, and extracurricular activities).

In determining whether a school district is unnecessarily segregating ELs, the Departments examine whether the nature and degree of segregation is necessary to achieve the goals of an educationally sound and effective EL program. As discussed more thoroughly in the portion of this handbook devoted to Monitoring and Exiting EL Students from ESOL Programs and Services, school districts should not keep EL students in EL programs for periods longer or shorter than necessary to achieve the program’s educational goals; nor should districts keep EL students in EL-only classes for periods longer or shorter than required by each student’s level of English proficiency, time and progress in the EL program, and the stated goals of the EL program.

In evaluating whether the degree of segregation is necessary in EL programs, OCR considers whether entry and exit into a segregated EL program model are voluntary, whether the program is reasonably designed to provide ELs comparable access to the standard curriculum as never-ELs within a reasonable length of time, whether ELs in the program have the same range and level of extracurricular activities and additional services as do students in other environments, and whether the district at least annually assesses the English proficiency and appropriate level of language assistance services for its ELs and determines their eligibility to exit from the EL program based on valid and reliable exit criteria. Some districts use Newcomer Programs as a bridge to general education classrooms. Districts operating Newcomer Programs or schools should take particular care to avoid unnecessary segregation. For example, it is unlikely the Departments would find a violation in the area of EL segregation by a school district that offers a voluntary Newcomer EL Program with self-contained EL programs for a limited duration (generally for one year) so long as it schedules the newcomer EL students’ nonacademic subjects, lunchtime, and recess with non-EL students; encourages newcomer ELs to participate in integrated after-school activities; and evaluates their English proficiency regularly to allow appropriate transitions out of the newcomer EL program throughout the academic year.


Exiting & Monitoring of ELs/ Former

ELs


EXITING ELs & MONITORING FORMER ELs

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 (LPAC) review the academic progress of exited students at least once a year. In addition, the Language Proficiency Assessment Committee (LPAC) should monitor students who have exited the alternative language program for a two year period (4 years ESSA) and demonstrate that the students are “academically successful” in the regular classroom. If a 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. Under Title III of the ESEA, as amended by ESSA [Section 3121(a)(5)], LEAs must report on the number and percentage of former ELs meeting state standards for four years. For more information, see section J of the NRG (U.S. Department of Education, Office of Elementary and Secondary Education, 2016). In addition, the ESEA [Section 3113(b)(2)] requires standardized statewide entrance and exit procedures for ELs.

Program Objectives:






Purpose:

School districts must monitor the progress of all of their ELs in achieving English language proficiency and acquiring content knowledge. Monitoring ensures that ELs are making appropriate progress with respect to acquiring English and content knowledge while in the ESOL program or, in the case of opted-out EL students, in the regular educational setting.

With respect to monitoring ELs’ acquisition of content knowledge, school districts must at a minimum validly, reliably, and annually measure ELs’ performance in academic content areas. School districts should also establish rigorous monitoring systems that include benchmarks for expected growth in acquiring academic content knowledge during the academic year and take appropriate steps to assist students who are not adequately progressing towards those goals. ADE also has a role to play in ensuring ELs acquire content knowledge by monitoring whether school districts are providing ELs with meaningful access to grade-appropriate core content instruction and remedying any content deficits in a timely manner. (*Arkansas Department of Education ESOL Program Guide)

Process for Monitoring EL4s

EL4s are students who meet some, but not all, of the ADE Exit Criteria. These students are indirectly served by the ESOL Program. EL4s perform mostly on grade level, but still struggle with holes in their language development from time to time. This creates a need for accommodations, such as extra time, to help them successfully access the content.

All EL4s will have an Annual Review Meeting at the start of the school year:

If the student scored “Proficient” on the ELPA21, a LAU Exit Meeting will be completed to review the student’s data in order to see if they meet the ADE Exit Criteria.

If all criteria is met, the student is reclassified from EL to FEL If not, the student will remain as EL4 until the criteria is met

If the student does not score “Proficient” on the ELPA21, their data will be reviewed through an Annual Review Meeting to see if they are performing at the EL4 level

If yes, the student remains as EL4 If no, the student is placed at the appropriate EL level

In order to monitor the progress of EL4s, check points are scheduled throughout the year, please see the ESOL Timeline Section of this Handbook for these dates (3 times per year)

During these check points the following will occur: ESOL Office staff will review current data points for the student

If the data shows the student is performing at the level of an EL4, they will continue EL4 placement

If the data shows the student is struggling, the ESOL Office staff will contact the building LPAC with the results of the review. The LPAC will review the results and make an action plan to address the struggling

students’ needs


Monitoring Former English Learners (FELs):

After students have exited an ESOL program, school districts must monitor the academic progress of former ELs for at least four years to ensure the following:

students have not been prematurely exited;

any academic deficits they incurred as a result of participation in the ESOL program have been remedied; and

they are meaningfully participating in the standard instructional program comparable to their never-EL peers

When a school district’s monitoring of an exited EL indicates that a persistent language barrier may be the cause of academic difficulty because general education and remediation services have proven inadequate, school districts should re-test the student with a valid and reliable, grade-appropriate ELP test to determine if there is a persistent language barrier and must offer additional language assistance services where needed to meet its civil rights obligations. In no case should re-testing of an exited student’s ELP be prohibited. If the results of the re-testing qualify the student as EL, the school district must re-enter the student into EL status and offer ESOL services. If the student is re-entered into EL services, school districts should document the bases for the re-entry and the parents’ consent to such re-entry. (*Arkansas Department of Education ESOL Program Guide)

In line with Title III guidance, districts must notify parents when either (a) a student is recommended to be retained in or returned to the ELD program or (b) a student is recommended to be reclassified out of the ELD program prior to receiving the annual ELPA results. Title III law requires that districts include parents as active participants throughout the process.

Process for Monitoring FELs (4 years):

FELs are monitored for 4 years. The following are the steps for monitoring:

1. Annually, students who are in the first 4 years of being monitored as FEL, will have a LAU Exit Meeting conducted on ELLevation to ensure and document their progress and that they continue to meet the following exit criteria set forth by ADE:

a. Spring English Language Proficiency Assessment (ELPA) Scores and Proficiency Levels - Student must score proficient or above in all five sections (listening, speaking, writing, reading and comprehension) of the spring ELPA (English Language Development Assessment (ELDA) for Spring 2015; ELPA21 began Spring 2016).

b. Grades Previous Year - Student must have earned a grade of C or higher in each core subject area (English/language arts, mathematics, social studies, and science).

c. State Standardized Achievement Scores - Student must score proficient or advanced on the literacy and mathematics criterion-referenced test or score at OR above the 40th percentile on the norm-referenced test.

d. At least two current teachers must recommend exit or reclassification based on the criteria above.

e. The decision to exit or reclassify the EL student from the English for Speakers of Other Languages (ESOL) program must be made on an annual basis by the LPAC following a review of spring ELPA results.

See Commissioner’s Memo LS-17-009 (Appendix Page17)


2. If the student meets all exit criteria, they will be placed as the next level of monitoring based on their exit date (e.g., M2 meets the exit criteria so is placed as M3)

a. ESOL Office staff will complete the LAU Exit meeting, sign, and finalize i. LPAC signatures are not required

3. If the student does not meet the exit criteria, they will be placed back into the ESOL Program a. ESOL Office will initiate the LAU Exit Record Meeting to be completed by the building LPAC

i. The LPAC will meet to determine the EL level the student will be placed at depending on their programming needs

ii. The LPAC will determine the services the student will receive iii. The LPAC will determine any linguistic testing accommodations the student needs

through a separate ISAP Meeting iv. The meeting will be signed by all LPAC members and dated before finalizing v. The ESOL Office will review the meeting and make the appropriate changes in

eSchool to place the student at the EL level the LPAC has decided *If a linguistic concern arises throughout the year on a student placed as FEL, the building can fill out a teacher referral form to assess the English language proficiency level of the student. Parent permission is not required, but the parent will be notified of the results of the assessment within the two week requirement.

ELs Exiting the ESOL Program

With respect to exiting ELs from ESOL programs, services, and status, a valid and reliable ELP assessment of all four language domains must be used to ensure that all K-12 ELs have achieved English proficiency. To demonstrate proficiency on the ELP assessment, ELs must have either separate proficient scores in each language domain (i.e., a conjunctive score) or a composite score of “proficient” derived from scores in all four language domains. Whether a conjunctive or composite “proficient” score is used, the score must meet two criteria. The ELP assessment must meaningfully measure student proficiency in each of the language domains, and, overall, be a valid and reliable measure of student progress and proficiency in English. A composite “proficient” score must be a valid and reliable measure that demonstrates sufficient student performance in all required domains to consider an EL to have attained proficiency in English. The “proficient” score, whether conjunctive or composite, must be set at a level that enables students to effectively participate in grade-level content instruction in English without ESOL services. ADE may include additional objective criteria related to English proficiency to decide if an EL who scores proficient on the ELP assessment is ready for exit or requires additional language assistance services, these additional criteria may not serve as a substitute for a proficient conjunctive or composite score on a valid and reliable ELP assessment. (Arkansas Department of Education ESOL Program Guide)


Cultural Diversity


CULTURAL DIVERSITY

Program Objectives:

(6) To create an inclusive environment and avoid unnecessary segregation (7) To address all needs of ELs including ELs with disabilities and students who opt out of EL

programs (12) To be culturally responsive to the needs of students

Ways to Appreciate Cultural Diversity “Where All Belong”

1. Foster your own understanding of other cultures

2. Treat others with respect

3. Respect other people’s opinions and rights

4. Celebrate our differences instead of being critical

5. Be all inclusive

6. Keep an open mind and peaceful heart

7. Focus on similarities instead of differences

8. Remember stereotyping others can be hurtful

9. Exercise empathy

10. Remember we are all unique and special in different ways *(Adapted from Gravette Public Schools ESOL Handbook, 2016)

Value Cultural Diversity

ELs typically face multiple challenges in the transition from home to school as most are from culturally diverse backgrounds. Schooling experiences should reaffirm the social, cultural, and historical experiences of all students.

Teachers and students should be expected to accept, explore, and understand different perspectives and to be prepared as citizens of a multicultural and global society.

Opportunities for teachers and students to interact with diverse cultures can be created in multiple ways through inclusive teaching practices, reading and multimedia materials, school traditions and rituals, assembly programs, and cafeteria food that represent all backgrounds.

Involving parents and community in a meaningful way with outreach and letters to homes, bulletin boards, and staff helps build appreciation of diversity.

(*Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and prac-tice for teacher effectiveness. Washington,

DC: Center for American Progress. Retrieved from http://files.eric.ed.gov/fulltext/ED535608.pdf)

Preparing for Cultural Diversity: Resources for Teachers

https://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers

Culture in the Classroom

http://www.tolerance.org/culture-classroom





Definitions for Immigrant, Refugee, and Migrant

Not only do our ELs come from diverse backgrounds, but the ways in which they come to our country differ as well. These differences are described in the following comparison chart:

Immigrant Refugee Migrant

Definition

An immigrant is someone from a foreign country who relocates to live in another country. (e.g., a new job working

for a US company). Identified as Immigrant

for 3 years.

A refugees is someone from a foreign country who

relocates to another country out of

fear or necessity. (e.g., to flee persecution, war, or natural disasters)

A migrant is a student whose parent moves

from one place to another within a country or across borders to find work in agriculture. (e.g. to pick in fields, harvest

crops, cut timber, or work in poultry) Must be

identified within the first year of their move.

Qualifies for Migrant Education Program for 3

years

Legal Status

Immigrants are subject to the laws of their adopted country. They may only come if they have work

or a place to live.

Defined by the United Nations

Migrants are subject to the laws of their

adopted country. They may only come if they

have work or a place to live (this varies).

Reason of relocation

Immigrants are usually driven by economic

factors, or they want to be close to family.

Refugees are forced to relocate for reasons such as fear of persecution due to war, religion or political

opinion.

Indistinct relocation from one place to another. Possible

reasons may include: work, family, or other

economic factors

Resettlement Immigrants can usually

find a home in their new country.

Refugees settle in a camp to a country. Usually

cannot return to one’s own country.

Migrants usually leave one country or area in order to settle in another to find work

Issues Related to EL Refugee/Displaced Students

Refugee and displaced students may have faced:

Long interruptions in education

Shortage of adequate teachers

Family disruption, loss of family members

Health problems and malnutrition in refugee camps


These students may display symptoms of Post Traumatic Stress Disorder (PTSD), which may include: Being extremely emotional

Confusing fantasy with reality

High dependency

Hyperactivity, ADHD

Inability to make friends

Low self-esteem

Poor concentration and lack of focus

Poor memory

Sleep problems, nightmares

Violent tendencies

Viewing violence as a way to solve problems

Developing Cross Cultural Relations:

When people speak of other cultures they often generalize because it is difficult to talk about the culture of a group without generalizing. Treat ALL generalizations with caution and wariness. While they provide insight, the accuracy and usefulness will depend on the context and circumstance in which you are dealing.

Points to Remember in Developing Cross Cultural Relations:

What seems to be logical, sensible, important and reasonable to a person in one culture may seem unusual, irrational and unimportant to an outsider

When discussing cultures, emphasize similarities, not differences

Personal observations and reports of other cultures should be regarded with a great deal of skepticism

One should make up one’s own mind about another culture and not rely on the reports and experiences of others

It requires experience as well as study to understand the subtleties of another culture

Stereotyping is inevitable in the absence of frequent contact or study

The feelings people have for their own languages are not often evident until they encounter another language

Developed by Cao Anh Quan of Smith, Cao, & Associates (Tallahassee, Florida)


Diversity Self-Assessment

1. What is my definition of diversity? 2. Do the children in my classroom and school come from diverse cultural backgrounds? 3. What are my perceptions of students from different racial or ethnic groups? With language or

dialects different from mine? With special needs? 4. What are the sources of these perceptions (e.g., friends, relatives, television, movies)? 5. How do I respond to my students, based on these perceptions? 6. Have I experienced others’ making assumptions about me based on my membership in a specific

group? How did I feel? 7. What steps do I need to take to learn about the students from diverse backgrounds in my school

and classroom? 8. How often do social relationships develop among students from different racial or ethnic

backgrounds in my classroom and in the school? What is the nature of these relationships? 9. In what ways do I make my instructional program responsive to the needs of the diverse groups in

my classroom? 10. What kinds of information, skills, and resources do I need to acquire to effectively teach from a

multicultural perspective? 11. In what ways do I collaborate with other educators, family members, and community groups to

address (*Montgomery, W. (2001). Creating culturally responsive, inclusive classrooms. Teaching Exceptional Children, 33(4), 4-9. Retrieved from http:// www.nclr.org/images/uploads/general/A1d_%20Creating%20CR%20Classrooms.pdf )



ESOL Timeline


ESOL TIMELINE

Month Day Task

July

1st ELPA21 scores reported to district

17th ESOL Director’s 1st Day on Contract

19th – 20th Elementary New Student Enrollment

Secondary Annual Reviews

25th & 26th Days 1-3 of EASEL Training at NWAESC

26th ESOL Specialist 1st Day on Contract

27th CLC- First Day for Students

August

3rd Elementary New Student Testing

3rd – 4th 3rd, 4th – Secondary New Student Enrollment

7th Middle School ESOL Flex Day

8th Secondary New Student Testing

9th ESOL Teachers 1st Day on Contract

16h Elem. Annual Reviews (Completed by Sept. 1st)

Student’s Begin Class

28th ESOL Department Meeting

31st ELD for New Hires – Day 1

September

1st Deadline for Annual Review Completion

6th CM Reminder and Imitative Support

11th Elementary CM – Administrator Support Session

12th Elementary CM - Day 1

13th IA Training (8:00-10:30)

13th ELD for New Hires – Day 2

14th Day 4 of EASEL Training at NWAESC

16th ILPs (Must occur within the first thirty days of school)

22nd ELD Walk-throughs (Year 2 and above)

28th PM ISL – ESOL Teachers

October


16th – 20th EL4 Data Check Monitoring/ DS Monitoring/EL “F” Report

26th Day 5 of EASEL Training at NWAESC


November

1st IA Training (8:00-10:30) CM Reminder and Imitative Support

2th Elementary CM - Day 2

3rd District CM Walk-throughs

14th Elementary CM – Day 3



December





ESOL TIMELINE

Month Day Task

January


8th – 12th EL4 Data Check Monitoring/ DS Monitoring/ EL “F” Report


10th Elementary CM – Administrator Support Session


22nd ESOL Department Meeting

31st IA Training (8:00-10:30)

February

13th District CM Walk-throughs

22nd PM ISL – ESOL Teachers


March

13th IA Training (8:00-10:30)

27th -30th EL4 Data Check Monitoring/ DS Monitoring/ EL “F” Report



April 23rd ESOL Department Meeting

May

15th IA Training

16th ELD Walk-throughs (All ESOL Tesachers)

30th Student’s last day

June 1st EL4 Data Check Monitoring/ DS Monitoring/ EL “F” Report


Program

Evaluation


PROGRAM EVALUATION

Castañeda, 648 F.2d at 1014-15; 1991 OCR Guidance; 20 U.S.C. § 6841(b)(2) (requiring every school district receiving Title III, Part A funds to engage in a self-evaluation every two years and provide it to the SEA). An EL program may have other goals such as bicultural goals or maintaining primary language literacy Castañeda, 648 F.2d at 1011, 1014 (discussing student achievement scores under the third prong); Flores, 557 U.S. at 464 n.16 (“[An] absence of longitudinal data in the record precludes useful comparisons.”); Texas, 601 F.3d at 371 (discussing achievement scores, drop-out rates, retention rates, and participation rates in advanced courses, and the need for longitudinal data, under prong three); Keyes v. Denver Sch. Dist. No. 1, 576 F. Supp. 1503, 1519 (D. Colo. 1983) (expressing concern over high drop-out rates of Hispanic students Title III of the ESEA, as amended by ESSA, requires LEAs and SEAs to report on a variety of key EL-related measures (see Sections 3121 and 3122) that can be used to improve local or state programs for ELs. However, evaluation of an EL program should not be limited to data required for ESEA accountability purposes. Title III of the ESEA, as amended by ESSA, requires LEAs and SEAs to report on a variety of key EL-related measures (see Sections 3121 and 3122) that can be used to improve local or state programs for ELs. However, evaluation of an EL program should not be limited to data required for ESEA accountability purposes.

Program Objectives:

(1) To implement and maintain consistent procedures for the identification, placement, and exit of all ELs

(2) To assess all students who have a Primary Home Language Other Than English (PHLOTE)


(4) To provide highly qualified staff to support the ESOL program


(6) To create an inclusive environment and avoid unnecessary segregation


(8) To monitor the progress of all EL students during and after program participation

(9) To evaluate the effectiveness of the Rogers ESOL Program

(10) To ensure inclusive and meaningful communication with limited English proficient parents


(12) To be culturally responsive to the needs of students


Purpose:

When evaluating a school district’s or SEA’s ESOL program(s) for compliance, OCR and the DOJ consider whether the program succeeds, after a legitimate trial, in producing results that indicate that students’ language barriers are actually being overcome. In other words, they look at whether performance data of current EL, former EL, and never ELs demonstrates that the EL programs were in fact reasonably calculated to enable ELs to attain parity of participation in the standard instructional program within a reasonable length of time. For a school district or SEA to make such a determination, as a practical matter, a district must periodically evaluate its EL programs, and modify the programs when they do not produce these results. Continuing to use an EL program with a sound educational design is not sufficient if the program, as implemented, proves ineffective.

Generally, success is measured in terms of whether the particular goals of a district’s educationally sound language assistance program are being met without unnecessary segregation. As previously discussed, those goals must include enabling EL students to attain within a reasonable period of time, both (1) English proficiency and (2) meaningful participation in the standard educational program comparable to their never-EL peers. OCR, the DOJ and ADE will not view a program as successful unless it meets these two goals. If an EL program is not effective, the district must make appropriate programmatic changes reasonably calculated to enable ELs to reach these two goals. Some EL programs have additional goals such as exiting students within a set number of years. Neither school districts nor ADE may exit an EL from EL status or services based on time in the program if the student has yet to achieve English proficiency.

To assess whether an ESOL program is succeeding in overcoming language barriers within a reasonable period of time, school districts must consider accurate data that permit a comprehensive and reliable comparison of how ELs in the EL program, ELs who exited the program, and never-ELs are performing on criteria relevant to participation in the district’s educational programs over time.

Meaningful ESOL program evaluations include longitudinal data that compare performance in the core content areas (e.g., valid and reliable standardized tests in those areas), graduation, dropout, and retention data for ELs as they progress through the program, former ELs, and never-ELs. When evaluating the effectiveness of an ESOL program, the performance of ELs in the program and former ELs who exited the program should be compared to that of never-ELs. While the data need not demonstrate that current ELs perform at a level equal to their never-EL peers, a school district’s data should show that ELs are meeting exit criteria and are being exited from the program within a reasonable period of time, and that former ELs are participating meaningfully in classes without ESOL services and are performing comparably to their never-EL peers in the standard instructional program. To assess whether the ESOL program sufficiently prepared ELs for more demanding academic requirements in higher grades, OCR and the DOJ expect districts to evaluate data not only at the point that students exit ESOL services, but also over time.

School districts must monitor ELs’ progress from grade to grade so that districts know whether the ESOL program is causing academic content area deficits that require remediation and whether ELs are on track to graduate and have comparable opportunities to their never-EL peers to become college- and career-ready. Other important indicators of program success include whether the achievement gap between ELs and never-ELs is declining over time and the degree to which current and former ELs are represented in advanced classes, special education services, gifted and talented programs, and extracurricular activities relative to their never-EL peers. *(Arkansas Department of Education ESOL Program Guide)


Evaluation of EL Program and Changes

The Rogers Public School District will conduct an annual performance evaluation of its ESOL 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 District and School level. Specific data to be reviewed may include:

Curriculum, service delivery, including Special Education and ESOL, GT, Pre-AP/AP and other advanced courses

Materials and resources; staffing, including the number of teachers and instructional assistants trained, frequency of training, scope of training and results; and student progress

Student progress; academic progress of ELs in ESOL programs, former ELs and ELs whose parents have declined services in the ESOL program

Examination of the number of retentions, drop-outs and the student attendance rates of ELs, former ELs and non-ELs

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 ESOL program, comparing their academic progress with that of their non-EL peers (TAGG and non-TAGG groups)

Review of data reflecting the number of ELs who have exited from ESOL but returned to the ESOL program to address academic deficits

Review and comparison of data reflecting the graduation and dropout rates of ELs and non-ELs

Review of Rogers Public School District policies and procedures.