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KENT CITY SCHOOLS ENGLISH LEARNER HANDBOOK AND FORMS GUIDE 2017-2018 (8/8/2017)

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Page 1: ENGLISH LEARNER HANDBOOK AND FORMS GUIDE 2017-2018Whole-Class Instruction/English Learner (EL) Class: An educational approach in which limited English proficient students are directly

KENT CITY SCHOOLS

ENGLISH LEARNER HANDBOOK

AND

FORMS GUIDE

2017-2018

(8/8/2017)

Page 2: ENGLISH LEARNER HANDBOOK AND FORMS GUIDE 2017-2018Whole-Class Instruction/English Learner (EL) Class: An educational approach in which limited English proficient students are directly

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Table of Contents:

Kent City Schools English Learner (EL) Plan of Support 2

How is a student identified? 2

What happens after a student qualifies for English Learner Services? 2

Progress Monitoring for LEP students 3

Ohio English Language Proficiency Assessment (OELPA) 3

Exiting the LEP program 3

Parent Interview Questionnaire for English Learners 4

Initial English Learner (EL) Assessment 6

Parent Notification of ELL Services 7

English Lerner Plan 9

Recommended Classroom Modification and Accommodations 10

EL Parent Exit Letter 11

Guidelines for Assigning Grades to EL Students 12

Kent City Schools English Learner (EL) Progress Report 14 EL Classroom Observation and Teacher Input Form 16

Accommodations for English Learners General Classroom/Content Areas 18

Classroom Strategies For English Learners 20

English Language Development strategies in Social Studies 21

English Language Development Strategies in Mathematics 22

General Strategies Good for all Content Areas 24

ELL Critical Data Matrix Overview 26

ELL Critical Data Analysis Matrix 30

Translation Services Reference Guide 31

Works Cited 32

Kent City Schools EL Plan of Support Document 33-35

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Kent City Schools English Learner (EL) Plan of Support Kent City Schools is committed to providing the best second language acquisition support to all

our Limited English Proficient (LEP) students so that they can successfully access the

curriculum in the classroom.

This initial overview is intended to provide guidance for parents and teachers of LEP students.

Further information can be obtained by communicating with principals or English Learner (EL)

teachers.

How is a student identified?

Every student fills out a Home Language Survey upon registration. If any of the five questions

have an answer other than English, then that student is tested with an IPT (Idea Proficiency

Test) in reading, writing, speaking and listening. Based on this test, school history and

discussion with parents, teachers and students, a student either qualifies as Limited English

Proficient (LEP) and is eligible for English Learner (EL) services or does not qualify. An Initial

Assessment is written if a student qualifies.

What happens after a student qualifies for English Learner

Services?

The parent will receive notification of qualification and will be asked to give permission for the

EL services. The EL teacher will discuss what type and amount of lessons each LEP student

receives based on their needs and IPT scores. This information will be included in the parent

letter.

Kent City Schools provide three types of EL services:

1. Pull out lessons based on the 10 English Language Proficiency Standards

2. Inclusion lessons in which the EL teacher assists the EL student in general education

classes.

3. Small groups in which the EL teacher has multiple students’ lessons based on the 10

ELP standards.

An Individual English Learner Plan of Support is written for each student. Language Goals are

set for the students and progress of the goals is monitored throughout the year. The EL Plan is

sent to all stakeholders and placed in the student EL Cumulative File.

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Progress Monitoring for LEP students LEP students receive lessons based on the 10 English Language Proficiency standards given

by the Ohio Department of Education (ODE). Lessons include morphology, phonology, syntax,

semantics, discourse and pragmatics aspects of second language acquisition.

Guidelines for the amount of services provided for students depend on their LEP

Designation:

1. Emergent - Beginner and Intermediate students will receive services two to five times a week. 2. Progressing- Students who are in between the intermediate to advanced levels will receive

services one-three times a week. 3. Proficient - Advanced students will be Trial Mainstreamed or exited per OELPA score. Their

progress will be monitored quarterly.

Progress Reports are given twice a year for K-5 students and each grading period for 6-12

grade students.

Ohio English Language Proficiency Assessment (OELPA)

In accordance with ODE, LEP students will take the OELPA test each spring to monitor

progress. There are four areas of reading, writing, speaking and listening on the test.

In OELPA, there are three overall performance levels: Emerging, Progressing, and Proficient.

The performance levels are determined as follows:

1. Emerging students are those scoring any combination of 1’s and 2’s across all four domains.

2. Progressing students are those scoring any combination across the four domains that does not

fall into Proficient or Emerging.

3. Proficient students are those scoring any combination of 4’s and 5’s across all four domains;

Exiting the LEP program

Based on the ODE requirements, a student is reclassified (no longer English Learner) when the

student has attained a performance level of Proficient on the OELPA. The Proficient

performance level is defined as domain/test level scores of 4s and 5s in any combination across

all four domains (listening, reading, writing and speaking).

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Parent Interview Questionnaire for English Learners

Student Name:_____________________________ Grade Level:______________

Interviewer:_______________________________ Date:____________________

First language:________________________________________________________

Language spoken at home: _____________________________________________

Parent/Guardian Name(s):__________________________________________________

Social and Family History:

1. Who does the child live with?___________________________________________

The child is the ______ (first, second, third, etc. child) of ______ children.

2. How long in the U.S.? ________________________________________________

3. Does the family have friends and/or family in the community?__________________

4. Parent(s)/Guardian(s) level of education and occupation?_____________________

_________________________________________________________________

5. Is the child separated from their parents? _________________________________

6. Do the parents speak English?_________________________________________

Health and Developmental Information:

1. Does the child have any significant illnesses?______________________________

2. Have they ever been hospitalized? (If yes, please describe details)

_________________________________________________________________

3. Does the child take any medications? ___________________________________

4. Have they ever had a serious head injury? (If yes, please describe details)

_________________________________________________________________

5. Does the child have problems with vision or hearing? (If yes, please describe details)

_________________________________________________________________

6. Has the child developed differently than siblings or other children his/her age? (If yes,

please describe details) ___________________________________________________

_________________________________________________________________

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Family Observations about the Student:

1. Does the child get along with siblings, peers, and friends?___________________

2. Are there any behavior concerns we should be aware of?____________________

_________________________________________________________________

3. Does the child struggle with learning new concepts?________________________

__________________________________________________________________

4. Does the child read at home? __________________________________________

5. What are the child’s strengths? _________________________________________

__________________________________________________________________

6. What is the parent/guardians biggest concern with the student? _______________

__________________________________________________________________

Comments:

Encourage parents to mention anything he/she would like to say and to ask questions. It is critical for parents to know that we are a team working together to understand the needs of their child. (If parent have more questions, please refer to the child’s EL teacher. The teacher in turn can contact the appropriate team member as necessary.) _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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Initial English Learner (EL) Assessment

FOR LIMITED ENGLISH PROFICIENT (LEP) STUDENTS

School District: Kent City School District

Student Name:

School:

Date of Birth:

Current Grade:

Has the Home Language Survey completed?

Student’s native language:

Has the student been enrolled in U.S. schools previously?

If yes, where? How many years?

Initial English Language Assessment Date: EL Instructor: LEP 1 LEP 2 LEP 3 LEP 4 LEP 5 Speaking Prefunctional Beginning Intermediate Advanced Proficient

Listening Prefunctional Beginning Intermediate Advanced Proficient

Reading Prefunctional Beginning Intermediate Advanced Proficient

Writing Prefunctional Beginning Intermediate Advanced Proficient

Composite Prefunctional Beginning Intermediate Advanced Proficient

Assessment instrument(s) used:

Results and Recommendations:

Routing: 1 to Student Cumulative file; 1 to Director of Curriculum and Instruction

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Parent Notification of ELL Services

Name of Student: Grade: School: Date: Dear Parents/Guardians: Our district is required to assess the English language proficiency of all students whose home or native language is other than English. Your student has been identified as an English Language Learner. The following program or combination of programs is being offered to help your child learn English and make academic progress: (see definitions on this page and on the reverse side). Whole-Class Instruction/ESL English Class Number of hours per week ________ Small-Group Instruction Number of hours per week ________ In-Class Support (Inclusion) Number of hours per week ________ ESL Pullout Number of hours per week________

Descriptions of Programs for English Learner (EL) Students Whole-Class Instruction/English Learner (EL) Class: An educational approach in which limited English proficient students are directly instructed in the use of the English language. It is a non-graded course of differentiated instruction for English in grades 9-12, which follows the State of Ohio English Language Arts Academic Content Standards and Ohio English Language Proficiency Standards for Limited English Proficient Students. Instruction is based on a special curriculum that typically involves little or no use of the students’ native language and is usually taught during specific school periods. For the remainder of the school day, students may be placed in mainstream classrooms. EL classes may focus on teaching formal English grammar and on promoting natural communication activities (free conversation, games, and discussions on familiar topics). Reading and writing are practiced as well as oral communication skills in English. Small-Group Instruction: EL staff uses a variety of student grouping formats to address the specific needs of students. Student groups are determined by criteria of levels of language proficiency, individual learning needs, prior knowledge, and interest. Instruction will follow the State of Ohio English Language Arts Academic Content Standards and the Ohio English Language Proficiency Standards for Limited English Proficient students. These instructional sessions focus on promoting basic English communication skills or on English for academic purposes. In-Class Support (Inclusion): In this approach, EL students are together with their native-English speaking peers in the same classroom, but the Lead EL Teacher or EL Teacher is available in the classroom to support the ELL students. For example, the EL Teacher may provide guidance to EL students as they are working on a group project or individual assignment.

EL Pullouts: EL staff works with the students in English language skills through academic content areas. Instruction will follow the State of Ohio English Language Arts Academic Content Standards and Ohio English Language Proficiency Standards for Limited English Proficient Students.

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The program or combination of programs previously indicated is designed to help your child attain English language proficiency as quickly as possible so he or she can participate effectively in classrooms in which English is the language of instruction. You may accept or decline your child’s placement in the above-indicated program by using the check boxes below. Please sign and return this form to your child’s teacher. Students are exited from the Limited English Proficient (LEP) program based on the yearly state test called OELPA (the Ohio English Language Proficiency Assessment) given each spring. We invite you to visit the school and meet with the staff to learn more about his program. If you have questions, please contact Mrs. Maegan Joseph at 330-676-8600. Sincerely, Dr. Justin Gates Director of Student Services For Parent Use Only: I understand the information in this letter. Yes No I would like someone to explain the information in my native language. Yes No My native language is ____________________________________________________ I accept to have my child receive the program services indicated on this form. Yes No If you do not accept to have your child receive the program services indicated on the previous page, we will discuss with you other support your child may receive. ___________________________________________________ ______________________ Parent’s/Legal Guardian’s Signature Date ________________________________ Telephone Number

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English Learner Plan

EL Student: ____________________________ Grade: _______________________

Date: __________________________________ Teacher: ________________________

English Language Skills:

Listening Pre-Functional Beginning Intermediate Advanced Proficient*

Speaking Pre-Functional Beginning Intermediate Advanced Proficient*

Reading Pre-Functional Beginning Intermediate Advanced Proficient*

Writing Pre-Functional Beginning Intermediate Advanced Proficient*

Comprehension

(R & L)

Pre-Functional Beginning Intermediate Advanced Proficient*

Production (W & S)

Pre-Functional Beginning Intermediate Advanced Proficient*

*Proficient - highest level Explanation of Proficiency Levels:

The Pre-Functional LEP student is beginning to: understand short utterances and simple printed material, use gestures and simple words, and develop communicative writing skills. The Beginning LEP student can: understand simple statements, directions, questions, and the general message of basic reading passages; use appropriate strategies to initiate and respond to simple conversation; and compose short informative passages on familiar topics. The Intermediate LEP student can: understand standard speech in school and social settings; communicate orally with some hesitation; understand descriptive material within familiar contexts and some complex narratives; write simple texts and short reports. The Advanced LEP student can: identify the main ideas and relevant details of discussions/presentations on a wide range of topics; actively engage in most familiar and unfamiliar communicative situations; understand the content of most academic texts with support; write multi-paragraph essays, journal entries, letters, and creative texts with some errors. The Proficient LEP student can: understand and identify the main ideas and relevant details of extended discussions/presentations on a wide range of topics; produce fluent, accurate oral and written language; use the same reading strategies as native-English speakers to derive meaning from a wide range of texts.

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Recommended Classroom Modifications and Accommodations

The following modifications and accommodations have been recommended for this student based on his/her levels of English proficiency as indicated above:

Give shorter assignments (reports,

Projects, homework) Allow buddy/peer teaching

Extended time for assignments, projects, and tests

Allow for alternative projects

Highlight texts, materials (to identify Important details or take aways)

Allow open-book/note tests

Give additional/repeated instructions/

demonstrations Give modified or alternative tests (e.g., matching, shorten

the number of choices for multiple choice)

Check and recheck for understanding Grading: See EL Grading Procedure

Create limited/alternative spelling

and vocabulary lists Allow the use of a bilingual or English Dictionary

Provide written notes/allow student to copy notes

Allow the use of an electronic translator

Limit key concepts Use visuals to aid understanding (graphic organizers, pictures, maps, etc.)

Limit areas for correction, development, or improvement

Allow students to preview material before presented in class

Initial Language Learner Goals:

Reading

Writing

Speaking

Listening

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EL Parent Exit Letter

Dear Parents/Guardians:

Congratulations! Your child scored well on the spring 2017 Ohio Test of English Language

Acquisition (OTELA) and has met the criteria to exit our school’s limited English proficient (LEP)

program!

The OTELA is an annual progress test given to all English language learners to determine a

student’s level of English language fluency. Based on the results of this test, your child has

achieved the needed level of English proficiency to advance in classroom academics without

additional English language support services.

In Ohio, students successfully complete the LEP program in two ways. The first way is to earn a

composite score of five on the OTELA.

The second way is to earn a composite score of four on the OTELA and complete a trial period

of mainstream instruction. During the trial period, students must earn a composite score of four

or above to complete the LEP program.

Because your child has met one of the above criteria, he or she will no longer participate in our

LEP program. However, please be assured that we will monitor your child’s progress and

provide academic support if needed.

We commend your child for progress made in achieving English proficiency and thank you for

supporting your child’s learning. Together, we will continue to help your child succeed in school.

Sincerely,

Mrs. Maegan Joseph

ELL Teacher

Cc: Dr. Justin Gates, Director of Student Services

Mrs. Karen Feldman, Student Services Secretary

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Guidelines for Assigning Grades to EL Students

These guidelines apply to students who have been formally identified as limited

English proficient (LEP) according to a variety of EL assessment instruments and

include:

1. All students currently enrolled in beginning level EL services.

2. Students enrolled in other levels of EL who have documented limitations in

English language skills and who are recommended by the EL staff.

Criteria for assigning a grade of “P” or “Pass” to an LEP student:

A. The student has made an effort to understand the content subject matter.

B. The student has demonstrated progress during the given grading period.

C. The student has attempted to do the assigned tasks, both in class and outside of

class.

D. The student has made an effort to come to class prepared.

Criteria for assigning a grade of “F” or “Fail” to an LEP student:

A. The student has made no effort to learn the content material.

B. The student has made no demonstrated progress during the given grading

period.

C. The student has made no effort to complete class assignments.

D. The student has made no effort to complete homework assignments.

E. The student does not come to class prepared.

NOTE: Failure to perform at grade level or on par with regular students and/or failure to

pass tests and quizzes designed for English -proficient students does not constitute

failure for the EL student.

Criteria for assigning a letter grade to an LEP student:

A. Students will be eligible for letter grades if they receive an Emerging(2-3) or

Proficient(3-5) score in any of the Ohio English Language Proficiency

Assessment areas. (Consideration should be weighed higher on the scores

received for Reading, Writing, Comprehension and Composite than on Listening

and Speaking.)

B. On a case-by-case basis the EL teacher, teaching team and administration will

determine how students who rate Emerging or higher should be evaluated if an

issue or concern arises: with pass/fail or letter grades.

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C. If the student is receiving a modified curriculum he/she will not be assigned a

letter grade.

D. If the student is able to earn a letter grade of a “C” or above with no adjustment in

the curriculum, the teacher will assign the actual letter grade earned.

E. Once the EL student has been able to earn a letter grade of C or better, the

content area teacher is encouraged to continue using the regular district grading

policy.

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Kent City Schools English Learner (EL) Progress Report

Student Name:______________________________ Grade Level: ________________

Student ID #: _______________________________ School Year: ________________

School : ________________________________ ELL Teacher: ________________

Quarterly Progress Report

English Language Proficiency Standards

First

Quarter

Second

Quarter

Third

Quarter

Fourth

Quarter

1. Student can construct meaning from oral presentations

and literary and informational text through grade appropriate

listening, reading, and viewing.

2. Student can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

3. Student can speak and write about grade appropriate literary and informational texts and topics.

4. Student can construct grade appropriate oral and written

claims and support them with reasoning and evidence.

5. Student can conduct research and communicate findings to answer questions and solve problems.

6. Student can analyze and critique the arguments of others orally and in writing.

7. Students can adapt language choices to purpose, task, and audience when speaking and writing.

8. Students can determine the meaning of words and phrases in oral presentations and in literary and informational text.

9. Students can create clear and coherent grade appropriate speech and text.

10. Students can make accurate use of Standard English to communicate in grade appropriate speech and writing.

Teacher Comments

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Summary of Levels of Language Support

Independent - 3 ● Minimal or no language support given

Limited

Support - 2

● Instructions for assignments and assessments may be restated and simplified ● Language of assignment or assessment is simplified, but still contains at least

80% of the target academic content vocabulary originally presented. ● Number of items on assignment or assessment is reduced, but by no more

than 20% of the original amount. ● Student receives increased time to complete assignment or assessment, but

no more than 25% of the original amount of time allotted for completion. ● Student uses translation software or bilingual dictionary for no more than 10%

of the target academic content vocabulary on an assignment or assessment, ● Assignment or assessment may be redone one time by student after receiving

teacher feedback.

Extensive - 1 ● Instructions for assignments and assessments may be restated, simplified, and presented in the student’s first language.

● Language of assignment or assessment is simplified for student to grasp the main idea, and contains less than 80% of the target academic content vocabulary originally presented.

● Number of items on assignment or assessment is reduced by more than 20% of the original amount.

● Student receives increased time to complete assignment or assessment, more than 25% of the original amount of time allotted for completion,

● Student uses translation software or bilingual dictionary for more than 10% of the target academic content vocabulary on an assignment or assessment.

● Assignment or assessment may be redone two or more times by a student after receiving teacher feedback.

Not Covered - N/A

● Standard has not been covered yet

EL Teacher’s Signature: _______________________ Date: _______________

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EL Classroom Observation and Teacher Input Form

Student Name: _____________________________ Grade:__________________

Classroom Teacher: ________________________ Subject:_________________

School:___________________________________ EL Teacher: ____________

Date of Entry into U.S.: ______________________

In addition to formal English Learner (EL) testing and instruction, the EL teachers are required to observe the pre-functional to beginner EL students in the regular classroom setting at least three times during the school year in order to best determine the student’s functioning level and the most appropriate ways to assist him/her in their formal English language education. To aid us in evaluating this student, please respond to the following checklist. Following classroom observation the EL teacher will conference with the classroom teacher regarding the student’s overall progress. Recommendations may be noted on this form. Additional questions are on the reverse side of this form. Both the EL teacher and the classroom teachers are asked to sign this form upon completion of observation and conferencing.

Language Skills Checklist:

(To be completed by the classroom teacher)

Speaking: Reading: Writing:

____ uses one-word answers ____ understands words ____ writes one word answers

____ speaks in phrases ____ understands phrases ____ writes in phrases

____ speaks in sentences ____ understands sentences ____ writes in sentences

____ speaks fluently ____ understands paragraphs

/stories

____ writes at grade level

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Check the student’s STRENGTHS as you perceive them:

____ has a strong foundation in this subject ____ is highly motivated

____ likes this subject ____ has good vocabulary

____ can work independently ____ participates in discussion

____ can work well with peers ____ pays attention in class

Check the student’s WEAKNESSES as you perceive them:

____ has a weak background in this subject ____ lacks motivation

____ shows a dislike for this subject ____ has a weak vocabulary

____ does not work well independently ____ does not participate in class

____ does not work well with peers ____ does not complete assignments

____ appears disorganized ____ does not ask questions in class

Additional Questions for Consideration: (To be completed by classroom teacher)

1. In YOUR opinion, what appears to be this student’s greatest strength?

2. In YOUR opinion, what appears to be this student’s greatest weakness?

3. Have you noticed any problems of adjustment, or other social, discipline or attitude problems in the case of this student? Explain. 4. Please share any tips that have worked for you in helping the student to adjust: (a.) Academically: (b.) Socially:

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Classroom Observation Narrative: (To be completed by the EL Teacher)

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

___________________________________________________________________________

Accommodations for English Learners General Classroom/Content Areas MATH ● At beginning to intermediate levels of proficiency, English Learners should be shown

examples of a completed assignment to model the correct format.

● Assignments and directions should be printed on the board along with cursive representation.

● Students should have access to counters, number lines and other types of manipulatives, which enable them to complete assignments at their level of instruction.

● Rewrite story problems in simpler English. Use short sentences, pictures, and illustrations to encourage understanding.

● Show students how to prepare a card file of number words. Write the word on one side and the symbol on the opposite side.

SOCIAL STUDIES

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● Allow beginning and advanced beginning students to use drawings to demonstrate knowledge of concepts.

● Show English Learners at all proficiency levels a model of a project/assignment prior to their completing the assignment.

● Teach the key concepts while limiting the vocabulary and details in the lesson.

● Test only those key concepts addressed.

● Use many visual aids during the instruction process; i.e. overhead transparencies, maps, graphic organizers, puzzles, computer, etc.

● Tape record the test or give test orally to student.

● Allow EL student capable of tape-recording lessons to do so. (Provides immediate feedback for student to listen to the lesson at home and work on assignments on his/her own.)

READING ● When making accommodations for EL students in the area of reading, it is important

to remember that there is a difference between listening and speaking and reading and writing. Some English Learners might be considered advanced in speaking, but functioning at a beginning instructional level when it comes to reading with fluency.

● Keep this in mind when assigning grades. Try to remember to place the emphasis on the student’s instructional level in Reading.

● EL students at all proficiency levels should have reading materials provided at their instructional level by the classroom teacher.

● EL students should be taught vocabulary in context; remember to limit the number of vocabulary words taught in each unit to only the key words. As comprehension increases, increase number of words.

● Tape record information for the EL student to learn and let him/her listen to it. ● Let students act out the story to demonstrate understanding.

● Use a variety of strategies and approaches to teach reading. The key component is to make sure that students are being taught vocabulary through meaningful context, not in isolation.

● Provide the EL student the background knowledge necessary in order to understand.

● Teach EL students reading strategies that enable them to predict, connect, question, and visualize a story.

SCIENCE ● Homework should include completing graphs, drawing, writing in journal, etc.

● Students should work in groups when possible to solve problems or conduct experiments. Provide many hands-on experiences as EL students learn best by doing and seeing lessons.

● Show EL students at all proficiency levels a sample of a completed project or assignment when requiring a science project for a grade.

● Have students compile notebooks of their hypothesis, materials, procedures, data, conclusions of experiments, and field experiences.

● Have students prepare collections of science objects, such as sticks and leaves.

● Use “hands-on” experiential activities that do not rely on academic language for understanding

● Prepare large charts that summarize the steps involved in experiments. WRITING ● When making accommodations for English learners in the area of writing, the

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same principle holds true. There is a large difference between listening and speaking and reading and writing. Many EL students could be considered advanced in speaking but at a beginning instructional level in writing.

● EL students may not know what cursive writing is; therefore, it will have to be taught.

● EL students could be provided a list of basic sentence patterns or words (with pictures) most frequently used in their classrooms for use when writing independently.

● EL students could use a journal as a means of practicing writing with teacher feedback.

● Classroom teacher could provide a model of what he/she expects the finishing writing assignment to look like.

● Allow EL students to write about topics in which they have background knowledge.

● Allow EL students to work together when possible to brainstorm and to begin the writing process.

● Use vocabulary words and sentence structures at the instructional level of the student. Use words from their own materials. The words must have meaning for the student. Provide context clues when helping the child to learn new material.

● Try to limit the number of spelling words assigned. Increase the number of words as comprehension level increases.

● Usually EL student’s oral language skills tend to be higher than their reading and writing skills. Adjust assignments based on the instructional level of the student.

Classroom Strategies For English Learners:

Strategies and format adapted primarily from AZ Department of Education, OELAS ILLP Document (December 2011).

English Language Development Strategies in Science:

1. Activation of Prior Knowledge: Connect learning objectives to the students’

background experiences and knowledge. Students can be expected to share their prior knowledge through short verbal responses or by making a nonverbal choice from pictures or realia. This can be done by simply asking students what they already know about a subject. It can also be done through discussions, creating visuals like ‘semantic webs’, language experience stories, or free-writing on a topic. The key is to engage students in making connections between what they are learning in class and their own interests and experiences.

2. Use of Academic Language Scaffolding: Language Scaffolding is a step-by-step process of building students’ ability to complete tasks on their own. Students identify science vocabulary by participating in an introductory activity. Scaffolding consists of several strategies used in conjunction to “shelter” curriculum content for ELs. These strategies include modeling the use of academic or technical language; contextualizing academic or technical language through the use of visuals, gestures, graphic organizers, and demonstrations; and using hands-on learning activities that involve the use of academic or technical language.

3. Context Clues through Visual Scaffolding: The teacher uses concurrent verbal explanation and physical demonstration of directions or concepts by using gestures,

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visuals, and demonstrations while giving directions. Gestures or actions in addition to graphs, visuals and other props can be used to communicate meanings. The teacher can display drawings or photographs while giving directions or to use a non-linguistic representation of science concepts. Students can respond by physically acting out or visually modeling their responses using gestures or realia.

4. Realia, Manipulatives, and Materials: Science lessons for EL students should include activity-based lessons with all students having hands on access to materials. Using concrete objects in the classroom creates cognitive connections with vocabulary, stimulates conversation, and builds background knowledge. The use of realia gives students the opportunity to use all of their senses to learn about a subject. Laboratory equipment, measurement tools, rocks, plants, or any real object that relates to the language objective of a lesson can be used as realia. When real objects are not available, photographs, illustrations, and artwork make effective substitutes for realia.

5. Task-based or Experiential Learning: This provides appropriate contexts for developing thinking and study skills as well as language and academic concepts for students of different levels of language proficiency. Students learn by carrying out specific tasks or projects: for example, “doing science” and not just reading about it.

6. Leveled Questions: The teacher adapts the level of questions asked to the English Learners’ language acquisition stage. Alternatively, the teacher can differentiate student responses, based on language proficiency.

7. Multiple Intelligence Strategies: The teacher employs instructional techniques that address the multiple intelligences present in each student. Teachers use a myriad of multiple instructional strategies to target the varied intelligences of English Learners. This method allows the student to actively use his own personal strengths in order to gain confidence in his abilities.

8. Assessing All Students’ Performance and Understanding: Teachers should observe students in the process of accomplishing academic tasks; a form of authentic assessment. Student use of materials can be one indicator of involvement and understanding. When questioning, teachers need to be sure to provide adequate wait time. Teachers should give serious consideration to performance-based assessments for formal evaluation. They might also consider accepting drawings as indicators of learning within a science journal.

English Language Development Strategies in Social Studies:

1. Pre-teach Reading Assignments: Before students can read the social studies textbook assignment, the teacher models how to use features such as chapter overviews, chapter or lesson objectives, and bolded vocabulary.

2. Use of Context Clues: An effective strategy to support EL vocabulary learning in social studies is the clues’ proximity to the unknown word. Fluent readers use signal words (such as or) found close to the unknown word. Fluent readers also use punctuation clues, such as a comma that separates the unknown word with the rest of the sentences which might contain a definition or synonym. Teach students to look for these indicators.

3. Teacher Lecture and Student Note Taking: Effectively support student note taking during lectures by giving struggling students fill-in-the-blank guides or other forms of graphic organizers. During the lecture, the teacher indicates when to fill in the blanks. Further support student note taking by displaying or providing individuals a bank of key

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concepts and vocabulary words. Pause frequently to ask and answer questions and to give struggling students time to complete the blanks.

4. Role Playing: Role playing can make difficult or abstract social studies concepts more understandable. If the EL student lacks the language skills to participate in the role play, have them watch and listen as other students play the roles.

5. Analogies: Using analogies will help students link the familiar with the unfamiliar. Find examples within the classroom, school, and community that led to student understanding of social studies concepts. It is important to point out similarities as well as differences.

English Language Development Strategies in Mathematics:

1. Grouping Structures: It is important for teacher to incorporate different grouping

structures in the classroom. Possible grouping structures include partners, triads, and small groups of 4-5 students. The choice of structure will depend upon the purpose of the lesson/activity. Partners can be very powerful when students are involved in problem-solving. Think-pair-share is a simple structure for students to learn and practice. Each student thinks individually about the problem or question. The think time allows students an opportunity to gather their thoughts so they can contribute to a later conversation with ideas or questions. After think time, students pair with a peer to discuss their ideas and reconcile their understandings. Using this structure allows teacher to pair student of different language development levels to work together on a common task and work toward achieving specific language objectives. Small groups can accomplish the same language goals of reading, writing, listening, and speaking by working together on tasks. Students can be assigned various roles of facilitator, recorder, or reporter.

2. Understanding the Problem/Reading the Story: Students should be encouraged to think of word problems as short stories. Thus, they can apply the same reading strategies they use for making meaning from other texts. Engaging students in asking questions and discussing the word problems is very beneficial for English Learners(ELs). Pertinent questions would be: What do I know for sure? What do I want to know or do? Are there any special conditions I need to consider? Another important step is to encourage students to make connections to prior experiences and to their important mathematical ideas. After the students have made sense of the problem, they must plan how to solve it. Guiding students to consider different representations(manipulative, pictures, graphs, written language, symbols, tables, equations, action movement, oral language, or mental images of real world situations) will be especially beneficial for ELs (Hyde, 2006).

3. Writing Problems: Giving students opportunities to write their own problems, specifically word problems, will support numerous writing skills. When students engage in writing problems, they demonstrate their understanding of the mathematics but also their understanding of sentence structure, vocabulary, grammar, and punctuation. Writing problems demands clear, concise, and complete ideas. After writing problems, their peers should read them to make sure they are complete and make sense. Students can then revise their problems based on that feedback.

4. Deciphering the Language of Mathematics: Language can be confusing because some words are used in both everyday English and mathematics (square, similar, range). Also, certain terms learned together can be challenging (equation and expression, hundred and hundreths, intersect and intercept). One strategy to use with

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students is a partnering activity where students study the terms and uncover the differences between them. They focus on these differences and create a poster, skit, web page, or other product that highlights what each term means and how the terms are different. Some type of visual artifact may be posted on a word wall for future reference(Hunsader, Kersaint, Richards, Rubenstein, and Thompson, 2008).

Real-Life Example Mathematical Example

Explanation in Words Visual Example

5. Use of Graphic Organizers: Graphic organizers are an instructional tool that visually

organizes information so that it can be understood, remembered, and applied. These organizers aid students in reading comprehension, writing, and oral conversation. In mathematics, concept webs, charts, KWL charts, Venn diagrams, and the Frayer Model are particularly useful. Graphic organizers allow students to make sense of the important ideas of mathematics. Students make connections between existing knowledge and new concepts to be learned. They are able to organize information obtained from written or oral texts, develop and practice reading strategies, increase retention, activate schema as a pre-reading or pre-listening activity, and organize ideas for writing or discussion. Multiple Representations Charts support students in vocabulary and language development. These charts help students develop conceptual understanding through writing by giving them an opportunity to explain and make connections among vocabulary symbols, concepts, and procedures (Hunsader, Kersaint, Richards, Rubenstein and Thompson, 2008.)

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General Strategies Good for all Content Areas: Strategies and format adapted primarily from What’s Different About Teaching Reading to Students learning English, CAL

Direct Strategies Workshop (Summer 2016).

Dictogloss Activity: To improve listening skills for all learners

1. Instruct students to take out a piece of scrap paper and tell them “You will be rewriting

the paragraph using some words from the text.”

2. Instruct them to listen as the instructor reads the paragraph and tell them, “Record as

many words or phrases as you can.

3. Instruct them to listen to the paragraph again and tell them, “As I reread the paragraph

continue to record as many more words as you can and add anything you missed the

first time.”

4. Instruct them to work with a partner to reconstruct the paragraph using their notes.

5. Have the students share out and read the paragraphs aloud. Compare class responses.

Questions, Questions, Questions: Bloom's Taxonomy- Thinking

Critically Activity

1. Read a passage, review a concept or a skill.

2. On an index card have students, write 3 higher-order thinking (HOT) questions that they

would ask other students or have themselves about the text or concept.

3. When they are done with their questions, stand and form a circle.

4. Play hot potato with the note cards. When the music stops have participants read a few

questions out loud.

5. Think about the questions asked and if they are HOT questions or not. Discuss that

good questions beginning with “How” or “Why” because they make people think critically

to respond.

6. Have students return to their seats with the new notecard.

a. Use the Bloom’s handout to evaluate the level of the questions. Make sure at least

one of the questions is a higher order thinking question. Revise/rewrite questions if

necessary.

b. Respond to at least two of the questions on the opposite side of the note card.

Pass the Note card: 1. Students respond to a prompt or write a “ticket out” on a notecard, then form a

circle.

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2. The teacher plays music and when the music starts, students pass their

notecards to the left like “Hot Potato” until the music stops.

3. The teacher calls on one or more students to read what is on their card, then

starts the music again and continues until appropriate.

Mix and Match: 1. Each student gets a card; students find their matches and discuss

2. Cards may have terms and definitions, affixes/definitions, roots/opposites/matching

content, etc.

Beach Ball Share: 1. Use either one large beach ball or small groups with 7 inch balls.

2. Write numbers on the stripes and create a list of sentence stems to match those

numbers.

3. Students toss the beach ball around and complete the sentence that their right thumb

lands on.

4. Alternately, you can write vocabulary terms, sentence starters, or initial letter sounds on

the stripes.

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ELL Critical Data Matrix Overview:

Based on the work of Steve Gill, school psychologist, Kent School District (Washington state) and

Riverview School District.

Purpose:

Kent City Schools will more appropriately identify students who speak a first language other

than English (ELs) for special education services or interventions using the EL Critical Data

Collection and Analysis Process.

This tool asks teams to gather information about and consider 16 factors when determining

whether an EL should be referred to the PST or should be given more interventions. The tool

offers systematic evidence-based guidance for making decisions regarding ELs.

Terminology:

EL – a student who speaks a first language other than English Qualifies for EL services – an EL who scores between Level 1 and Level 4 on the

placement/annual OELPA.

** RED FLAG FACTORS - These factors are critical, and are given more weight during

decision making. Factor 1: Student’s Primary Language (L1)

Data: ● How does the nature of the L1 compare to the English language (e.g., phonetics, phonology and its predictability,

grammatical structure, writing system)?

● How does the student’s progress in English (e.g., grammatical errors, pronunciation, writing) correspond to

differences in the two languages?

Examples of language characteristics: ● Spanish is phonetically predictable whereas English is fairly unpredictable.

● Languages without articles: Russian, Chinese, Japanese, Farsi, Urdu, Swahili

● Languages without progressive verb forms: French, German, Russian, Greek

● Languages where the verb precedes the subject: Hebrew, Russian, Spanish (optional), Tagalog, classical Arabic

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If the students’ English errors can be explained by the differences between L1 and English (i.e., language transfer errors),

data supports more intervention. If student errors are NOT consistent with language transfer errors, data supports referral.

Factor 2: Other languages spoken by the student Data: Parent interview

● Is the student a proven language learner? Is s/he proficient in multiple languages?

● How does the student’s progress in English compare to his/her proficiency in L1?

● If the student is a proven language learner and they are struggling in English, what are the possible issues/barriers?

If the student is a proven first language learner, data supports more intervention. If the student did not show typical first language development, data supports referral.

Factor 3: Multiple languages spoken in the home Data: Parent interview

● Are multiple languages spoken in the home? What is the pattern of language use—who is speaking what to the student?

● What is the student’s level of exposure to English and what is the nature and competence of the models?

If competent English exposure is minimal outside of school, data supports more intervention. If competent English exposure is widely available outside of school, data supports referral.

**Factor 4: Years of Education in L1 Data:

● How much schooling has the student received in L1? Has s/he had the expected years of education given his/her age

and national/cultural background?

● Has s/he learned how to “do school?”

● Has s/he learned the structure of L1 relative to academic learning? If s/he has had limited formal education in L1, we

are trying to teach them language and school expectations in addition to academic content.

If a student has gaps in schooling in L1, data supports more intervention. If a student has not attended school in L1, data supports more intervention.

If a student has received the expected years of schooling in L1 prior to attending school in the U.S., data supports referral. Factor 5: Parental education in L1

Data: Parent interview ● What is the level of parents’ education and literacy in L1?

● Parental education and literacy (English or not), impacts a student’s development of vocabulary and language

structures and, in turn, school preparedness and rate of learning. Accuracy of parents’ language use also has an effect

on a child’s language development.

● Illiteracy does NOT have a direct correlation with intelligence, especially in countries where education can be difficult

to access.

If parents have limited education and/or limited literacy skills, data supports more intervention. If parents are educated and literate in their first language, data supports referral.

**Factor 6: Student literacy in L1 Data: Parent interview

● What is the student’s level of literacy in L1? How does their literacy in L1 relate to the level of instruction they

received in L1?

● If the student did not learn to read in their primary language, then we are trying to teach the process of reading while

teaching a new language – which slows the learning process.

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If a student was never taught to read in L1, data supports more intervention. If student successfully learned to read in L1, data supports more intervention.

If a student had difficulty learning to read in L1 and is having difficulty learning to read in L2, data supports referral. **Factor 7: Years learning English

Data: EMIS LEP database, parent interview ● How many years has the student been learning English?

● Research shows that WITH appropriate EL services ELs may need 5-7+ years to become fluent and literate in English

and be able to learn at a comparable rate to native English learners.

● This does not mean that you cannot test a child for SPED services—however, it does mean that you need more data to

support a decision to evaluate for SPED eligibility, particularly young students.

If a student has less than 7 years of English language learning, data supports more intervention. More than 7 years of English language learning, data supports referral.

Factor 8: Attendance history Data:

● What has been the student’s attendance pattern and history?

● Poor attendance and inconsistent schooling decreases achievement.

● Every mid-year school transition may cost a student 4 months’ worth of achievement.

If a student has >3 unexcused/yr or total of 15 absences per yr (excused or not), data supports more intervention. If a student has been enrolled in multiple schools/school districts, data supports more intervention.

If there is a history of good attendance and consistent schooling, data supports referral. Factor 9: Approach taken with Tier I EL support

Data: ● Has the student had access to research-based, well-implemented Tier I EL support? (Dual Language, SIOP, GLAD)

● These programs increase children’s access to learning—opportunities and access to learning are critical prior to

making a SPED referral.

If the student has not had access to research-based Tier I EL support, data supports more intervention. If the student has had access to research-based Tier I ELL support that has been implemented with integrity, data supports

referral. **Factor 10: Rate of growth on IPT/OELPA

Data: OSPI Peer Analysis Tool ● Is the student’s rate of English language acquisition similar to peers at the same proficiency level in the school/district

with equal duration of EL services?

● Use OSPI Peer Analysis Tool (via EL facilitators)

If rate of growth similar to like-proficiency level peers, data supports more intervention. If rate of growth is significantly different than like-proficiency level peers, data supports referral.

Factor 11: Intervention description Data: School intervention information, ELL RTI form

● What is the student’s response to evidence-based, well-implemented Tier II intervention?

● Tier II support refers to targeted interventions that supplement Tier I support. Progress monitoring needs to be

frequent and include the student’s individual progress as well as comparison to other students receiving the

intervention.

● 2-3 rounds of intervention and refinement (based on progress monitoring data) should be conducted for EL students.

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If the interventions included baseline, progress-monitoring, and post-intervention data that reflect the objectives/goals of

the intervention, data supports referral. If the interventions had appropriate language and academic goals, data supports referral.

If support was consistent and implemented with integrity during the intervention, data supports referral. If no to any of the above, data supports more intervention. Factor 12: Expectations in the general education classroom

Data: Classroom teacher ● What have been the classroom expectations and work requirements for this student?

● All students should be expected to complete assignments, no matter the level of their language development.

● It is impossible to determine the presence of a learning disability if the student has not produced any work.

If lack of clear expectations, lack of consistent requirements or work production, data supports more intervention. If student has had clear expectations, consistent requirements, and work production, data supports referral.

Factor 13: Classroom observation Data: Observation

● During classroom observations, what is the student’s engagement, attention, participation, and quality of output?

Given appropriate Tier I support, if a student with a history of cognitive engagement is not showing growth at the rate of

like-proficiency level peers, data supports referral. Lack of engagement does not provide any specific data, so will appear neutral on the matrix.

Factor 14: Comparison student data Data: OSPI Peer Analysis Tool – MSP comparison (grades 4-9), school data

● How does the student’s progress in terms of language learning and academic achievement compare to like-proficiency

level peers with similar backgrounds?

● Use the MSP comparison data from OSPI Peer Analysis Tool – Grades 4-9

If growth curve is similar to/better than comparison students, data supports more intervention. If growth curve indicates notably slower growth or lack of response to interventions, data supports referral.

**Factor 15: Parent interview Data: Parent interview

● What has the student experienced in his/her family, educational, and social history? How does it support or hinder

language or academic growth?

● Use the parent interview to find out:

● Environmental history (trauma, loss of a parent, displacement, poverty)

● Educational history (retentions, previous school performance concerns in L1/L2)

If the family interview shows that the student has been a capable learner historically, data supports more intervention. If the family interview shows that there has been an “adverse childhood experience,” data supports more intervention.

If the family interview shows that there have been learning issues in the past, data supports referral. Factor 16: Developmental history

Data: Parent interview ● What is the nature of the student’s birth and developmental history? Are there red flags that may signal

developmental lags or insults to healthy growth/development?

● The developmental history is critical to knowing whether or not there is another explanation for academic difficulties.

Consider: ● Siblings and their development and learning

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● Health history (e.g., illness, injury)

● Milestones

If there is a history of developmental delays, data supports referral. If there is no history of developmental delays, data supports more intervention.

ELL Critical Data Analysis Matrix

FACTORS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Data supports

Referral

Between Neutral and

Supports Referral

Neutral

Between Neutral and

More Interventions

Data supports more

intervention(s)

Red Flag Areas 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Instructions:

1. Complete the matrix by placing the marks into the appropriate squares as the discussion

occurs.

2. As the team discusses each of the 16 points of data, they need to place a checkmark

into the appropriate section of the matrix (e.g., if for factor one the team determined the

data supports more intervention(s), place a checkmark into the corresponding square

focusing only on the specific item number (one at a time).

Then, analyze the matrix as a whole. That is, do the majority of the check marks appear to be

above or below the neutral line (above supporting a referral and below supporting more

intervention(s). If it is unclear, discuss the red flag items and use them as a “tie” breaker. This

is not about a score, so a single item can be more important than the above/below split if it is a

“deal breaker” type item.

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Translation Services Reference Guide:

Multiple Languages:

Bhim P. Dhungana Interpreting Coordinator International Institute of Akron 207 E Tallmadge Ave Akron ohio 44310 E-mail: [email protected] Phone :330-376-5106 Ext 125 ( New extension) Fax:330-247-7441(pri.) or 330-376-0133(sec.) Website: www.iiakron.org

French: Simone Fromm Independent Consultant E-mail: [email protected] Phone: 330.650.6073

Korean: Mao Vue Interpreting Coordinator Asia Service In Action (ASIA) 730 Carroll Street, Akron, OH 44304 Email: [email protected] Phone: 330-535-3263

Farsi:

Parijatha Narahari (Paru) Translation & Interpretation Division Cross Thread Solutions LLC E-mail: [email protected] Phone: (440) 317-0580 Fax: (440) 505-4827 Website: www.ctsol.com

Japanese: Hiroko Baker Independent Consultant Phone: 330-283-7575 E-Mail: [email protected]

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Works Cited: Thompson, Denisse R., Gladius Kersaint, Janet Richards, Patricia Hunsader, and Rheta Rubenstein. Mathematical Literacy: Helping Students Make Meaning in the Middle Grades. Portsmouth, NH: Heinemann, 2008. Print. Arizona Department of Education. English Language Acquisition Services.Individual Language Learner Plan. N.p.: n.p., n.d. Web. 1 Aug. 2016. Kauffman, D. (2007). What’s Different about Teaching Literacy to Students Learning English? McHenry, IL, and Washington, DC: Delta Systems & Center for Applied Linguistics. Gill, Steve, and Ushani Nayakkara. The ELL Critical Data Process: Distinguishing between Disability and Language Acquisition. N.p.: n.p., n.d. Print. *The Kent City School District would like to extend a special “Thank You” to the Hudson City School District for sharing their Handbook with us through Mr. Steve Rogaski, Director of Human Resources and Pupil Services, The Educational Service Center of Cuyahoga County.

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EL Plan of Support

Date of plan: __________ School Year:___________ EMIS Code: (N, Y, L, M or S) ___

*See last page of document for a description of possible EMIS codes*

Type of ESL support: ☐Consult ☐SIOP ☐Pull-out

ESL Benchmarking: ☐AIMSWeb ☐Other:

Other services? ☐Wilson ☐Speech ☐Sp. ED (see IEP) ☐ Title 1 ☐Other:

Standardized testing accommodations: ☐Word to word dictionary ☐Read aloud

☐Extended time ☐Translator ☐ Other:

Suggested classroom accommodations: ☐Classroom buddy ☐Pre-teach

vocabulary ☐Allow use of dictionary or electronic translator ☐Extended time for

tasks ☐Shorten tasks ☐Modify tasks ☐S/U Option ☐Other:

Proficiency Level:

______________________________________________________________

Date of Assessment: ___________

Name: DOB:

Gender: Years in School:

Home Language: Translator:

If yes, contact:

School: Grade:

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Behavior notes/classroom teacher observations (if available):

Proficiency Measure:

____________________________________________________________

Description of proficiency from ELPA 21 Standards at a Glance:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

________________________________________________

Receptive Modalities:

ELL can. . .

Productive Modalities:

ELL can. . .

Integrated Modalities:

ELL can. . .

ESL Teacher (sign & print):

______________________________________________________

Classroom Teacher (sign & print):

_________________________________________________

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Counselor/Administrator (sign and print):

___________________________________________

Limited English Proficiency (LEP) Status Element Record Field Number FD170

Definition The Limited English Proficiency status of a student.

Valid Options:

“N” – No - The student is not Limited English Proficient.

“Y” – Yes - Limited English Proficient student who has been enrolled in U.S. schools for

more than 360 school days (or the equivalent of two school years); OR Previously

exempted from taking the spring administration of either of the State’s English language

arts assessments (reading or writing).

“L” - LEP – Enrolled in U.S. Schools for First Time A recently arrived Limited English

Proficient student who has been enrolled in US schools for no more than 180 school

days.

“M” - LEP – Trial-Mainstream A student considered to be in a Trial-Mainstream period.

A student remains in the trial-mainstream period until he/she is reclassified from LEP.

“S” - LEP – Enrolled in U.S. Schools for 2nd Year A recently arrived Limited English

Proficient student who has been enrolled in US schools for more than 180 school days

and less than 360 days (or the equivalent of two school years).