esl handbook 2019-2020 policies and procedures for
TRANSCRIPT
ESL HANDBOOK
2019-2020
POLICIES AND PROCEDURES
FOR TEACHING
ENGLISH LEARNERS
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TABLE OF CONTENTS
I. INTRODUCTION OF BENTONVILLE SCHOOLS’ ESL PROGRAM ___ 4
A. VISION STATEMENT _______________________________________________________________________ 4
B. BELIEF STATEMENTS ______________________________________________________________________ 4
C. GOALS OF THE ESL PROGRAM ____________________________________________________________ 4
D. BENTONVILLE SCHOOLS’ ESL STAFF ______________________________________________________ 5
E. ACRONYMS FOR ADE AND ESL ____________________________________________________________ 7
F. LANGUAGE INSTRUCTION EDUCATIONAL PROGRAM COMPONENTS _________________________ 8
II. PROCEDURES FOR SERVING LM AND ENGLISH LEARNER STUDENTS 13
A. IDENTIFICATION OF POTENTIAL EL STUDENTS ____________________________________________ 13
B. ASSESSMENT (INITIAL AND ANNUAL) _____________________________________________________ 15 1. Initial Assessment of Potential EL (LEP) Students ______________________________________________________ 15 2. Annual English Language Proficiency Assessment _____________________________________________________ 19 3. Procedures for Notifying the School of Assessment Results _____________________________________________ 19
C. PROGRAM DESIGN AND IMPLEMENTATION ________________________________________________ 20 1. Placement (ALP) ___________________________________________________________________________________ 21 2. ESL Programming and Curriculum ____________________________________________________________________ 24 3. Staffing (and Professional Development) ______________________________________________________________ 30 4. Student Exit and Follow-up Monitoring ________________________________________________________________ 31 5. Parent Engagement and Communication ______________________________________________________________ 34
D. SEGREGATION AND FACILITIES ___________________________________________________________ 37
E. ACCESS TO ALL DISTRICT PROGRAMS ____________________________________________________ 39
F. MAINTENANCE OF RECORDS _____________________________________________________________ 41
G. EVALUATION OF ESL PROGRAM AND MODIFICATIONS _____________________________________ 42
III. APPENDICES ___________________________________________ 43
A: FORMS __________________________________________________________________________________ 43
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CO-AUTHORS Christie Jay, Bentonville Schools, Director of Federal Programs Denise Estrada, Bentonville Schools, ELD Specialist: Program Coordination Ginger Mayes, Bentonville Schools, ELD Specialist: Curriculum and Instruction CONTRIBUTORS TO THIS HANDBOOK
Fayetteville School District/ESL Office Staff Fort Smith School District/ESL Office Staff Rogers School District/ESL Office Staff Springdale School District/ESL Office Staff Northwest Arkansas Education Service Cooperative/ESL Coordinators Arkansas Department of Education Mark Vasquez, Attorney and former OCR investigator from Dallas, TX
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I. INTRODUCTION OF BENTONVILLE SCHOOLS’ ESL PROGRAM
A. VISION STATEMENT
Bentonville Schools is dedicated to leading learning through innovation, collaboration, and dedication in which all students gain the academic and personal skills needed for lifelong learning and success. With the district’s goal in mind, it is the ESL program’s overall vision to serve and support our English Learner (EL) population so that it is 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.
B. BELIEF STATEMENTS
Bentonville Schools’ ESL program believes that an:
Effective education of every ELL is the responsibility of all educational personnel.
Effective education requires that excellent supplemental services are rendered to ELL students
who meet specific criteria and need these services to be successful.
Effective programming for ELL students respects and celebrates all students’ native languages
in the contexts of both school and community.
Effective education promotes the belief that it is advantageous for ALL.
C. GOALS OF THE ESL PROGRAM
Bentonville Schools’ ESL Program goals:
To fully support English Learners to meet the demands of the Arkansas Academic
Standards and the English Language Proficiency Standards
To provide support to English learners so that they successfully learn how to effectively
communicate in English in academic and social settings while acquiring content knowledge
and skills in multiple disciplines.
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D. BENTONVILLE SCHOOLS’ ESL STAFF
ESL Coordination District Administrator – Christie Jay
Curriculum and Instruction Specialist – Ginger Mayes Program Coordination Specialist – Denise Estrada
Program Assistant/District Translator/Parent Liason-Maria Snyder
CAMPUS ESL STAFF PRINCIPAL/ASSISTANT
Apple Glen ES Heather Miller Tracey Wood
Kendra Schacht
Centerton
Gamble ES
Angela Bookout Randall Hunt
Kim Foerester
Central Park ES Jocelyn Laurila Karrie Arbuckle
Matt Allen
Cooper ES Emilee Helmuth Chad Mims
Rachel Manus
Elm Tree ES Christine Mains Amy Simpson
Jeff Antuna
Mary Mae Jones
ES
Martha Skidmore
Maria Herrera
Angie Stafford
Suzy Hubbard
Osage Creek ES Angela Hagedorn
Sarah Rekus
Lisa St. John
Brooke Dancer
R. E. Baker ES Patty Treese
Malissa Lopez Horlock
Josh Draper
Nick Lyons
Sugar Creek ES Emilee Helmuth Stephenia Summerford
Adrienne Gunter
Thomas Jefferson
ES
Christine Mains Stacee Freeman
Tiffany Snodgrass
Willowbrook ES Lindsey Franklin
Delfina Moreno
Dodie McDaniel
Cindy Dewey
Christine Hamilton
Ardis Ann MS Ashley Churchman Marilyn Gilchrist
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Reid Pierce
Bright Field MS Ashley Churchman Aaron Gaffigan
Bonnie Baggett
Creekside MS Kathryn Allen Jeff Wasem
Tiffany Ansel
Old High MS Brittany Haden Chomphosy Leslie Lyons
Jason Brunner
Ruth Hale Barker
MS
Kennedy Cable
Eric Hipp
Allison England
Fulbright JHS Moriah Hamby Bradley Webber
Ruth Canard
Lea Herndon
Danielle Renfroe
Lincoln JHS Brittany Haden Chomphosy Don Hoover
Kim Fernandez
Tacuma Williams
Washington JHS Cheri Keyes Tim Sparacino
Blake Cook
Bryan Hale
Bentonville HS Shelly Harris Jack Loyd
Ben Lewis
Julia Woods
Tanya Vaughn
Rose Sexton
Greg Puckett
Joshua Vest
Bentonville West
HS
Diane Shaddoxx Jonathon Guthrie
Sarah Miser
Josh Thompson
Leann Barnwell
Skyler Brown
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E. ACRONYMS for ADE and ESL
Acronym Meaning
ALP Alternative language program
AMAOs Annual measurable achievement objectives (for Title III only)
AMOs Annual measurable objectives (formerly AYP)
AYP Adequate yearly progress
BICS Basic interpersonal cognitive skills
CALP Cognitive academic language proficiency
CCSSO Chief Council of School and State Officers
CRT Criterion referenced tests
ECL English competency level
ELD English language development
ELL/EL English language learner/English learner
ELP English language proficiency
ELPA English language proficiency assessment
ELPA21 Current Arkansas English language proficiency assessment
ELPD English Language Proficiency Development Framework
ESEA Elementary and Secondary Education Act
ESL English as a second language method of instruction
ESOL English to speakers of other languages
ESSA Every Student Succeeds Act
FEP Fluent English proficient
FES Foreign Exchange Student
GRRM Gradual release of responsibility model
HLUS Home language usage survey (formerly HLS (Home Language Survey))
IF Instructional facilitator
L1/L2 L1 = primary or first language. L2 = second language
LEP Limited English proficient – synonym of ELL but has more negative connotation
LMS Language minority student – synonym of PHLOTE but has a more negative connotation
LPAC Language placement and assessment committee
NGSS Next Generation Science Standards
NRT Norm referenced test (e.g., ITBS)
OCR Office of Civil Rights
PHLOTES Primary home language other than English students
PSI Parent student interview
SIOP Sheltered instruction observation protocol – a model
SOLOM Student Oral Language Observation Matrix
SWD Student with disability (formerly SPED)
TAGG Targeted achievement gap group
TESS Teacher excellence support system (new teacher evaluation 2014-15)
TESOL Teaching English to speakers of other languages
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F. LANGUAGE INSTRUCTION EDUCATIONAL PROGRAM COMPONENTS
The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand.
The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information.
This 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
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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.
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
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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.
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. An IEP 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 ensure 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
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
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Reinvestment Act, 2009
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.
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.
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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.
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II. PROCEDURES FOR SERVING LM AND EL STUDENTS
Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Usage Survey (HLUS) is required for all students. Moreover, the HLUS assists the district in identifying all national origin minority students who have a primary (first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of identifying PHLOTE students.
A. IDENTIFICATION OF POTENTIAL EL (LEP) STUDENTS
Students enroll in their neighborhood school. To comply with the requirements of Title VI, EL (LEP) students must be identified during the enrollment process. As part of the enrollment process, all parents/guardians must complete the home language usage survey (HLUS) form for every child enrolling. Appendix A/1-5 Home Language Usage Surveys Families registering children may be assisted in completing the documents and registration materials on-site, as needed. Bentonville Schools uses the HLUS results to determine the need for further English language proficiency (ELP) screening and possible English for Speakers of Other Languages (ESL) services. If the family indicates a language other than English on the HLUS, the enrolling school registrar notifies the ESL Center of the potential need for screening. The student is at this point identified as a Language Minority Student (LMS). The ESL Center is located at 1002 SE 14th St., Bentonville, AR.
The primary purpose of the HLUS is to determine if the student is proficient in English versus determining dominant language. A student may speak English more than the primary or home language yet not be proficient in English yet. Proficiency in English refers to how well the student can speak, read, write, and comprehend the language; referred to as the “four modalities.” This proficiency will allow the student to participate meaningfully in the classroom. (Mark Vasquez, OCR Attorney)
In the event that a teacher or administrator is concerned with a student’s performance and is concerned that the student may not have been screened during the initial enrollment process, the school should first review the student’s HLUS form.
If the HLUS indicates a language other than English, the school’s ESL teacher notifies the
ESL Center of the need for screening.
If the HLUS form does not indicate a language other than English, a conference is scheduled
with the student’s parents to determine if there has been a misunderstanding regarding the
HLUS. This conference may be via telephone, as well as face to face.
If this conference results in the HLUS being revised, the enrolling school registrar or ESL
teacher notifies the ESL Center of the need for screening.
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If this conference results in no changes to the HLUS, building staff should look at other
potential causes for the lack of student success. Language may not be the cause of the
student’s problem.
However, if the building staff believes that the parent/guardian is not accurately responding to
the HLUS, the teachers must still provide the same classroom scaffolding recommended for
otherwise identified ELL students.
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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.
B. ASSESSMENT (INITIAL AND ANNUAL)
Initial assessment of ELs is critical to correctly placing and providing appropriate services. A trained English Language Development (ELD) specialist assesses the student’s English proficiency with the ELPA21 screener. Results from another Arkansas school district or another state where the ELPA21 is administered may also be used for ESL placement scores.
1. INITIAL ASSESSMENT OF POTENTIAL ELL (LEP) STUDENTS
If the HLUS indicates a language other than English, Bentonville Schools’ ELD specialist will confirm the need for assessment and screen the student for English language proficiency (ELP). When a new LMS enrolls in Bentonville Schools, the parent/guardian and student will come to the ESL Center office for the purpose of an initial assessment of English proficiency. A Parent Student Interview (PSI) will also be completed at the ESL Center. ESL program options offered at the student’s grade level will be explained to the parents. Parents/guardians will be provided information explaining their rights. Notification and an initial placement form will be sent to parents/guardians. An interview is conducted with the student’s parents or guardians and recorded on a PSI form. Appendix A/6-7 Parent Student Interview (English and Spanish). This interview should be conducted by the ESL Center staff. The PSI is scanned into Webview. Information gathered about the student by the PSI includes:
Previous schools attended.
Length of enrollment in U.S. schools.
Parents’ assessment of the student’s native language literacy.
Parents’ assessment of the dominant language of the student.
The student’s special education history, if applicable.
Screening Decisions
If the student has been enrolled in an Arkansas public school, ESL Center staff will contact the
previous school for all ELPA assessments. Other records will be requested, as on all
students, to include any criterion referenced test (CRT) and/or norm referenced test (NRT).
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If the student is newly arrived, or does not have an ELP proficiency determination assigned by
an Arkansas public school, ESL Center staff will screen the student using the ELPA21
screener assessment.
Occasionally, responses on a student’s HLUS may result in a “false positive” identification as a
Language Minority student. If it is determined that a student is NOT truly a Language Minority
student, the ESL Center will document the reason why on the Notification of No Need for ESL
Testing. Appendix A/14 Notification of No Need for ESL Testing
If the HLUS indicates all English, but the student was identified as an ESL student (not exited)
in any previous school, the student will be recognized as an ESL student in Bentonville
Schools. If the student does not have the previous year’s proficiency determination from the
ELPA21 summative assessment, the ESL Center staff will administer the ELPA21 screener
and proceed according to the results.
The ELPA21 screener is used by all Arkansas public schools to measure the English language proficiency of students who have recently arrived in the U.S. or from another state where the ELPA21 is not used. It can help to determine whether or not a child is in need of ESL services, and if so, at what level. The ELPA21 screener is designed to be administered to potential EL students by trained staff. All four domains – listening, speaking, reading, and writing, should be completed during the initial administration of the assessment. When the results are available, Bentonville Schools’ ESL Center notifies the building’s ESL teacher and the K-6 registrar OR 7-12 counselor of the ELPA21 screener results. The building ESL teacher or designee will then contact the classroom teacher(s) as it is crucial that classroom teachers be informed of the ELPA21 results as well as any other data. Parent Notification of Initial Assessment Results and Parent Rights The Elementary Secondary Education Act (ESEA), as amended in 2015 by the Every Student Succeeds Act (ESSA), requires the parents/guardians’ to be notified of their student’s English language proficiency level, program options, and parents/guardians’ rights in a language or form they understand within 30 days of the beginning of the school year or 2 weeks thereafter. Appendix A/8-13, Notification of Placement (English and Spanish) and Notification of Student’s Fluent English Proficiency (English and Spanish). Parents of an EL student have a right to refuse ESL services or opt their student out of the ESL program. Parents who wish to opt their student out of the ESL program must meet with the ELD Specialist who will explain the benefits of the student remaining in the ESL program. If the parent still wishes their student not be in the ESL program, the parent must sign the Parent Refusal of Services form. The ELD Specialist must review the following information with the parent before the letter is signed:
The student will still participate in the annual ELPA21 assessment until the child meets
exit requirements;
The student will still be classified as LEP/EL in the student information system and
in state reporting;
The student will still be considered an EL and his/her academic progress will be
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monitored by Bentonville Schools staff;
The student may be re-enrolled into the ESL program with parental permission;
The student is still allowed LEP(EL) accommodations on state assessments.
All forms signed by EL parents will be scanned by ESL Center staff into the online file for each student. Appendix A/15-16 Notification of Parent Refusal of ESL Services (English and Spanish)
Referral for ESL Services Sometimes students are initially assessed and score proficient on the screener. Then, when they enter the classroom and encounter the academic rigor of content language, students may struggle academically. If a teacher or parent/guardian feels that a student’s struggle is related to language development, it may be possible to reassess and offer ESL services to the qualified student. To begin the referral process, the classroom teacher completes an EL Referral form where the teacher documents attempted interventions used as well as communication with parents related to language concerns. Upon receipt of the EL Referral form, an ELD specialist meets with the referring teacher regarding the teacher’s observations to validate the need for conducting an English language screening. The ELD specialist administers the assessment. Once the results of the screening assessment are available, the ELD specialist contacts the referring teacher and has the teacher contact the parents/guardians informing them of the results. The ELD Specialist sends the appropriate notification to the parents/guardians, and ESL services are provided, if the student qualifies. Appendix A/17 Student Referral . Foreign Exchange Students (FES) should be assessed by the initial screener when the HLUS they complete has any language other than English indicated. A FES may qualify for the same English language services provided other students with a primary home language other than English. A FES identified as a LMS and assessed as an EL is included in eSchool as an LEP/EL. An FES who is counted as an LEP/EL is required to take any assessment required of an EL or LMS who is not a FES.
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Legal Guidance for Identification Assessment and ESL Services
The legal guidance for the policies and procedures to identify, assess, and provide services has been provided to us by US Department of Education and the exact language is as follows:
"Title VI of the Civil Rights Act of 1964 (Title VI) prohibits discrimination based on race, color, or national origin in programs or activities receiving Federal financial assistance. Title VI provides that “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” In Lau v. Nichols, the U.S. Supreme Court held that school districts must take affirmative steps to help students with limited English proficiency (LEP) overcome language barriers so that they can participate meaningfully in each school district’s programs. See 414 U.S. 563 (1974). Based on the language of Title VI and the Lau holding, such a foreign exchange student is a “person in the United States,” (and if that student has a non-English language background) the Lau provisions would therefore apply. Also, under the ESEA, an LEP exchange student would not be exempt from any Title I required assessment, specifically, in this case, the ELP assessment. An LEP student, who happens to be a foreign exchange student, would also be included in an LEA’s count of LEP students for purposes of allocating funds under 3114(a) of the ESEA."
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2. ANNUAL ENGLISH LANGUAGE PROFICIENCY ASSESSMENT The Every Student Succeeds Act requires states to administer an assessment designed to measure students' progress in attaining proficiency, including a student's level of speaking, listening, reading, and writing skills in English. ELPA21, the English language proficiency assessment, was developed to meet these requirements. This assessment is given annually to ALL EL students regardless of whether they are being served in the ESL program. The ELPA21 consists of four tests designed to measure academic and social language proficiency in the four domains of language. The purpose of the ELPA21 is to measure progress. Parents are notified annually of the progress their student is making towards English proficiency. Once a student meets the proficiency criteria, the exiting process will be initiated. (See section C.4. Exiting, Reclassification, and Monitoring). Schools are held accountable for their ELPA scores through a value-added growth model that uses students’ prior score history on state English Language Proficiency assessments to determine an expected growth trajectory. The difference between current year ELPA21 scores and students’ expected scores is used as a proxy measure of whether the students met, exceeded, or failed to meet expected growth in English Language Proficiency. The student-level differences are aggregated to the school level to provide a school-level metric for English Learner progress in English Language Proficiency.
3. PROCEDURES FOR NOTIFYING THE SCHOOL OF ASSESSMENT RESULTS
As soon as a student is assessed for ESL services, the ELD Specialist will share the ELPA21 results with the student’s school. An ESL Center staff member will scan all testing and parent forms into the student’s electronic file and will update eSchool and the ESL Center database of the student’s placement status. Then, a blank Language Proficiency Assessment Committee (LPAC) form will be sent to the ESL Designee at the student’s building to determine appropriate language services, instructional scaffolding and assessment accommodations. Responsibilities of the LPAC are addressed in Section C. Program Design and Implementation. All protocol paperwork used to place students in the ESL program is in Appendix A and will be referred to specifically as each applies to the procedures in this handbook.
OCR recommends districts review the policies and procedures for identifying and serving LM and EL students each year at the beginning of the school year with all administrators, faculty, and non-certified staff. (Mark Vasquez, OCR Attorney)
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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 OR a mainstream teacher, 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.
C. PROGRAM DESIGN AND IMPLEMENTATION
Once a school district identifies the need for an alternative language program, it must implement the program effectively. The program must be based on a sound educational approach. A specific type of program is not required under federal law, however, the educational theory relied on by the district should be recognized by experts as a legitimate English language remediation theory. When choosing a program, the district must have a description of the program components and activities. This must be supported by rational methodologies and reasonably calculated to succeed in meeting the needs of the students. Furthermore, after a school district has chosen its respective program, then the district must properly implement the program to comply with Title VI. Again, the programs may take the form of bilingual education, English as a Second Language, English Language Development, Structure Immersion, etc. Please note that experts have not recognized tutoring or translation as sound. These techniques usually refer to services delivered by paraprofessionals who are not certified to teach. Such services may be effective to augment a recognized alternative language service model to help limited-English students keep up academically with peers. However, used in the absence of such approaches, as ESL or bilingual education taught by qualified teachers, the approaches are not legally acceptable methods to educating limited-English proficient students. (Mark Vasquez, OCR Attorney)
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Districts should decide the program design that will serve as its ALP. Neither OCR nor ESSA dictates the program design for any state or district. Arkansas has determined that ESL will be the ALP method, but has also left to the discretion of each district how it meets the requirements outlined in OCR. The only guidance provided by OCR is based on a 1974 case that was decided by the Equal Education Opportunities Act. “However, OCR determined that the standards reasoned by the Court were appropriate in determining whether programs for LMS meet the requirement of OCR.” This court case was Casteneda v. Pickard. As a result, the three-part test to evaluate the adequacy of the district’s ALP is summarized as: 1. The program design and curriculum must be educationally sound based on research for ELLs. 2. The district must provide sufficient staff and resources so as to support the program effectively. 3. Finally, the program must be evaluated periodically and changed or revised if results indicate ELLs are not making progress toward English proficiency in all four domains.” There will be more in this handbook on service delivery types and curriculum. 1. PLACEMENT (ALP) Federal law requires that every school establish a Language Proficiency Assessment Committee (LPAC). At a minimum, the LPAC will include an ESL teacher, a building administrator, and a certified teacher familiar with the student’s data and classroom performance (a counselor may serve as the 7-12 certified teacher). Other LPAC members may include classroom teachers or other teachers familiar with the student. This LPAC is responsible for recommendations regarding the identification, program placement, and reclassification of EL students.
Eligibility for ESL services should be determined by the ELPA21 screener or the ELPA21 results. The LPAC will be formed at the beginning of the school year, and will meet as needed. The LPAC is required to identify, review, and place EL students in the appropriate instructional ESL program. Parents are notified of placement within 30 days at the beginning of the school year, and 14 days after school has started. Timely scheduling of LPAC meetings is crucial in placing EL students within the required time period and in determining eligibility for state funding. All students must be appropriately identified, placed, and entered into eSchool by October 1.
LPACs are responsible for the following: 1. Reviewing all pertinent information on all students in grades K-12 whose primary and/or
home language is other than English for the purpose of initial and continued program placement and reclassification (exiting or re-entry).
2. Determining the level of language proficiency and level of academic achievement of each EL student based on current ELPA21 results, classroom performance, and results of standardized assessment.
3. Recommending program placement and any research-based instructional scaffolding and/or interventions based on student's language and academic needs, including referrals for gifted and talented or special education screening.
4. Reviewing pertinent student data to determine standardized assessment accommodation decisions based on federal and state laws pertaining to the assessment of EL students. All EL students, except for those in exiting status, are eligible for ADE allowed accommodations. See the LPAC Decision form for a list of available accommodations. Appendix A/18 LPAC Decision Form. Assessment accommodations must be used in the classroom regularly in order to be used on standardized assessments. A list of approved Word to Word Dictionaries can be found on the ADE website.
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5. Informing the ESL Center of any documentation that needs to be added to an EL’s scanned file.
6. Reviewing student progress on language and academic assessments to determine change in ESL programming, instructional scaffolding, or assessment accommodations.
7. Notifying parents of their student’s initial placement and annual progress made in becoming English proficient.
8. Reviewing and documenting progress of EL students with parent ALP waivers and recommending instructional scaffolding as necessary.
9. Making annual decisions based on ELPA21 results, classroom performance, and standardized assessment scores.
LPAC decisions are based on the ELPA21 results, any achievement test data, classroom performance, and teacher observation. LPACs will meet for the following purposes to determine placement, instruction, scaffolding, and assessment accommodations:
1. Initial Placement Decisions: The LPAC decides the least restrictive and optimal setting for each student based on the initial ELPA21 assessment data, academic records from prior school(s), and other available information. Initial placement decisions are recorded on the LPAC Decision form. LPAC Decision forms are sent to the ESL Center for approval, scanning and parent notification.
2. Annual Reviews (Summatives): Annual reviews (summatives) are completed by the LPAC to consider the services offered to ELs, recommended instructional scaffolding and standardized assessment accommodations for the next school year. Appendix A/19 Annual Summative for K-8. At the beginning of the new school year, upon receipt of ELPA21 scores, the LPAC shall conduct meetings to review Summative recommendations and standardized testing data from the previous spring. It is imperative and required by federal law that the school LPAC functions and meets as a team when making decisions that impact ELs. LPAC Decision forms are sent to the ESL Center for approval, scanning, and parent notification.
3. Exit and Reclassification Decisions: When a student has met the criteria to be exited and reclassified, the LPAC reviews all criteria and decides whether or not the student is eligible for this process (See Exiting/Reclassifying and Monitoring in section C.4.)
4. Classroom/ESL Teacher Concerns: If a classroom teacher has concerns about the performance of an EL, the LPAC can meet during the course of the school year to discuss possible solutions.
5. Parent Concerns: ESL designees and teachers are encouraged to maintain open communication with parents so that parents feel comfortable sharing their questions and concerns related to their student’s language and academic development.
Procedures related to LPACs:
All LPAC decisions will be entered into the district ESL database. All original paperwork will be
scanned into the student’s electronic folder.
If the student’s ELPA21 screener results indicate overall English proficiency and the student
has 2 additional pieces of evidence demonstrating proficiency, then exiting and monitoring will
be initiated. The student is identified as a Monitor Year 1 student. (See Exiting/Reclassifying
and Monitoring in Section C.4.)
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If the student’s ELPA21 screener results identify the student as an EL, it is recommended that
the student receive appropriate ESL services. The LPAC is convened to complete the LPAC
Decision form. Once completed, the student’s LPAC.Decision form is submitted to the ESL
Center for approval and processing.
The ESL designee coordinates and attends all LPAC meetings. An ELD specialist from the
ESL Center should sign all LPAC forms before scanning into the student’s file and mailing to
the parents.
At a minimum, an ESL teacher, a building administrator, and a certified teacher familiar with
the student’s data and classroom performance (a counselor may serve as the 7-12 certified
teacher) must attend LPAC meetings. A minimum of these three signatures are necessary for
the LPAC Decision form. Other LPAC members may include classroom teachers or other
teachers familiar with the student.
If applicable, a Special Education/GT teacher should attend all LPAC meetings for ELs who
are dually served. Likewise, an ESL teacher should attend all IEP meetings for ELs who are
dually served.
Grade Placement Grade placement is determined by Student Services. The students, regardless of the most recent location of schooling or home, will be placed in a grade according to the Bentonville Schools’ District Handbook. Most K-8 students will be placed according to age. If the students are old enough to attend grade 9, the students are placed according to credits earned. In some cases, an ELD Specialist may be included in the conversation of grade placement.
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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.
2. ESL PROGRAMMING AND CURRICULUM
Once a student has been identified through the home language usage survey as requiring a screening assessment, screened for language proficiency, and assigned an ELP performance level of progressing or emerging, he/she is placed in an instructional program. ESL services consist of direct language development instruction delivered by a certified ESL teacher. The amount of instructional time depends on the grade level and proficiency score of the EL student. Supplementary and/or adapted materials may be used as appropriate to enhance language acquisition
Elementary and Middle School Services (K-6)
The LPAC determines the amount of time allotted for direct service and who will provide the instruction. These decisions are made on a student-by-student basis. The results of the assessment of the student’s language proficiency determination and academic skills provide the basis for determining the ESL instructional placement, time allotment, and focus of services. In general, the lower the student’s proficiency level, the more intensive the ESL services. A more intensive program at the beginning helps the student progress faster in his/her language development. ESL services may include in-class assistance, a pullout program, consultation, or a combination of different delivery models. The ESL teacher and the classroom teacher(s) are responsible for ensuring communicative, cognitive, and academic progress. Since the general education classroom is a critical site for social and academic language development, the learner is immersed in the language of the classroom. The role of the ESL teacher in the elementary and middle grades is one that supports the EL by providing small group instruction in a variety of settings. ELs learn so much from their English speaking peers and from explicit lessons taught to develop their oral and written language skills. The following are sample service delivery types used in the schools:
Mainstream classroom with English speaking peers: In this model, a general
education teacher provides content area instruction for all students while using
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differentiation strategies for ELs, SWD, and other students as needed to make the
content comprehensible for ALL students. This model is used in grades K- 12.
Consultation/Collaboration: ESL teacher consults with general education teacher on a
regular basis to assist the teacher in planning instruction for the EL. The ESL teacher
models strategies, presents demonstration lessons, provides resources, helps identify
essential standards and vocabulary, and monitors EL student achievement. The ESL
teacher’s collaboration time is focused on supporting general education teachers who
have emergent EL students since these students require specialized instructional
strategies and greater accommodations and instructional scaffolding to be successful in
the general education classroom. The ESL teacher consults with the general education
teacher to identify the key component(s) in lessons for integration in the instruction of
English language development.
K-6 English Language Development (ELD) Program: This is designed for students who
are non-speakers, limited speakers and/or limited in reading and writing in the English
content areas. Students’ lessons are shared between ESL and mainstream instruction.
Students receive ELD instruction in addition to learning in the general education classroom.
Typically, EL students are taught in a small group setting consisting of only EL students.
ELD classes may be composed of students from one language group or from different
language backgrounds. Students may also be grouped by grade-level or proficiency level.
English instruction is adapted to students’ proficiency levels.
Co-teaching/Inclusion: In this model, ESL teachers push into a grade level or core
content classrooms to support content instruction. ESL teachers support the academic
content being taught by reinforcing academic vocabulary, using ESL-specific instructional
strategies, adapting materials, instruction, and curriculum based on individual student
language needs, etc. It is a district expectation that ESL teachers who are co-teaching or in
an inclusive environment plan and modify instruction with the classroom/core area teachers.
EL students receive support in the content areas as well as ESL instruction on the nuances
of the language. Instruction supports the needs of all students.
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Secondary – Junior High and High Schools (7-12) All services are designed to enable EL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the English Language Proficiency Standards and the Arkansas Academic Standards. All teachers are certified, and many are ESL Endorsed or trained in ESL strategies. A student’s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC). Students are served in one or more of the classes listed below:
Mainstream Classrooms - In this model, a general education teacher provides content area
instruction for all students while using differentiation strategies for ELs, SWD, and other
students as needed to make the content comprehensible for ALL students. This model is
used in grades K- 12.
Language Acquisition – This course is offered primarily to emerging students who are non-
speakers, limited speakers and/or limited in reading and writing in English. Language
Acquisition is focused on the vocabulary acquisition and language development of students
and is designed to develop students’ skills in speaking, listening, reading and writing.
Content Classes with ESL endorsed or highly-trained Teachers - English, math, science
and social studies courses are taught by teachers trained in ESL methodologies to teach
language and content simultaneously.
Sheltered English Foundation Classes – These courses are offered to high school students
who are non-speakers, limited speakers and/or limited in reading and writing in English.
Content classes are offered in English, math, science, and social studies as needed. In
these classes, a focus is placed upon developing language skills while acquiring content
knowledge and skills.
ESL Advisory – This advisory period is offered to ELL students with an ESL-endorsed
teacher to receive assistance as needed.
Critical Reading - Critical Reading is designed to accelerate reading growth by
strengthening comprehension in high school grades. Students will evaluate fiction and
nonfiction texts and multicultural literature of diverse formats (e.g., print media, digital texts,
fiction and nonfiction books and articles) and genres.
Math Labs – These labs are offered to students in combination with their math class to provide additional support with mathematical instruction.
Ignite Professional Studies - The Ignite Program provides students with real, relevant learning experiences in collaboration with regional businesses, non-profits, and industry professionals. Ignite professional studies are designed to align with future opportunities in the community. Courses are designed for juniors and seniors at the high schools.
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Arkansas Academic Standards and English Learner Proficiency Standards
Arkansas law recognizes that "students in Arkansas deserve the best education that the citizens can provide." This education must produce academically competent students who can demonstrate their competency in the core curriculum and who can apply their knowledge and skills. Arkansas’ Learning Standards are defined in the Arkansas Curriculum Frameworks, which are discipline-based and clearly describe what students must know and be able to do in each academic content area. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local district, without rigidly prescribing every element of the local curriculum.
English Learner Proficiency Standards Introduction (from the CCSSO document) The Council of Chief State School Officers (CCSSO) has utilized the services of WestEd and the Understanding Language Initiative at Stanford University to develop a new set of English Language Proficiency (ELP) Standards. The ELP Standards, developed for K, 1, 2-3, 4-5, 6-8, and 9-12 grades, highlight and amplify the critical language, knowledge about language, and skills using language that are in college-and-career-ready standards and that are necessary for English learners (ELs) to be successful in schools. The 10 ELP Standards highlight a strategic set of language functions (what students do with language to accomplish content-specific tasks) and language forms (vocabulary, grammar, and discourse specific to a particular content area or discipline) which are needed by ELs as they develop competence in the practices associated with English language arts (ELA) & Literacy, mathematics, and science (Bunch, Kiber, & Pimentel, 2013; CCSSO, 2012; Lee, Quinn, & Valdez, 2013; Moschkovich, 2012; van Lier & Walqui, 2012). The five ELP levels for each of the ELP Standards address the question, “What might an EL’s language use look like at each ELP level as he or she progresses toward independent participation in grade-appropriate activities?”
The 10 English Language Proficiency (ELP) Standards are organized according to a schema that represents each standard’s importance to ELs’ participation in the practices called for by college- and-career-ready ELA & Literacy, mathematics, and science standards. In the complete ELP Standards document, the ten standards are linked to K-12 Practices in math, science, and ELA as well as to the CCSS ELA/Literacy Standards.
Standards 1 through 7 involve the language necessary for ELs to engage in the central content-specific practices associated with ELA & Literacy, mathematics, and science. They begin with a focus on extraction of meaning and then progress to engagement in these practices.
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.
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5. Conduct research, 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.
Standards 8 through 10 hone in on some of the more micro level linguistic features that are undoubtedly important to focus on, but only in the service of the other seven standards.
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.
Statewide Assessments
Every student attending an Arkansas public school shall participate in the statewide program of educational assessments required in Ark. Code Ann. §§ 6-15-419, 6-15-433, 6-15-2009
The ACT Aspire end-of-year summative assessment will be used to assess all Arkansas public school students in grades 3-10 unless they qualify for an alternate assessment. Each student will participate in English, reading, writing, math and science tests.
Arkansas law (Act 930 of 2017) requires the administration of a developmentally appropriate measurement or assessment for kindergarten through grade two (K-2) in literacy and mathematics. To meet this requirement, while providing districts some flexibility, beginning in the 2017-2018 school year, each district will be able to select the assessment that best meets the needs of their K-2 students. School districts will be allowed to choose from a list of state approved assessments for their K-2 students.
The three K-2 assessments are:
Istation - ISIP
NWEA - Map for Growth
Renaissance – Star
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Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected alternative language program. 1. All Teachers (e.g., Regular, Special Education, etc.):
The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP students in the formal alternative language program, the regular program, the special education program, or any other academic program will receive the training and skills necessary to carry out the selected alternative language program (ESL). All teachers instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESL strategies).
2. Alternative Language Program Teachers (ESL): The district shall staff its alternative language program with teachers certified and endorsed by the state to teach in these programs. Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers and will concurrently require them to work towards full certification or endorsement.
Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP students at each school and grade level.
Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of alternative language services (i.e., ESL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing services that are consistent with the district’s alternative language (i.e., ESL) curriculum and academic objectives.
Moreover, Title VI requires the district to ensure that any teacher 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).
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3. STAFFING AND PROFESSIONAL DEVELOPMENT
All teachers are certified in the grade level and content they teach. When possible, ELs will be placed in an ESL endorsed teacher’s classroom. Bentonville School District is required to ensure that all staff members working with ELs are trained in how to provide appropriate instruction for ELs. ESL teachers must be highly qualified and ESL endorsed by the State of Arkansas. Administrative staff assigned to evaluate the performance of ESL teachers should be trained in ESL methodologies.
Other potential staff positions within the district:
ESL Assessors- assess the English proficiency of new and re-enrolling students who
have a primary home language other than English so that they may be properly placed in
the Bentonville School District’s educational system.
ESL Designees- provide building level support concerning initiatives/policies for ELL
students and ESL data analysis. Designees work closely with Instructional Facilitators and
ELD Program Specialists.
ESL Program Specialists- provide district-level instructional and program support for
teachers and administrators in observing, planning, implementing, and reflecting on
instructional curricula, district initiatives, and policies pertaining to the ESL program.
ESL Record Specialist- provide support to schools and designees with ESL record
maintenance and the collection and organization of data.
ESL Registrar- schedule appointments for families of students with a primary home
language other than English and help families complete and understand enrollment
and assessment materials.
ESL Translators/Interpreters- provide translation and interpretation in Spanish and other
languages as needed and is feasible for all schools as needed for parent communication.
District ESL Program Coordinator – oversees District ESL program.
District ESL PD is offered in June and August of each year. Additional trainings are offered during the year such as Cultural Sensitivity, The ELP Standards, Working with the Language Apprentice, and others, depending on the current need.
Teachers may obtain their ESL Endorsement through coursework at universities with ADE approved programs of study.
Teachers may also complete an endorsement by participating in the ESOL Institute. The ESOL Institute will provide PK-12 teachers with training to meet the educational needs of students for whom English is a second language.
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Title VI of Office of Civil Rights requires the district to identify, implement into its policy, and describe the criteria that it will use to determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESL) services. At a minimum, these criteria should provide for the following:
1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and
2. That students exiting alternative language services (e.g., ESL) can read, write, speak, and comprehend English well enough to participate meaningfully in the district’s program.
Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district’s program.
Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a year. In addition, the language proficiency assessment committee should monitor students who have exited the alternative language program for a four-year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is not performing adequately academically (by objective measurement), the student should be placed back into an appropriate alternative language program.
Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have fallen behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited prematurely.
4. STUDENT EXIT AND FOLLOW-UP MONITORING
Under ESSA, all districts in Arkansas must utilize the same exit criteria and process when determining whether a Language Minority Student (LMS) qualifies as an English Learner (EL) or a Former English Learner (FEL). When LMS students attain established criteria that demonstrate they are Fluent English Proficient (FEP) and can transition successfully to classrooms with minimal English Language Development support, they are then identified as an FEL.
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1. The criteria to place a student as FEL requires a student to score as “Proficient” on the ELPA21 Summative Overall score AND to be rated as “Proficient” as described within the following Professional Judgment Rubric.
Criteria for Annual Review Placement
English Learner
Former English Learner, Year 1
ELPA21
Summative Overall Score
“Emerging” or “Progressing” “Proficient”
Professional
Judgment Rubric
N/A “Proficient”
LPAC
Committee
Recommends appropriate English Learner services,
classroom accommodations, assessment
accommodations
Recommends exit to Former English Learner status
Parent
Notification
Continued identification as an English Learner
Exit from English Learner status and to be monitored
for four years to ensure continued success
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2. To be rated as “Proficient” with the Professional Judgment Rubric, students must have two pieces of data demonstrating proficiency. Data that can be used as evidence of proficiency is described in the following Acceptable Evidence table:
ACCEPTABLE EVIDENCE (any 2 of the data points listed)
NWEA MAP* ACT Aspire PSAT** ACT **
Reading*
ELA Readiness=Yes Evidence-Based
Reading & Writing = 463**
English = 19 ***
Math Readiness=Yes Reading = 19 ***
Math*
English = Ready or Exceeding OR 50th percentile or above
Math = 463**
Math = 19 ***
Reading = Ready or Exceeding OR 50th percentile or above
Science = 19 ***
*Grade-level score as indicated by the 2015 MAPS Status
Norms
Math = Ready or Exceeding OR 50th percentile or above
**50th percentile or above
***The qualifying ACT score is the current
cut score for the Arkansas Challenge
Scholarship. Science= Ready or Exceeding OR 50th percentile or above
Note: Additional standardized evidence aligned to the ELP Standards and Arkansas Academic Standards may be considered as additional evidence. Please see the Appendix for the Additional Acceptable Evidence Worksheet. Appendix A/21 Additional Acceptable Evidence Worksheet. Once completed, please submit to the ESL Center.
3. In order to exit a student from EL status, a Language Proficiency and Assessment Committee (LPAC) must verify that there are three pieces of evidence (ELPA21 overall proficient score and 2 other pieces of data) supporting the decision. Once these three pieces of supporting evidence are available, the LPAC must exit the student and begin the monitoring process. The goal is to determine when a LMS student is ready to be identified as an FEL in a timely and appropriate manner. Appendix A/20 Acceptable Evidence Worksheet for Exit Eligibility. 4. Once the LPAC has determined that the student is to be exited from the ESL program, the student will be designated as FEL 1 showing that the student is in their first year of monitoring. The ESL Center will send a letter notifying parents that their student has met the exiting criteria and will be monitored for four years.
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Former English Learner (FEL) Monitoring Students
The LPAC will convene each fall to monitor the progress of students using the ADE
Language Minority Student Exit/Monitoring Form. Appendix A/22 Language Minority
Student Exit/Monitoring Form
The LPAC will review the Acceptable Evidence Table to determine if the student continues
to demonstrate the 2 pieces of acceptable evidence.
If the student continues to demonstrate 2 pieces of acceptable evidence, the
student advances to the next year of monitoring status.
Upon completion of four years of consecutive monitoring, the student is eligible to
be released from monitoring status.
If a student does not meet the above factors, the LPAC will gather information from the
student’s teachers to determine if a monitored student should be reclassified as an EL.
When a monitored student is reclassified as an EL, an instructional plan will be developed
and the parents will be notified in writing.
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.
5. PARENT ENGAGEMENT AND COMMUNICATION
Parents/guardians will be notified in writing of the decision of the LPAC.
To comply with federal laws, Bentonville Schools must notify parents of their child’s being identified as an EL and placement in the ESL program (detailed below) within 30 days of enrollment if enrolled at the beginning of the school year or within 14 days of enrollment if enrolled after the school year has started.
Procedures for Communicating with Parents All information that our parents receive from the student’s school or Bentonville Schools should be in the language that the parents best understand, whether it be orally communicated or in written form. This does not apply to any of the fliers that come in from outside sources (for example: city sports programs, dance and cheer programs, etc.) Only qualified persons, Bentonville Schools’ staff, or community members who have been approved at the district level should be translating communication to the parents. We currently have district Spanish interpreters and a Spanish translator as well as interpreters in Marshallese and Mandarin. At present, we do not have translators available for other languages. Please note the following terminology:
Translation or Translator – refers to written communication
Interpretation or Interpreter – refers to oral communication
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Guidelines for Written and Oral Communication
All district forms will be translated into Spanish by the district translator. As resources
become available, other languages will be included and any request for a written translation
in a language other than Spanish will have to be pre-approved by ESL Center.
Requests for district translations should be submitted to the district translator. Allow 2-3
days for weekly teacher letters, etc. and up to several weeks for more comprehensive
documents, such as the student handbooks, etc. to be translated. Please send it, if at all
possible, in editable electronic form so that it may be duplicated in Spanish, as closely as
possible to the English version.
Due to liability concerns, the translators do not provide editing or proofreading services for
translated documents coming in for distribution from outside the district.
The district interpreters are available. Contact the ESL Center to schedule an interpreter.
The language other than English is indicated by the parent when he/she fills out the
HLUS and that information is entered into Eschool. This is also entered into the ESL
database.
Parents and students have access to the Spanish versions of the district handbooks and
CAP catalog on the district website. All enrollment forms and the Free and Reduced Lunch
application are available in Spanish.
Using students to interpret and/or translate raises serious privacy concerns and the
possibility of inadequate interpretation or translation. Do not use students for this
purpose.
Schools must make available the option of a trained interpreter for all face-to-face
communication. Parents may use their own interpreter, over the age of 18, ONLY after
being offered the services of a district interpreter at no charge. If the parent insists on
his/her own interpreter, the staff person conducting the meeting must document that the
services were offered and declined. The district interpreter will remain to assist the staff
person conducting the meeting, as needed.
The use of free translation services for any district documents, as found on the internet or
in any software, is strongly discouraged. None of these is presently able to think and/or
perform like a human translator, and there is a reason these translations are available for
free. They are oftentimes inaccurate, and translation mistakes caused can be costly, and
even dangerous.
Use of District Interpreters for Parent Teacher Conferences and Other Events
For on-site interpretation, contact Maria Snyder at [email protected]. Do not recruit your own interpreter. In the email to Maria, provide the following information:
date service is needed
start and end times
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location
type of meeting/activity
language needed
building contact person and phone number
Your request will be acknowledged, and you will be notified within 48 hours whether or not an interpreter has been secured for your request. If you need an interpreter for Special Education conferences, please contact the Special Education staff in your building. Bentonville Schools’ interpreters have a command of English and the target language for which they are serving as interpreters. Prior to serving as interpreters, Bentonville Schools’ ESL Center trains each interpreter in the procedures and expectations of serving as an interpreter. The training prepares the interpreters to:
Use appropriate educational vocabulary.
Interpret idioms and other forms of English for which a direct translation might not be possible.
Serve as the link that enhances the communication between teacher and parents.
Follow the Interpreter’s Code of Ethics.
Respect the confidentiality of the topics that will be addressed during conferences and other
activities. All persons serving as interpreters for Bentonville Schools must sign a
confidentiality agreement acknowledging that all information discussed at a conference
or meeting is to remain confidential. Appendix A/23 Confidentiality Agreement for
Bilingual Interpreters.
Offer parents the use of an interpreter at no cost to them. Parents must sign an agreement
giving permission for Bentonville School District staff or volunteers to serve as their interpreter.
Appendix A/24-25 Interpreter/Translator Parental Consent (English and Spanish).
Training for volunteers is provided as needed, and is conducted by the Bentonville School’s Translator. Community volunteers may include parents and family members of students, business leaders and other interested citizens. Community volunteers wishing to serve as an interpreter should contact the district ESL Center at (479) 254-5034. Use of Bilingual Bentonville Staff for Parent Teacher Conferences and Other Events
Bilingual Bentonville Schools staff may provide assistance during the district’s Parent Teacher Conferences and occasionally at other school activities. The interpreters are expected to have a command of English and the target language for which they are serving as interpreters.
Use of On-Demand Phone Support when an Interpreter is not available
Every building has been provided an access code to utilize the on-demand phone support, and has a designee who will work with you to use this service. The school’s designee has the service guidelines, step-by-step instructions on how to make the call, and how to document the call. A call log sheet must be filled out each time the on-demand phone support is used. Prior notice is not required and interpreters are available 24 hours a day, 7 days a week.
37
D. SEGREGATION AND FACILITIES
Providing services to LEP/ELL students can at times have the effect of segregating students by national origin during at least part of the school day. Segregation is permissible only where the benefits that accrue to LEP/ELL students by remedying the language barriers outweigh the adverse effects of such segregation. As a result, school districts’ focus should be on whether the district has carried out its chosen program in the least segregative manner consistent with achieving its stated goals. Furthermore, based upon the general prohibitions of differential treatment, LEP/ELL students should receive the benefits of facilities, equipment, and services that are comparable to those available to other students with respect to such factors as space, quantity, quality, condition, availability, appearance, and usefulness. In analyzing what settings can be considered segregative, school districts’ staff must view how the facilities that serve limited-English students are composed. Completely separate schools and facilities are more segregative than services provided at the home school. Services provided at the home school in separate buildings and trailers are more segregative than those provided in the same buildings. As you can ascertain, certain situations lead to a more or less segregrative environment. Please note as was previously mentioned, that some degree of segregation is permissible as long as the educational benefits provided in overcoming language barriers outweigh the detriments of segregation.(Mark Vasquez, OCR Attorney)
Bentonville Schools will monitor the scheduling and placement of ESL students and classroom settings to ensure that ELs are not segregated from their peers. Each situation should be analyzed if the appearance is such that segregation could be happening. An example of this is when the school district clusters ELs on one campus without having sound educational reasons for doing so. The decisions to do this should be to accelerate English language development as well as growth in academic content areas. There is no hard and fast rule for this. Just remember the 3-pronged rule from Casteneda v. Pickard of 1974. 1. Is the decision based on sound educational research? 2. Is the decision supported with adequate resources? 3. Are there evaluation methods in place? If your district has only five ELs 1-2 in second grade and you have one ESL endorsed teacher, it would be to the benefit of those five students to be assigned to the most qualified teacher where the students are going to be with 20 non-ELs or proficient students. If your district has 20 ELs 1-2 in second grade and you have one ESL endorsed teacher, it may benefit the 20 ELs to be assigned to this teacher for a percent of the day not to exceed 50% with meaningful interaction with non-ELs or proficient students. These students may benefit from having a highly qualified teacher who is ESL endorsed to teach the academic core content if the students are interacting during electives/specials and during non-instructional times. One school district with large numbers has developed a program for students in grades 8-12 who are first year in U.S. schools and are emergent ELs. The students receive instruction from certified and ESL endorsed teachers who have experience working with ELs. The students are in classrooms with low student-teacher ratios and there are clear and definitive entrance and exit criteria. These students will receive two-period blocked math, science, and English instruction with reading instruction integrated throughout. There is a team of teachers that work together with bilingual teaching assistants. Students attend one elective class with English speaking peers and interact during lunch and other non-instructional times. This is designed to be for one year only.
38
Another thing to consider is the setting for your ESL classes when students are segregated from their peers. If you are conducting ESL classes in portable buildings, make sure that there are other classes scheduled in these portable buildings other than ESL, migrant, SPED, remediation, etc.
39
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.
E. ACCESS TO ALL DISTRICT PROGRAMS
It is important to understand that by law EL students shall have the same access as the general population to all district programs and services, no matter English language proficiency level or number of years in the United States.
Special Education Programs
ELs with disabilities will be appropriately placed and served with both special education and ESL services. Before an EL student may be referred for special education, the student must have a current (within one year) English language proficiency assessment.
P.L. 105-17 The Individuals with Disabilities Education Act, (2004) (IDEA) guarantees a free and appropriate education to all students with disabilities. There are sections of the law that pertain to language minority students that are listed below:
Establishing nondiscriminatory evaluation procedures appropriate for use with culturally and
linguistically diverse students.
Testing in the native (dominant) language unless it is clearly not feasible to do so.
40
Ensuring that the eligibility determination is not due to limited English proficiency.
Developing an IEP for each culturally and linguistically diverse (CLD) student that reflects his or
her needs.
Providing oral and written information to parents in their native language to facilitate informed
parental involvement in the special education identification, assessment, eligibility and service
delivery process.
In making the determination of eligibility, a child shall not be determined to be a student with a disability if the determinate factor for such determination is lack of instruction in reading or math or lack of English proficiency. The following are Bentonville School’s policies for referring and serving ELs in a special education setting:
At least one person who knows the student and is knowledgeable about English language
development and the student’s cultural background is involved in the decisions relating to
special education referrals and placement.
There is no waiting period required before referring an EL student for a special education
evaluation.
ELs in need of special education services, as well as ESL, receive both services
concurrently.
ELs with a disability receive ESL services by qualified and appropriately trained staff unless
the placement committee determines and documents that such services are clearly
inconsistent with the student’s identified needs.
The placement document for every EL student with disabilities specifies the amount and kind of
ESL services to be received to ensure that the student has a meaningful education.
Identifying and assessing students whose parents/guardians indicate on the HLUS that another language is spoken in the home or environment and the student is severely cognitively disabled or has a disability of deaf muteness and/or visually impaired can be a challenge to districts. Severely cognitively disabled students need to be identified and assessed with the ELP assessment used for all other LM and EL students. If the assessment is too difficult for the students due to their disability, then note this in their file to ensure compliance. Even if student does not communicate at all, it needs to be noted that the student could not take the assessment Gifted/Talented Education, Pre-AP, and AP Courses
LMS and EL students have equal access to the Gifted and Talented programs, Pre-AP and AP courses at all levels throughout the district. The district provides parents of LMS students the same information (in a language they can understand) about opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP courses that is provided to the parents of native English speakers.
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Extracurricular and Other Programs LMS and EL students are provided the same information (in a language they can understand) and opportunities to participate in all special programs and activities as native English speakers are provided. Barriers that would prohibit an EL to participate will be removed by Bentonville Schools.
Title VI of Office of Civil Rights requires the district to ensure that it will maintain reasonably accurate and complete records regarding the implementation of the alternative language program and the progress of PHLOTE students who participate and exit the program.
F. MAINTENANCE OF RECORDS
Records are maintained regarding services provided. Electronic copies of all testing and records pertaining to a student being identified, assessed, placed, reevaluated, exited, etc., will be kept in an original file in Webview. The ESL Database (bps/esl) includes all data pertaining to a student’s English language proficiency.
Monitoring of Data The ESL Office staff will periodically monitor all permanent records to assure that the HLUS procedures in Bentonville Schools are in compliance with OCR requirements.
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Title VI of Office of Civil Rights requires a district to conduct a periodic annual longitudinal performance evaluation of its alternative language program, in addition to modifying the program as required by the results of its evaluation. Additionally, the Every Student Succeeds Act requires school districts to evaluate all of their programs.
G. EVALUATION OF ESL PROGRAM AND MODIFICATIONS
Bentonville Schools will conduct an annual longitudinal performance evaluation of its ESL 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 following:
1. Curriculum, service delivery, including Special Education and ESL, GT, Pre-AP/AP and
other advanced course.
2. Materials and resources; staffing, including the number of teachers trained, frequency of
training, scope of training and results; and student progress.
3. Student progress; academic progress of EL students in ESL programs, EL students who
have been exited and EL students whose parents have denied them being served in the
ESL program.
4. Examination of the number of retentions, drop-outs and the student attendance rates of EL
students, former EL students and non-EL students.
5. The extent to which the aforementioned groups of students are becoming or have become
proficient in English.
6. Review of academic data (grades, standardized test scores) of students reclassified and
exited from the ESL program, comparing their academic progress with that of their non-
LMS peers.
7. Review of data reflecting the number of EL students who have exited from ESL but
returned to the ESL program to address academic deficits.
8. Review and comparison of data reflecting the graduation and dropout rates of LMS and non
LMS students.
9. Review of all Bentonville School District policies and procedures.
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III. APPENDICES
A: FORMS
1. Home Language Usage Survey in English
2. Home Language Usage Survey in Spanish
3. Home Language Usage Survey in Marshallese
4. Home Language Usage Survey in Vietnamese
5. Home Language Usage Survey in Arabic
6. Parent Student Interview Form in English
7. Parent Student Interview Form in Spanish
8. Elementary and Middle School Notification of Placement in English
9. Elementary and Middle School Notification of Placement in Spanish
10. Secondary School Notification of Placement in English
11. Secondary School Notification of Placement in Spanish
12. Notification of Student’s Fluent English Proficiency in English
13. Notification of Student’s Fluent English Proficiency in Spanish
14. Notification of No Need for ESL Testing
15. Notification of Parent Refusal of ESL Services in English
16. Notification of Parent Refusal of ESL Services in Spanish
17. English Learner (EL) Referral Form
18. LPAC Decision Form
19. Annual Summative for K-8
20. Acceptable Evidence Worksheet for Exit Eligibility
21. Additional Acceptable Evidence Worksheet
22. Language Minority Student Exit/Monitoring Form
23. Confidentiality Agreement for Bilingual Interpreters
24. Interpreter/Translator Parental Consent in English
25. Interpreter/Translator Parental Consent in Spanish
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Arkansas Department of Education (ADE)
Home Language Usage Survey
The Home Language Usage Survey is completed by all students initially enrolling in Arkansas schools.
Student Name: Grade: Date:
School: Student State ID #: Gender: Date of Birth:
Parent/Guardian Name:
Parent/Guardian Signature:
Right to Translation and Interpretation
Services
Indicate your language preference so we
can provide an interpreter or translated
documents, free of charge, when you need
them.
All parents have the right to information about their child’s education in a language they
understand.
1. a) In what language do you prefer to receive written communication from the school? __________________________________
b) In what language would you prefer to communicate with school staff when speaking?
__________________________________
Eligibility for Language Development
Support
Information about the student’s language
usage helps us identify students who may
qualify for extended support to develop
the language skills necessary for success
in school. Testing may be necessary to
determine if language supports are needed.
2. What language(s) is (are) spoken in your home? _______________________________________
3. What language did your child learn first? __________________________________
4. What language does your child use most often at home? __________________________________
5. What language does your family speak most often at home? __________________________________
6. What language do adults speak most often with each other at home? ____________________________________
Prior Education
Your responses about your child’s birth
country and previous education give us
information about the knowledge and
skills your child is bringing to school.
This form is not used to identify students’
immigration status.
7. Where was your child born? ___________________
8. When did your child first attend a school in the United States (this includes all US
territories)? (Kindergarten – 12th grade)
_______________________
Month Day Year
Thank you for providing the information needed on the Home Language Survey. Contact your child’s school if you have further
questions about this form or about services available at your child’s school. Note to district: This form is available in multiple languages on http://www.arkansased.gov/divisions/learning-services/english-learners A response that includes a language other than English to questions #1-6 indicates English language proficiency screening is needed.
This work, "Arkansas Department of Education (ADE), Home Language Survey", is a derivative of "OSPI Home Language Survey" by OSPI, used under CC BY . "Arkansas Department of Education (ADE), Home Language Survey" is licensed under CC BY by the English Learners Unit of the Arkansas Department of Education. Home Language Usage Survey-English-July 2018
45
Departamento de Educación de Arkansas (ADE)
Encuesta sobre el uso de los idiomas en el hogar
Todos los estudiantes que se inscriben por primera vez en las escuelas de Arkansas deben llenar la encuesta sobre el uso
de los idiomas en el hogar.
Nombre del estudiante: Grado: Fecha:
Escuela: Nro. de ID del estado del
estudiante:
Sexo: Fecha de nacimiento:
Nombre del padre/tutor:
Firma del padre/tutor:
Derecho a servicios de traducción e
interpretación
Indique el idioma de su preferencia para
que podamos ofrecerle un intérprete o
documentos traducidos sin costo alguno,
cuando los necesite.
Todos los padres tienen derecho a estar informados sobre la educación de sus hijos en un
idioma que puedan entender.
1. a) ¿En qué idioma prefiere recibir los mensajes escritos de la escuela? __________________________________
b) ¿En qué idioma preferiría comunicarse de forma oral con el personal de la escuela?
__________________________________
Elegibilidad para apoyo de desarrollo
lingüístico
La información sobre el uso del idioma del
estudiante nos ayuda a identificar a
aquellos que puedan ser elegibles para
recibir apoyo prolongado para desarrollar
las habilidades lingüísticas necesarias para
el éxito académico. Es posible que se
requiera realizar pruebas para determinar
si el apoyo lingüístico es necesario.
2. ¿Qué idiomas se hablan en casa? _______________________________________
3. ¿Qué idioma aprendió primero su hijo? __________________________________
4. ¿Qué idioma usa su hijo con mayor frecuencia en el hogar? __________________________________
5. ¿Qué idioma habla su familia con mayor frecuencia en el hogar? __________________________________
6. ¿Qué idioma hablan los adultos entre sí con mayor frecuencia en el hogar? ____________________________________
Educación previa
Sus respuestas sobre el país natal y la
educación previa de su hijo nos brindan
información sobre el conocimiento y las
habilidades que el estudiante trae a la
escuela.
Este formulario no se usa para
identificar la situación migratoria de los
estudiantes.
7. ¿Dónde nació su hijo? ___________________
8. ¿Cuándo fue la primera vez que su hijo asistió a la escuela en los Estados Unidos (esto
incluye todos los territorios de los EE. UU.)? (Jardín de infancia – 12. ° grado)
_______________________
Mes Día Año
Gracias por proporcionar la información necesaria en la encuesta sobre los idiomas en el hogar. Comuníquese con la escuela de su hijo si
tiene preguntas adicionales sobre este formulario o sobre los servicios escolares disponibles. Nota para el distrito: Este formulario está disponible en varios idiomas en http://www.arkansased.gov/divisions/learning-services/english-learners Una respuesta que incluya un idioma diferente al inglés en las preguntas desde la nro. 1 a la nro. 6 indica que se requiere una prueba de dominio del idioma inglés.
Este trabajo, “Encuesta sobre los idiomas en el hogar del Departamento de Educación de Arkansas (ADE)”, se deriva de la “Encuesta sobre los idiomas en el hogar de la Oficina del Superintendente de Instrucción Pública (OSPI)“ de la Oficina del Superintendente de Instrucción Pública (Office of Superintendent of Public Instruction, OSPI) y se usa bajo la licencia CC BY. “La encuesta sobre los idiomas en el hogar del Departamento de Educación de Arkansas (ADE)” está autorizada por la Unidad de Estudiantes de Inglés del Departamento de Educación de Arkansas bajo la licencia CC BY.
Home Language Usage Survey-Spanish-July 2018
46
Ra eo an jelalokjen ilo Arkansas (ADE)
Etale eo ikijen kajin eo kwoj kejerbale imweo
Etale eo kwoj kejerbale ikijen kajin eo kwoj kejerbale imweo rej komane nan aoleb aoleb ri-jikuul ro elon etaier ilo
jikuul ko an Arkansas.
Etan ri-jikuul eo: Kilaaj jete: Ran eo:
Etan jikuul eo: ID # an ri-jikuul eo: Man ak Kora: Ran in lotak:
Jinen ak Jemen/Etan ri-kejbarok eo:
Jain in etan Jinen ak Jemen/ri-kejbarok eo:
Aikuij am ri-ukok im jerbal in ukok
Kwalok kajin rot kwoj konan bwe kimin
lewaj am ri-ukok ak pepa ko emoj ukote,
ejelok onen, elane kwoj aikuij.
Aoleb Jinen ak Jemen eor air maron in bok melele kin jelalokjen an ajri eo nejier ilo kajin eo
remelele kake.
9. a) Kain kajin rot kwoj aikuiji bwe ren lewaj melele ko jen jikuul eo? __________________________________
b) Ilo kajin ta eo kwoj konan kejerbale iben ro rej jerbal ilo jikuul eo ilo ien am konono?
__________________________________
Am maron in bok jiban kein ikijen
kajin jen ro rej lewaj jiban
Melele ko kin kajin eo an ri-jikuul eo ej
kejerbale enaj koman bwe kimin jela won
eo ej aikuiji jiban kein ikijen kajin bwe en
maron in eman an katak ilo jikuul. Teej ko
renaj jet menin aikuij elane armij in ej
aikuij jiban kein ikijen kajin.
10. Kajin ia kwoj konono kake ilo mweo imom? _______________________________________
11. Kajin ta eo ajri eo nejuum ear jela konono kake mokta? __________________________________
12. Kajin ta eo ajri eo nejuum ekka an kejerbale? __________________________________
13. Kajin ta paamle eo am ej kejerbale imweo? __________________________________
14. Kajin ta ritto ro imweo ekka air kejerbale imweo? ____________________________________
Ia eo rar bok jelalokjen moktalok
Uak ko am ikijen ia eo ajri eo nejuum ear
lotak ie im jinoin an delone jikin jikuul
letok melele kin jela ko rej beb iben ajri eo
nejuum ilo an itok nnan jikin jikuul.
Pepa in ejab nan etale ia eo ajri eo
nejuum ej itok jene.
15. Ia eo ajri eo najuum ear lotak ie? ___________________
16. Neet eo ajri eo najuum ear jino delone jikin jikuul ilo United States (ekoba Territories
ko an US)? (Kindergarten – nan kilaaj 12th)
_______________________
Allin Ran Year
Komol kin am kar litok melele kein kin wawin kajin eo komij kejerbale ilo mweo. Kirlok jikuul eo an ajri eo nejuum elane eor am
kajitok kin pepa in kanne in ak kin jiban ko remaron iwoj jen jikuul eo an ajri eo najuum. Kejela nan bukon eo (District): Pepa in enaj iwoj ilo elon kain kajin ko ilo http://www.arkansased.gov/divisions/learning-services/english-learners uak ko renaj iwoj ilo kajin ko ijelokin kajin belle nan kajitok nomba #1-6 ej kwalok kin kajin belle im renaj etale jonan jela eo iben.
Jerbal in, "Ra eo an jelalokjen ilo Arkansas (ADE), Etale eo ikijen kajin ko ilo imweo", ej walok jen"OSPI ETALE KAJIN KO ILO MWEO" jen OSPI, jerbal iumwin CC BY. "Ra eo an jelalokjen ilo Arkansas(ADE), Etale ko ikijen kajin ko ilo mweo ej laijen iumwin CC BY jen Unit eo ej katak kin kajin belle ilo ra eo an jelalokjen ilo Arkansas.
Home Language Usage Survey-Marshallese-July 2018
47
Arkansas Department of Education (ADE, Bộ Giáo dục tiểu bang Arkansas)
Khảo sát Sử dụng Ngôn ngữ tại nhà
Đối tượng của Khảo sát Sử dụng Ngôn ngữ tại nhà là tất cả các học sinh ban đầu theo học ở các trường trong tiểu bang
Arkansas.
Tên học sinh: Khối: Ngày:
Trường: Số thẻ học sinh tiểu
bang:”
Giới tính: Ngày sinh:
Tên phụ huynh/người giám hộ:
Chữ ký phụ huynh/người giám hộ:
Quyền sử dụng Dịch vụ Biên phiên dịch
Nói rõ ngôn ngữ bạn muốn sử dụng để
chúng tôi có thể cung miễn phí cho bạn
một phiên dịch viên hoặc một tài liệu đã
được dịch khi bạn cần.
Tất cả phụ huynh có quyền được biết về sự học tập của con cái bằng ngôn ngữ mà họ hiểu.
17. a) Bạn muốn nhận thông báo bằng văn bản từ trường học bằng ngôn ngữ nào? __________________________________
b) Bạn muốn nói chuyện với giáo viên của trường bằng ngôn ngữ nào?
__________________________________
Điều kiện để được Hỗ trợ Phát triển
Ngôn ngữ
Thông tin về việc sử dụng ngôn ngữ của
học sinh giúp chúng tôi nhận biết học sinh
nào đủ điều kiện được hỗ trợ phát triển
thêm những kỹ năng ngôn ngữ để học tốt
trong trường học. Các học sinh có thể cần
phải dự một buổi kiểm tra để quyết định
có được hỗ trợ ngôn ngữ hay không.
18. Ở nhà, bạn nói ngôn ngữ nào? _______________________________________
19. Con cái của bạn được học ngôn ngữ nào đầu tiên? __________________________________
20. Ở nhà, con cái của bạn sử dụng ngôn ngữ nào thường xuyên nhất? __________________________________
21. Ở nhà, gia đình bạn nói ngôn ngữ nào thường xuyên nhất? __________________________________
22. Ở nhà, người lớn nói chuyện với nhau bằng ngôn ngữ nào thường xuyên nhất? ____________________________________
Nền tảng giáo dục
Câu trả lời của bạn về nơi sinh và nền tảng
giáo dục của con cái sẽ cho chúng tôi biết
về kiến thức và kỹ năng mà trẻ đem đên
trường học.
Mẫu này không dùng để ghi nhận tình
trạng di trú của học sinh.
23. Con bạn sinh ra ở đâu? ___________________
24. Lần đầu tiên con bạn theo học trường ở Hoa Kỳ là khi nào (bao gồm các vùng lãnh thổ
của Hoa Kỳ)? (Nhà trẻ – khối 12)
_______________________
Tháng Ngày Năm
Cảm ơn bạn đã cung cấp những thông tin cần thiết trong Khảo sát Sử dụng Ngôn ngữ tại nhà. Hãy liên hệ với trường của con bạn nếu bạn có thắc mắc
về mẫu này hoặc về những dịch vụ mà trường của con bạn cung cấp.
Ghi chú cho quận: Có thể tìm mẫu này bằng nhiều ngôn ngữ khác nhau tại http://www.arkansased.gov/divisions/learning-services/english-learners Từ câu hỏi 1 đến 6, nếu phụ huynh trả lời bằng ngôn ngữ khác ngoài tiếng Anh cho thấy học sinh cần có kỳ khảo sát năng lực tiếng Anh.
Khảo sát này, "Arkansas Department of Education (ADE, Bộ Giáo dục tiểu bang Arkansas), Khảo sát Sử dụng Ngôn ngữ tại nhà", là một phiên bản của "Khảo sát Sử dụng Ngôn ngữ tại nhà của OSPI" do OSPI soạn thảo, sử dụng trong khuôn khổ giấy phép CC BY. "Arkansas Department of Education (ADE, Bộ Giáo dục tiểu bang Arkansas), Khảo sát Sử dụng Ngôn ngữ tại nhà" sử dụng trong khuôn khổ giấy phép CC BY của English Learners Unit (Phòng Người học tiếng Anh) của Bộ Giáo dục tiểu bang Arkansas. Home Language Usage Survey-Vietnamese-July 2018
48
(ADEوزارة التعليم في ولاية أركنساس )
اللغة الرئيسيةاستبيان استخدام
الطلاب الذين التحقوا مبدئياً بمدارس أركنساس. جميعتم استكمال استبيان استخدام اللغة الرئيسية من قبل
التاريخ: الصف: اسم الطالب:
تاريخ الميلاد: النوع: رقم معرف الطالب في الولاية: المدرسة:
اسم الأب/ولي الأمر:
توقيع الأب/ولي الأمر:
الحق في الحصول على خدمات الترجمة والتفسير
حدد اللغة المفضلة لديك حتى نتمكن من توفير مترجم أو
مستندات مترجمة، دون أية تكاليف، عندما تحتاج إليها.
الحصول على معلومات عن تعليم أطفالهم باللغة التي يفهمونها.يحق لجميع الآباء
أ( ما اللغة التي تود استلام المراسلات المكتوبة من خلالها من المدرسة؟ .25 _____________________
ب( ما اللغة التي تود التواصل من خلالها مع موظفي المدرسة عند التحدث؟
_____________________
لدعم تطوير اللغةالأهلية
إن المعلومات عن استخدام لغة الطالب يساعدنا في
تحديد الطلاب الذين قد يكونون مؤهلين للحصول على
الدعم الممدد لتطوير مهارات اللغة اللازمة للنجاح في
المدرسة. قد تكون الاختبارات مهمة لتحديد ما إذا كان
هناك حاجة لدعم اللغة.
التي تتحدث بها في منزلك؟ما هي اللغة )اللغات( .26 _____________________
ما هي اللغة التي يتعلمها طفلك أولاً؟ .27_____________________
ما هي أكثر لغة يستخدمها طفلك في المنزل؟ .28_____________________
ما هي أكثر لغة تتحدثها أسرتك في المنزل؟ .29 _____________________
أكثر لغة يتحدثها البالغون لديك مع بعضهم البعض في المنزل؟ما هي .30 ___________________________________
التعليم السابق
ستمنحنا إجابتك على موطن ولادة طفلك وتعليمه السابق
معلومات عن المعرفة والمهارات التي يأتي بها طفلك
إلى المدرسة.
لتحديد حالة الهجرة لا يتم استخدام هذا النموذج .بالنسبة للطلاب
أين ولد طفلك؟ ____________ .31
متى حضر طفلك لأول مرة إلى مدرسة في الولايات المتحدة الأمريكية )يشتمل ذلك على جميع أقاليم الولايات .32
( من رياض الأطفال الثانية عشرالمرحلة)المتحدة(؟
________________
شهر يوم سنة
حول الخدمات شكرًا لتقديم المعلومات المطلوبة على استبيان اللغة الرئيسية. اتصل على مدرسة طفلك إذا كان لديك أية استفسارات حول هذا النموذج أو
المتوفرة في مدرسة طفلك. إجابة تشتمل على learners-services/english-http://www.arkansased.gov/divisions/learning هذا النموذج متوفر بلغات عدة في ملحوظة للمنطقة:
توضح أن فحص طلاقة اللغة الإنجليزية مطلوب. 6-1لغة غير الإنجليزية للأسئلة رقم
من CC BY( في ولاية أركنساس، استبيان اللغة الرئيسية" مرخص وفقًا لـ ADE. "وزارة التربية والتعليم ) CC BY , المستخدمة وفقًا لـOSPI" من خلالOSPIاستبيان اللغة الرئيسية ( في ولاية أركنساس، استبيان اللغة الرئيسية"، مشتق من ADEهذا العمل، "وزارة التربية والتعليم ) ليزية في وزارة التربية والتعليم في ولاية أركنساس.خلال وحدة معلمي اللغة الإنج
Home Language Usage Survey-Arabic-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
49
Student: ____________________________________________________________________ Gender: M____ F____ Last First M.I.
Parent/Guardian (1): _____________________________________________________Phone:______________________
Last First
Parent/Guardian (2): _____________________________________________________ Phone:_____________________
Last First
Do you, the parents/guardians, need to communicate with the school in a language other than English? Yes ___ No ___ Which language? __________________ I prefer to receive ESL information via email___, mail___, or at the ESL Center___. (Please check one) Language Background What languages does your child speak or understand? _______________________________________________ What languages does your child read or write? _____________________________________________________ In which language do you believe your child is the most proficient? _____________________________________ Please check the reason(s). ___ This is the language most spoken at home. ___ This is the first language your child learned to speak. ___ This is the language most used with siblings and peers. Has your child studied English? Yes__ No__ If yes, where? _____________________ For how long? _________
Comments about your child’s language background: _________________________________________________ ____________________________________________________________________________________________ Student Information Date of Birth ___________ Place of Birth ____________________________ If not born in the USA, what date did your child arrive in the USA? ____________ Which state? ______________
When did your child first attend school in the USA, including territories (Kindergarten-12th grade) ______(month/year)
Do you have trouble understanding your child’s speech in his or her first language? ________________________
Does your child have any learning disabilities or other problems with learning? Yes__ No__ If yes, please explain.
____________________________________________________________________________________________
____________________________________________________________________________________________
Please list the schools your child has attended, including preschool.
Grade(s) Attended
School Name School Location (city/state or city/country)
Language of Instruction
Years Attended
In an ESL Program?
Siblings in Bentonville Schools
Name Grade School Name Grade School
Parent Student Interview-English-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
50
Nombre de Alumno: ___________________________________________________________ Género: M____ F____ Apellido(s) Nombre
Padre/Tutor legal (1): _______________________________________________________ Teléfono: _____________ Apellido(s) Nombre
Padre/Tutor legal (2): _______________________________________________________ Teléfono: _____________ Apellido(s) Nombre
¿Necesita comunicarse con la escuela en un idioma distinto al inglés? Sí ___ No ___ ¿En qué idioma? _________ Prefiero recibir información de ESL por correo electrónico ____, correo postal _____, o en el Centro de ESL _____ Información sobre el Idioma ¿Qué idioma(s) habla o entiende su hijo(a)? _______________________________________________ ¿En qué idioma(s) puede su hijo(a) leer y escribir? _____________________________________________________ ¿En qué idioma(s) cree usted que su hijo(a) es más competente? _____________________________________ Por favor, marque la razón(es). ___ Este es el idioma más hablado en el hogar. ___ Este es el idioma que su hijo(a) aprendió primero. ___ Este es el idioma que usa más con sus hermanos y compañeros.
¿Ha estudiado su hijo(a) alguna vez inglés? Sí__ No__ ¿Dónde? _____________________ ¿Cuánto tiempo? _________
Comentarios sobre el idioma de su hijo(a): _______________________________________________________________ __________________________________________________________________________________________________ Información sobre el alumno Fecha de Nacimiento ___________ Lugar de nacimiento ____________________________ Si no nació en EE.UU., ¿en qué fecha llegó a los EE.UU.? ____________ ¿A qué estado? ______________
¿Cuándo asistió su hijo(a) por primera vez a una escuela en los EE.UU. (k-12) _______________ ( indique el mes y año)
¿Tiene usted alguna dificultad entendiendo el habla de su hijo(a)? ________________________
¿Tiene su hijo(a) alguna discapacidad del aprendizaje u otros problemas de aprendizaje? Sí__ No__ Por favor, explique.
____________________________________________________________________________________________
____________________________________________________________________________________________
Por favor, enumere las escuelas a las que su hijo(a) ha asistido, incluyendo el prescolar.
Grado(s) Asistido
Nombre de la escuela País/Ciudad y Estado Idioma de las instrucciones
Años asistidos
¿En un programa de ESL?
Otros niños en las Escuelas de Bentonville
Nombre Grado Escuela Nombre Grado Escuela
Parent Student Interview-Spanish-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
51
Elementary and Middle School Notification of Placement
Bentonville Schools English as a Second Language Program
Name:________________________________ Student ID#______________________________ School:________________________________ Grade: _________
All students enrolled in Bentonville Schools must have a Home Language Usage Survey (HLUS) completed. When a
language other than English is indicated on the HLUS, the student is generally given an English Language Proficiency
Assessment (ELPA). Bentonville Schools offers an English as a Second Language (ESL) program for students who speak or
have been exposed to languages other than English, and whose test results and/or school performance indicate additional
support in English is needed.
You may request a conference at any time to discuss your child’s placement or progress in the ESL program. You will be notified each year of your child’s performance on the ELPA. If you have questions regarding services offered, please contact your school’s ESL Designee, ____________________________ at [email protected], or contact the ESL Center at the above phone number. The student named above has been identified as an English Learner (EL) and is recommended for placement in an English
language instruction program for the reason(s) listed below:
Limited English Listener Limited English Reader Limited English Speaker Limited English Writer
The ELPA, ELPA21 Screener, was administered on _____________ resulting in an overall proficiency level of:
Proficient Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Level 4 or higher in all domains. Once Proficient on ELPA21, students can be considered for reclassification.
Progressing Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program support.
Emerging Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content-related academic tasks in English. This I indicated on DLPA21 by attaining a profile of Levels 1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing program support.
With individual language domain performance levels of: Key
Listening: 1=Beginning
Reading: 2=Early Intermediate
Speaking: 3=Intermediate
Writing: 4=Early Advanced
5=Advanced
Elementary and Middle School Notification of Placement-July 2018
52
Elementary and Middle School Programs: All programs are designed to support EL students to work toward
the same academic standards as all other students.
Mainstream classroom with English speaking peers is the primary placement of all EL students.
ESL Pullout Programs in grades K-6 are offered to EL students and are designed for English Language Learners who are
non-speakers, limited speakers and/or limited in reading and writing in English. ESL Teachers are certified teachers and
endorsed in English as a Second Language instruction. Sometimes, ESL teachers will work with students in their
mainstream classroom.
ESL Inclusion in grades K-6 is when the ESL Teacher works with the EL student within the mainstream classroom. The
purpose for this method of instruction is for the ESL Teacher to help make the classroom instruction more accessible for
the EL student’s language level.
Method of Instruction:
The language of instruction for all educational programs in Arkansas is English, and the curriculum that is followed is the
Arkansas State Frameworks. ESL Teachers also incorporate the English Language Proficiency Standards and use ESL
strategies and methods of instruction. The emphasis is placed on teaching English through the core content areas of
reading, writing, math, social studies, science and English.
Program Exit Requirements:
To exit from the ESL program and be classified as Fluent English Proficient (FEP) to begin the monitoring process, the
Language Proficiency Assessment Committee (LPAC) must verify that there are three pieces of evidence supporting the
exiting decision. These are:
Score proficient (all 4’s and/or 5’s) in all domains of the English Language Proficiency Assessment
Demonstrate two pieces of supporting evidence from the Arkansas Department of Education’s Professional
Judgement Rubric (available upon request) that are comparable to non-EL/native English speaking peers
Note: Depending on your student’s age and rate of learning, your student may obtain social/conversational English in 1-3
years. Research indicates that it can take 5-7 years or longer for your student to become fully proficient in academic
English. Bentonville Schools’ current high school graduation rate for EL students is 92%.
Parental Rights:
Parents will be notified of the results of assessments and recommended placements at the beginning of each school year
and every time the programming for the student is changed. Parents may request a conference to discuss this information
in person. Parents may waive their child’s right to ESL services by signing the ESL Services waiver form available at the ESL
Center. We highly recommend that you do not waive these services. A student with waived rights must still take the
annual ELPA assessment until the student meets the program exit requirements.
Bentonville Schools ESL Representative Date
Parent/Guardian Date
Student Name
Elementary and Middle School Notification of Placement-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
53
Notificación de la Colocación en el Programa de ESL – Primaria y Secundaria Media Escuelas Públicas de Bentonville
Programa de Inglés como Segundo Idioma
Nombre:____________________________________ Nº de ID_______________________________ Escuela:_____________________________________ Grado:________________________________
Todos los alumnos matriculados en las Escuelas de Bentonville tienen que rellenar un cuestionario sobre el idioma que se usa en el
hogar (HLUS por sus siglas en inglés). Si un idioma distinto al inglés es indicado en el formulario, evaluaremos el dominio del idioma
inglés (ELPA por sus siglas en inglés) del alumno. Las escuelas de Bentonville ofrecen un programa de Inglés como Segundo Idioma
(ESL por sus siglas en inglés) a los alumnos que hablan idiomas distintos al inglés y cuyos resultados y/o función educativa indican que
necesitan apoyo adicional en inglés.
Usted puede pedir una reunión para hablar sobre la colocación o el progreso en el programa de ESL de su hijo(a). Cada año será notificado de los resultados en la prueba de ELPA de su hijo. Si tiene preguntas relacionadas a los servicios ofrecidos por favor, contacte con la persona asignada de ESL, _______________________ en [email protected], o contacte con el Centro de ESL al número (479) 254-5034.
El alumno nombrado anteriormente has sido identificado como un Aprendiz del Idioma (EL por sus siglas en inglés) y ha sido
recomendado para la colocación en un programa de instrucción del idioma inglés debido a su limitación en:
_____ Comprensión auditiva ____ Comprensión de la Lectura _____ Expresión Oral ____ Expresión Escrita
El ELPA, ELPA21 Screener, fue administrado el _________ resultando en el nivel en general:
Competente Se llama competente en el idioma al alumno que alcanza el nivel de inglés necesario para independientemente producir, interpretar, colaborar, y triunfar en las áreas de contenido académico a su nivel de grado. Esto se manifiesta en el ELPA21 obteniendo un nivel de cuatro o mayor en los cuatros habilidades lingüísticas. Una vez que sea competente en el ELPA21, el alumno puede considerarse para reclasificar.
En evolución Se dice que el alumno esta en evolución cuando, con ayuda, se aproxima al nivel de inglés necesario para producir, interpretar, y colaborar en las áreas de contenido académico a su nivel de grado. Esto se manifiesta en el ELPA21 obteniendo una puntuación superior al nivel dos en una o más de las cuatro habilidades lingüísticas que no cumplen con los requisitos para ser competente. El alumno clasificado en evolución en el ELPA21 es elegible para recibir apoyo del programa regularmente
Emergente Se dice que el alumno es emergente cuando no ha alcanzado el nivel de inglés necesario para producir, interpretar, y colaborar en las áreas de contenido académico a su nivel de grado. Esto se manifiesta en el ELPA21 obteniendo niveles de uno y dos en las cuatro habilidades lingüísticas. El alumno clasificado emergente en el ELPA21 es elegible para recibir apoyo del programa regularmente.
Niveles individuales del rendimiento en las habilidades lingüisticas
Clasificaciones:
Comprensión auditiva: 1= Principiante
Comprensión de la lectura: 2= Interdio temprano
Expresión oral: 3= Intermedio
Expresión escrita: 4= Avanzado temprano
5= Avanzado
Elementary and Middle School Notification of Placement-Spanish-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
54
Programas de la Primaria y Secundaria: Todos los programas están diseñados para apoyar a los estudiantes aprendices del idioma
inglés (EL por sus siglas en inglés) para trabajar hacia los mismos estándares académicos que los demás estudiantes.
EL aula tradicional con compañeros de habla inglesa es la colocación principal de todos los estudiantes aprendices del idioma.
Programas de retirada (sacar al alumno de la clase por un tiempo) de ESL en los grados K-6 es ofrecido a los alumnos y es diseñado
para los aprendices del idioma inglés que no hablan el idioma, su inglés es limitado y/o limitados en lectura y escritura en inglés. Los
maestros(as) de ESL están certificados y capacitados en la instrucción de Inglés como Segundo Idioma. Algunas veces, los maestros(as)
de ESL trabajarán con los alumnos en sus aulas tradicionales..
Inclusión de ESL en los grados K-6, es cuando el maestro(a) de ESL trabaja con el alumno dentro de la clase tradicional. El propósito de
este método de instrucción es para que el maestro de ESL pueda ayudar a que la instrucción de la clase sea más accesible al nivel de
idioma del alumno.
Métodos de Instrucción:
El idioma de instrucción en todos los programas educativos de Arkansas es el inglés, y el currículo sigue el Marco del Estado de
Arkansas. Los maestros(as) de ESL también incorporan los estándares del dominio del inglés y usan estrategias y métodos de
instrucción de ESL. Se hace hincapié en la enseñanza del inglés a través del contenido de las materias básicas de la lectura, escritura,
matemáticas, estudio social e inglés.
Requisitos para la SALIDA del programa:
Para salir del programa de ESL y clasificarse como Competente en el Idioma Inglés (FEP por sus siglas en inglés), el alumno debe cumplir
con los siguientes requisitos:
Puntuar competente (todo 4 y/o 5) en las cuatro habilidades lingüísticas en la Evaluación del Dominio del Idioma.
Obtener dos evidencias de apoyo de la Rúbrica de Opinión Profesional del Departamento de Educación de Arkansas
(disponible por petición) que sean comparables a los compañeros de clase que hablan inglés como lengua materna.
Nota: Dependiendo del ritmo de aprendizaje, los alumnos pueden obtener un inglés conversacional/social de 1 a 3 años. Investigaciones
indican que puede llevar de 5 a 7 años o más para que los alumnos puedan ser totalmente competentes en el inglés académico. En el
año 2017-18, el porcentaje de alumnos de ESL que se gradúan de las Escuelas de Bentonville es 92%.
Derechos de los padres:
Notificaremos a los padres los resultados de las evaluaciones y colocaciones recomendadas al principio de cada año escolar y cada vez
que una programación haya sido cambiada. Los padres pueden pedir una reunión para hablar sobre esta información en persona.
También pueden renunciar a los derechos de su hijo(a) a participar en los servicios de ESL firmando un formulario en el Centro de ESL.
Recomendamos que no renuncien estos servicios. Un alumno con renuncia de servicios, todavía tiene que hacer la evaluación anual de
ELPA hasta que cumpla con los criterios de salida del programa.
Representante de las Escuelas de Bentonville Fecha
Padre/Tutor Fecha
Elementary and Middle School Notification of Placement-Spanish-July 2018
Nombre de Alumno
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
55
Secondary School Notification of Placement Bentonville Schools
English as a Second Language Program
Name:________________________________ Student ID#______________________________ School:________________________________ Grade: _________
All students enrolled in Bentonville Schools must have a Home Language Usage Survey (HLUS) completed. When a
language other than English is indicated on the HLUS, the student is generally given an English Language Proficiency
Assessment (ELPA). Bentonville Schools offers an English as a Second Language (ESL) program for students who speak or
have been exposed to languages other than English, and whose test results and/or school performance indicate additional
support in English is needed.
You may request a conference at any time to discuss your child’s placement or progress in the ESL program. You will be notified each year of your child’s performance on the ELPA. If you have questions regarding services offered, please contact your school’s ESL teacher, ______________________________ at [email protected], or contact the ESL Center at the above number. The student named above has been identified as an English Learner (EL) and recommended for placement in an English
language instruction program for the reason(s) listed below:
Limited English Listener Limited English Reader Limited English Speaker Limited English Writer
The ELPA, ELPA21 Screener, was administered on _____________ resulting in an overall proficiency level of:
Proficient Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Level 4 or higher in all domains. Once Proficient on ELPA21, students can be considered for reclassification.
Progressing Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level content-related academic tasks in English. This is indicated on ELPA21 by attaining a profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program support.
Emerging Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content-related academic tasks in English. This I indicated on DLPA21 by attaining a profile of Levels 1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing program support.
With individual language domain performance levels of: Key
Listening: 1=Beginning
Reading: 2=Early Intermediate
Speaking: 3=Intermediate
Writing: 4=Early Advanced
5=Advanced Secondary School Notification of Placement-July 2018
56
Secondary Programs: All programs are designed to support EL students to work toward the same academic
standards as all other students.
Mainstream classrooms with English speaking peers are the primary placement of all EL students.
Language Acquisition in grades 7-12 is designed for EL students who are non-speakers, limited speakers and/or limited in
reading and writing in English.
Core Classes with ESL-endorsed Teachers in grades 7-12 is offered with the content area teacher trained in specific
methods and strategies to work with EL students to make the content instruction accessible.
ESL Advisory is offered to EL students to receive the language and content support they need during the advisory period.
Method of Instruction:
The language of instruction for all educational programs in Arkansas is English, and the curriculum that is followed is the
Arkansas State Frameworks. ESL Teachers also incorporate the English Language Proficiency Standards and use ESL
strategies and methods of instruction. The emphasis is placed on teaching English through the core content areas of
reading, writing, math, social studies, science and English.
Program Exit Requirements:
To exit from the ESL program and be classified as Fluent English Proficient (FEP) to begin the monitoring process, the
Language Proficiency Assessment Committee (LPAC) must verify that there are three pieces of evidence supporting the
exiting decision. These are:
Score proficient (all 4’s and/or 5’s) in all domains of the English Language Proficiency Assessment
Demonstrate two pieces of supporting evidence from the Arkansas Department of Education’s Professional
Judgement Rubric (available upon request) that are comparable to non-EL/native English speaking peers
Note: Depending on your student’s age and rate of learning, your student may obtain social/conversational English in 1-3
years. Research indicates that it can take 5-7 years or longer for your student to become fully proficient in academic
English. Bentonville Schools’ current high school graduation rate for EL students is 92%.
Parental Rights:
Parents will be notified of the results of assessments and recommended placements at the beginning of each school year
and every time the programming for the student is changed. Parents may request a conference to discuss this information
in person. Parents may waive their child’s right to ESL services by signing the ESL Services waiver form available at the ESL
Center. We highly recommend that you do not waive these services. A student with waived rights must still take the
annual ELPA assessment until the student meets the program exit requirements.
___________________________________ _____________________ Bentonville Schools ESL Representative Date
___________________________________ _____________________ Parent/Guardian Date
Secondary School Notification of Placement-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
57
Notificación de la Colocación en el Programa de ESL –Secundaria Escuelas Públicas de Bentonville
Programa de Inglés como Segundo Idioma
Nombre:____________________________________ Nº de ID_______________________________ Escuela:_____________________________________ Grado:________________________________
Todos los alumnos matriculados en las Escuelas de Bentonville tienen que rellenar un cuestionario sobre el idioma que se usa en el
hogar (HLUS por sus siglas en inglés). Si un idioma distinto al inglés es indicado en el formulario, evaluaremos el dominio del idioma
inglés (ELPA por sus siglas en inglés) del alumno. Las escuelas de Bentonville ofrecen un programa de Inglés como Segundo Idioma
(ESL por sus siglas en inglés) a los alumnos que hablan idiomas distintos al inglés y cuyos resultados y/o función educativa indican que
necesitan apoyo adicional en inglés. Usted puede pedir una reunión para hablar sobre la colocación o el progreso en el programa de ESL de su hijo(a). Cada año será
notificado de los resultados en la prueba de ELPA de su hijo. Si tiene preguntas relacionadas a los servicios ofrecidos por favor,
contacte con la persona asignada de ESL, _______________________
en [email protected], o contacte con el Centro de ESL al número (479) 254-5034.
El alumno nombrado anteriormente has sido identificado como un Aprendiz del Idioma (EL por sus siglas en inglés) y ha sido
recomendado para la colocación en un programa de instrucción del idioma inglés debido a su limitación en:
_____ Comprensión auditiva ____ Comprensión de la Lectura _____ Expresión Oral ____ Expresión Escrita
The ELPA, ELPA21 Screener, fue administrado el ____________ resultando en el nivel en general:
Competente Se llama competente en el idioma al alumno que alcanza el nivel de inglés necesario para independientemente producir, interpretar, colaborar, y triunfar en las áreas de contenido académico a su nivel de grado. Esto se manifiesta en el ELPA21 obteniendo un nivel de cuatro o mayor en los cuatros habilidades lingüísticas. Una vez que sea competente en el ELPA21, el alumno puede considerarse para reclasificar.
En evolución Se dice que el alumno esta en evolución cuando, con ayuda, se aproxima al nivel de inglés necesario para producir, interpretar, y colaborar en las áreas de contenido académico a su nivel de grado. Esto se manifiesta en el ELPA21 obteniendo una puntuación superior al nivel dos en una o más de las cuatro habilidades lingüísticas que no cumplen con los requisitos para ser competente. El alumno clasificado en evolución en el ELPA21 es elegible para recibir apoyo del programa regularmente
Emergente Se dice que el alumno es emergente cuando no ha alcanzado el nivel de inglés necesario para producir, interpretar, y colaborar en las áreas de contenido académico a su nivel de grado. Esto se manifiesta en el ELPA21 obteniendo niveles de uno y dos en las cuatro habilidades lingüísticas. El alumno clasificado emergente en el ELPA21 es elegible para recibir apoyo del programa regularmente.
Niveles individuales del rendimiento en las habilidades lingüisticas
Clasificaciones:
Comprensión auditiva: 1= Principiante
Comprensión de la lectura: 2= Interdio temprano
Expresión oral: 3= Intermedio
Expresión escrita: 4= Avanzado temprano
5= Avanzado
Secondary School Notification of Placement-Spanish-July 2018
58
Programas de la Secundaria: Todos los programas están diseñados para apoyar a los estudiantes aprendices del idioma inglés (EL por
sus siglas en inglés) para trabajar hacia los mismos estándares académicos que los demás estudiantes.
EL aula tradicional con compañeros de habla inglesa es la colocación principal de todos los estudiantes aprendices del idioma.
Adquisición del idioma en los grados 7-12 es diseñado para los aprendices del idioma inglés que no hablan el idioma, su inglés es
limitado y/o la lectura y escritura en inglés son limitadas.
Clases comunes con maestros de ESL en los grados 7-12 es ofrecida con el maestro de contenido capacitado en métodos y estrategias
específicas para trabajar con los alumnos EL para hacer que el contenido de la instrucción sea accesible.
Seminario de ESL es ofrecido a los alumnos para recibir apoyo en el idioma y de contenido que necesitan durante el seminario/periodo
de consulta.
Clases de fundación de ESL para los alumnos nuevos en este momento se ofrecen solo en la escuela primaria de Bentonville. Estas
clases de contenido son para los estudiantes que se han matriculado en la preparatoria con la habilidad de hablar inglés muy limitada.
Métodos de Instrucción:
El idioma de instrucción en todos los programas educativos de Arkansas es el inglés, y el currículo sigue el Marco del Estado de
Arkansas. Los maestros(as) de ESL también incorporan los estándares del dominio del inglés y usan estrategias y métodos de
instrucción de ESL. Se hace hincapié en la enseñanza del inglés a través del contenido de las materias básicas de la lectura, escritura,
matemáticas, estudio social e inglés.
Requisitos para la SALIDA del programa:
Para salir del programa de ESL y clasificarse como Competente en el Idioma Inglés (FEP por sus siglas en inglés), el alumno debe cumplir
con los siguientes requisitos:
Puntuar competente (todo 4 y/o 5) en las cuatro habilidades lingüísticas en la Evaluación del Dominio del Idioma.
Obtener dos evidencias de apoyo de la Rúbrica de Opinión Profesional del Departamento de Educación de Arkansas
(disponible por petición) que sean comparables a los compañeros de clase que hablan inglés como lengua materna.
Nota: Dependiendo del ritmo de aprendizaje, los alumnos pueden obtener un inglés conversacional/social de 1 a 3 años. Investigaciones
indican que puede llevar de 5 a 7 años o más para que los alumnos puedan ser totalmente competentes en el inglés académico. En el
año 2017-18, el porcentaje de alumnos de ESL que se gradúan de las Escuelas de Bentonville es 92%.
Derechos de los padres:
Notificaremos a los padres los resultados de las evaluaciones y colocaciones recomendadas al principio de cada año escolar y cada vez
que una programación haya sido cambiada. Los padres pueden pedir una reunión para hablar sobre esta información en persona.
También pueden renunciar a los derechos de su hijo(a) a participar en los servicios de ESL firmando un formulario en el Centro de ESL.
Recomendamos que no renuncien estos servicios. Un alumno con renuncia de servicios, todavía tiene que hacer la evaluación anual de
ELPA hasta que cumpla con los criterios de salida del programa.
Representante de las Escuelas de Bentonville
Fecha
Padre/Tutor
Fecha
Secondary School Notification of Placement-Spanish-July 2018 Nombre de Alumno
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
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Notification of Student’s Fluent English Proficiency
Bentonville Schools English as a Second Language Program
Name:_______________________________________ Student ID#___________________________ School:____________________________________________
Grade:_______________________________
All students enrolled in Bentonville Schools must have a Home Language Usage Survey (HLUS)
completed. When a language other than English is indicated on the HLUS, the student is generally given
an English Language Proficiency Assessment (ELPA).
Bentonville Schools offers an English as a Second Language (ESL) program for students who speak or have
been exposed to languages other than English, and whose test results and/or school performance indicate
additional support in English is needed.
The ELPA, ELPA21 Screener, was administered on ________ with a proficient determination.
Based on these ELPA test results and Arkansas Department of Education (ADE) Professional
Judgement Rubric (available on request), your child demonstrates English language proficiency, and
will not be placed in the ESL Program. Over the next four years, the Language Proficiency Assessment
Committee will meet at least annually to review your student’s performance and progress. Your student
must continue to demonstrate English language proficiency and academic growth/success/grade-level
proficiency in reading, writing, and other content areas as defined by the ADE Professional Judgement
Rubric. In the event that your student no longer demonstrates language and grade-level proficiency,
your student will be transitioned to an English Language Development program as an English learner.
If you have any questions or need further information, please contact the ESL Center.
___________________________________ _____________________ Bentonville Schools ESL Representative Date
_________________________________ _____________________ Parent/Guardian Date
Notification of Student’s Fluent English Proficiency-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
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Notificación de Competencia del Dominio del Inglés Escuelas de Bentonville
Programa de Inglés Como Segundo Idioma
Nombre:_____________________________________ Nº de ID:___________________________ Escuela:______________________________________ Grado:_____________________________
Todos los alumnos matriculados en las Escuelas de Bentonville tienen que rellenar un cuestionario sobre el idioma que
se usa en el hogar (HLUS por sus siglas en inglés). Si un idioma distinto al inglés es indicado en el formulario,
evaluaremos el dominio del idioma inglés (ELPA por sus siglas en inglés) del alumno.
El distrito de las escuelas de Bentonville ofrece un programa de Inglés Como Segundo Idioma (ESL por sus siglas en inglés)
para los alumnos que hablan idiomas distintos al inglés y cuyos resultados y/o función educativa indican que necesitan
apoyo adicional en este idioma.
ELPA, ELPA21, fue administrado el ________________ , con la determinación de competente.
Basado en los resultados de la prueba ELPA y en la Rúbrica de Opinión Profesional del Departamento de Educación de
Arkansas (disponible a petición), su hijo(a) demuestra dominio del idioma inglés y, por lo tanto, no formará parte del
programa de ESL. Durante los próximos cuatro años, el Comité de Evaluación del Dominio del Idioma se reunirá al menos
una vez al año para revisar el progreso de su hijo(a). Su hijo(a) debe continuar mostrando dominio en el idioma inglés y
crecimiento académico/éxito/dominio en lectura, escritura, y otras áreas, a nivel de grado, como es definido en la Rúbrica
de Opinión Profesional del Departamento de Educación de Arkansas. Si en algún momento su hijo(a) deja de mostrar
dominio en el lenguaje al nivel de grado, será puesto en un programa de Desarrollo del Lenguaje Inglés como aprendiz del
idioma.
_____________________________________ _____________________ Representante de ESL de las Escuelas de Bentonville Fecha
_________________________________ _____________________ Padre/Tutor Fecha
Notification of Student’s Fluent English Proficiency-Spanish-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
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Notification of No Need for ESL Testing Bentonville Schools
English as a Second Language Program
Name:_________________________________ Student ID: _____________________ School:________________________________
Grade: _______
All students enrolled in Bentonville Public Schools must have a Home Language Usage Survey (HLUS) completed. When a language other than English is indicated on the HLUS, the student is generally given an English Language Proficiency Assessment.
The parent/guardian of the student listed above indicated a language other than English on the Home Language
Usage Survey. However, in the case of the student listed above, screening for English language proficiency will
not be necessary. The notes below provide information about why testing is not needed.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
This student should perform at a linguistic level comparable to his/her native English-speaking peers. In the
event this student consistently has difficulty in the classroom and the teacher or parent feels the struggle is
related to language proficiency, the parent or teacher should contact the ESL Center. With parent notification
first, a student may be screened for ESL at a later date.
Please sign and date this form and return it to the ESL Center.
Bentonville Schools ESL Representative Date
Parent/Guardian Signature Date
Notification of No Need for ESL Testing-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
62
Notification of Parent Refusal of ESL Services Bentonville Schools
English as a Second Language Program
Name:____________________________ Student ID: ____________________________ School:___________________________ Grade: _________
All students enrolled in Bentonville Schools must have a Home Language Usage Survey (HLUS) completed.
When a language other than English is indicated on the HLUS, the student is generally given an English
Language Proficiency Assessment (ELPA).
Bentonville Schools offer an English as a Second Language (ESL) program for students who speak or have
been exposed to languages other than English and whose test results and/or school performance indicate
additional support in English is needed. If your child qualifies for these services, we highly recommend
that you allow your child to participate in the ESL program.
The ELPA, ELPA21 Screener / ELPA21 Summative, was administered on __________________ resulting in an
overall proficiency level of ___________ with language domain scores in Listening_______, Reading _______,
Speaking_______, and Writing_______.
Based on these test results, your student qualifies for ESL services; however, you are choosing to waive your
student’s right to ESL services. The Bentonville Schools still has the legal obligation to help students overcome
identified language barriers and will continue to monitor the student’s language development. Your student is
allowed accommodations on eligible ADE assessments. Arkansas law states that students with waived rights
must participate in the annual English Language Proficiency Assessment. Participation in this assessment may
not be waived. Please contact our office or your student’s teacher if you would like to reconsider your child’s
participation in the ESL program.
Bentonville Schools ESL Representative Date
Parent/Guardian Date
Notification of Parent Refusal of ESL Services-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
63
Notificación de Renuncia de los Padres a los Servicios de ESL Escuelas de Bentonville
Programa de Inglés Como Segundo Idioma
Nombre:_____________________________________ Nº de ID:___________________________ Escuela:______________________________________
Grado:_____________________________
Todos los alumnos matriculados en las Escuelas de Bentonville tienen que rellenar un cuestionario sobre el idioma que
se usa en el hogar (HLUS por sus siglas en inglés). Si un idioma distinto al inglés es indicado en el formulario,
evaluaremos el dominio del idioma inglés (ELPA por sus siglas en inglés) del alumno.
El distrito de las escuelas de Bentonville ofrece un programa de Inglés Como Segundo Idioma (ESL por sus siglas en inglés)
para los alumnos que hablan idiomas distintos al inglés y cuyos resultados y/o función educativa indican que necesitan
apoyo adicional en este idioma. Si su hijo(a) cualifica para recibir estos servicios, es recomendable que permita que su
hijo(a) participe en el programa.
ELPA, ELPA21, ______________, fue administrado el __________________ resultando en el nivel _______________ con
puntuaciones en las siguientes habilidades lingüisticas: Expresión Auditiva _______ Comprensión de la Lectura _______
Expresión Oral _______, y Expresión Escrita_______.
Basado en los resultados de esta prueba, su hijo(a) cualifica para servicios de ESL; sin embargo, usted ha elegido renunciar
a los derechos de su hijo(a) de obtener estos servicios. Las Escuelas de Bentonville tienen la obligación legal de ayudar a
los alumnus identficados para supercar las barreras del idioma y continuar supervisando su desarrollo en el lenguaje. La
ley de Arkansas establece que los alumnos con renuncia a los derechos, tienen que realizar la Evuluación del Dominio del
Idioma anualmente. La participación en esta evaluación no puede ser rechazada. Por favor, contacte con nuestra oficina o
con la maestro de su hijo(a) si quiere reconsiderar la participación de su hijo(a) en el programa de ESL.
Representante de ESL de las Escuelas de Bentonville Fecha
Padre/Tutor Fecha
Notification of Parent Refusal of ESL Services- Spanish-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
64
English Learner (EL) Referral Form
Teachers, school counselors, and other school personnel who suspect that a student may be an English Learner in need of ESL services should use this form to identify the student and document attempted interventions. Student’s Name: __________________________ School: ____________ Date: _____________ Student ID#: __________________ Enrollment Date: _________________ Person completing the ELL Referral Form: __________________________ Position: _____________ Describe the reason why you suspect this child may be an EL in need of services: What information supports this? (Attach observation logs & data reports.)
Intervention attempted Result
Parent Contact Log
Date Outcome
Does the parent require an interpreter? __________________ If so, what language? _____________
This form, along with a copy of the students’ Home Language Survey, must be sent to the ESL Center in order for the assessment process to begin. Signature: _____________________________ Date: ________________ English Learner Referral Form-July 2018
LPAC Decision Form 2018-19
65
Pe
rso
nal
Info
rmat
ion
Student Name: School:
ID: Grade:
DOB: Sp Ed:
Language Other Than English: Birth Country:
1st Year in USA: USA ESL Program Entry Date:
USA Arrival Date (if applicable): Cumulative Years in USA Schools:
Parent Needs Interpreter: 504: RTI: Yes No
Engl
ish
Lan
guag
e P
rofi
cie
ncy
Ass
essm
en
ts
2018 ELPA21 Screener Summative
Domain Level (__of 5)
Performance Status
MAC II Date_____
Domain Competency Descriptor
Proficiency Status:
Listening Overall Level:
Listening
Reading Reading
Speaking Speaking
Writing Writing
Oth
er
stat
e-M
and
ate
d A
sse
ssm
en
ts
2018 ACT or ACT Aspire
Sub-test Performance Descriptor
NPR (%)
Scaled Score
MAP Reading SS
Reading NPR (%)
Math SS
Math NPR(%)
Reading
17
-18
Fall
English Winter
Math Spring
Science
18
-19
Fall
ACT ELA Readiness Winter
ACT Math Readiness
Other Data Notes
LPAC Decision for ESL Services In addition to standard instruction, English Language Development support will be provided by all teachers.
Served
Not Directly Served
Parent Refused Service/Not Directly Served
Pull-out ESL teachers remove students from mainstream classrooms in small groups to accelerate student’s language development. Pull-in/Inclusion ESL teachers enter the mainstream classroom to help make the instruction more accessible for the student’s language level. ESL Endorsed Content Teacher(s); List Subject(s) ___________________________________________________________________ ESL-endorsed teachers who hold licensure to teach a particular subject will use language acquisition techniques to make the content more accessible for the student’s language level. Computer Support__________________________ Student uses language-related computer programs to increase the student’s language development. Observations and Frequent Grade Monitoring ESL teachers regularly check-in with mainstream teachers to confirm that the student is demonstrating the content and language skills necessary for success without any of the above models being used.
Other (describe)______________________________________________________________________________________________ For ESL Center Use Only
LPAC Reason:
Change in Service New Student___________________________________
66
LPAC Decision for Instructional Scaffolding Classroom teachers should consult the English Language Proficiency standards to determine appropriate
scaffolds for helping a student meet the expectations of the Arkansas State Frameworks.
Bolded scaffolds are required. The LPAC team can indicate other required scaffolds by checking the adjacent box.
Emerging (Levels 1 & 2) Progressing (Levels 3 & 4)
Slow down speech and simplify language
Graphic organizers Slow down speech and simplify language
Graphic organizers Cooperative Learning
Frequent feedback and checking for understanding
Manipulatives Frequent feedback and checking for understanding
Cooperative Learning Reference materials
Visual aids Culturally relevant examples
Visual aids Manipulatives Preferential seating Preferential seating Reference materials Directions given orally Shortened assignments Directions given orally Culturally relevant
examples Extended time on assignments
Alternate assessments Small group work Shortened assignments Scafffolded assessments Extended time on
assignments Alternate assessments
Small group work Total Physical Response Student-centered curriculum & assessment choices.
Student-centered curriculum & assessment choices
Teacher transcribes Answers
List Other Accommodations:
Newcomer Narrative Report Card (can be used for student who has an emerging proficiency status (Level 1 or 2), and is a recent US arrival)
LPAC Decision for Testing Accommodations Classroom teachers should consistently use classroom testing accommodations if the student is going to use
the accommodation on state standardized assessments (ACTAAP Tests).
Testing Accommodation Use on Class Tests Use on State Mandated Tests
ET Extended time
SMGT Small group/special seating
TtS Text-to-speech audio for math, writing and/or science
WTWD ACT-approved word-to-word dictionary (for math/writing/science)
Testing without Accommodations A student in Special Education and ESL receives dual services and accommodations related to both programs. The IEP and LPAC should include each other’s testing accommodations. Attach the IEP accommodations page for the student who is dually served in ESL and Special Eduation.
ESL Teacher/Designee Counselor Administrator
Classroom Teacher Other Other
Date Completed
LPAC Decision Form-July 2018
Language Proficiency Annual Summative 2018-19
67
Name: ID: Grade:
2018-19 Service: Sp Ed: 504: 2018-19 School:
2018 ELPA-21 Performance Level: RTI: 2019-20 School:
Tier 1 Tier 2 Tier 3
Listening: Speaking: Describe interventions and frequency:
Reading: Writing:
Reflect on data collected below. What are the data trends related to your recommendations for next year?
2018-19 Assessments Score: NPR (%):
FSF
LNF
PSF
NWF
CLS
WWR
DORF
MAP
Reading
Fall:
DIBELS
Fall:
Winter: Winter:
Spring: Spring:
Math
Fall:
BEBOP
Fall:
Winter: Winter:
Spring: Spring:
ACT Aspire- Spring 2018
English Lexia
Fall:
Reading Current:
Writing _______________
Math
Science _______________
Record observations with respect to social and academic language, attendance, and behavior. Be sure to note the most important things you want next year’s teachers to know and why.
Academic and Social Language:
Attendance and Behavior:
Recommendations for next year’s LPAC team
What should be the focus area of instruction for this student?
Services:
Assessment Accommodations:
Instructional Scaffolding:
Other Notes:
Classroom Teacher ESL Teacher/Designee Administrator
Annual Summative for K-8-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
68
Circle ALL applicable data points listed.
NWEA MAP* ACT Aspire PSAT** ACT **
Reading*
ELA Readiness=Yes Evidence-Based
Reading & Writing = 463**
English = 19 ***
Math Readiness=Yes
Reading = 19 ***
Math*
English = Ready or Exceeding OR 50th percentile or above
Math= 463**
Math = 19 ***
Reading = Ready or Exceeding OR 50th percentile or above
Science = 19 ***
*Grade-level score as
indicated by the 2015 MAPS
Status Norms
Math = Ready or Exceeding OR 50th percentile or above
**50th percentile or above
***The qualifying ACT score is the current cut score for the Arkansas
Challenge Scholarship.
Science = Ready or Exceeding OR 50th percentile or above
Acceptable Evidence Worksheet-July 2018
Acceptable Evidence Worksheet
If the student demonstrates overall proficiency on the ELPA21 and has at least 2 pieces of additional acceptable evidence, the student meets the exit criteria. To complete the exiting process, submit the ADE’s Language Minority Student Exit/Monitoring form to the ESL Center.
Name:
Student ID:
School:
Grade:
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
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Additional Acceptable Evidence Worksheet
Additional standardized evidence aligned to the ELP Standards and Arkansas Academic Standards may be considered as additional evidence. Instructions: Please fill out this worksheet and submit to the ESL Center for consideration.
Assessment Name:
Is it standardized?
What does the assessment measure?
How is it aligned to the English Language Proficiency Standards?
How is it aligned to the AR Academic Standards?
Additional Evidence Worksheet-July 2018
70
Arkansas Department of Education (ADE)
Language Minority Student Exit/Monitoring Form
The Language Minority Student (LMS) Exit Form is completed when determining whether a
student is a Former English Learner or not. Please check the reason for using this form:
1) ____ Initiating placement as a Former English Learner
2) ____ Documenting a prior exit that was not documented
3) ____ Monitoring a Former English Learner (ELL Exit Date: __________)
Student Name: Grade: Date:
School: Student State ID #: ELL Entry Date: Date of Birth:
English Language Proficiency
Assessment Data
When initiating placement as a
Former English Learner or
documenting a prior exit,
evidence must be provided to
demonstrate proficiency in
English aligned with the Arkansas
English Language Proficiency
Standards. (Not available or
required for Monitoring a
Former English Learner.)
____ ELPA21 Screener
Proficiency Profile: __________, Date: ______________
OR
____ ELPA21 Summative
Proficiency Profile: __________, Date: ______________
OR
____ Prior state approved ELP assessment scores/dates:
Supporting
Evidence/Professional
Judgment
At least two pieces of evidence
providing confirmation of a
student’s ability to meet grade-
level performance expectations in
literacy in ELA/Science/Social
Studies and/or Math.
Measure: _____________ Result: _________ Date: _______
Measure: _____________ Result: _________ Date: _______
___ No evidence exists to confirm the student’s academic literacy is at a
level comparable to never-EL peers.
Recommended Status Choose
whether the student is
recommended for English Learner
or Former English Learner status.
If choosing Former English
Learner status, indicate which
year of monitoring the student is
beginning or if monitoring is
completed.
_____ English Learner (eSchool “Value Box” Checked)
OR
_____ Former English Learner (ELL Exit Date: _____________)
___ Monitored Year 1 (M1)
___ Monitored Year 2 (M2)
___ Monitored Year 3 (M3)
___ Monitored Year 4 (M4)
___ Monitoring Completed
LPAC MEMBERS' SIGNATURES (All required) POSITION
1. Administrator
2. ESOL Designee
3. Mainstream Teacher/Counselor
Language Minority Student Exit/Monitoring Form-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
71
Confidentiality Agreement for Bilingual Interpreters I, _________________________________, agree to serve as an interpreter for the purpose of providing assistance during the Bentonville School District Parent-Teacher conferences or other school activities. I understand that the type of information that will be shared may include confidential information about the students. Examples of confidential information include such topics as discipline, health, medication, grades, attendance, and other personal information. I understand that my role as an interpreter is to accurately communicate information without any alteration, omission, or additions in the native language for the clear understanding between the parent and the teacher. This role requires that the interpreter have adequate command of both English and the primary language for which the information is being translated. I agree to be completely impartial and unbiased in my work and will refrain from any action, which might give an appearance of bias. I will disclose any real or perceived conflict of interest. I will not take personal advantage, financial or otherwise, of information obtained during the assignment. I also understand that any concerns or issues which may arise as a result of the information shared between the interpreter and the parent in the conference will be accurately shared with the teacher and/or the school principal. _________________________________________ __________ Signature of Interpreter Date Confidentiality Agreement for Bilingual Interpreters-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
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Interpreter/Translator Parental Consent
I agree to allow the Bentonville School District to use community members to provide interpreter/translator services during a school parent-teacher conference and/or a parent meeting held regarding my child. I understand that the information provided to me and/or my child at the conference/meeting may include topics, which deal with discipline, health, medication, grades, attendance, and other personal information related to my child or children. I further understand that the person providing these services has signed an Agreement of Confidentiality concerning the information that may be shared and has agreed to accurately communicate information without alteration, omission, or addition in the native language for the clear understanding between the parent and teacher ____ Yes, I agree to the use of the community member or district employee to provide interpreter/translator services for me at Parent Teacher Conferences. ____ No, I do not agree to having a community member or district employee provide interpreter/translator services for me at Parent Teacher Conferences. ____ No, I do not need an interpreter/translator. I am able to communicate with the teacher without assistance or I prefer to have a member of my family, 18 years old or older, provide this service. Child’s name: ________________________________________ Child’s school: ____________________________________________ _________________________________________ ____________ Parent/Guardian Signature Date Interpreter/Translator Parental Consent-July 2018
(479) 254-5034 [email protected] 1002 SE 14th Street Bentonville, AR 72712
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Permiso paternal para el servicio de un intérprete/traductor
Estoy de acuerdo en permitir que el Distrito de las Escuelas de Bentonville, utilice miembros de la comunidad para prestar servicios de intérprete/traductor durante las conferencias de padres y maestros y las reuniones con los padres que se celebran con respecto a mi hijo. Entiendo que la información proporcionada a mí y a mi hijo en la reunión/conferencia puede incluir asuntos relacionados con la disciplina, salud, medicamentos, calificaciones, asistencia y otros datos personales relacionados con mi hijo o hijos. También tengo entendido que el prestador de estos servicios ha firmado un acuerdo de confidencialidad con respecto a la información que puede ser compartida y ha acordado comunicar con precisión la información sin alteración, consejos, o adición en mi idioma nativo para la comprensión clara entre el maestro y yo. Marque uno de los siguientes: ____ Estoy de acuerdo en que un miembro de la comunidad o empleado del distrito me preste servicios de intérprete/traductor en las conferencias. ____ No estoy de acuerdo en que un miembro de la comunidad o empleado del distrito me preste servicios de intérprete/traductor en las conferencias. ____ No necesito un intérprete. Me puedo comunicar con los maestros sin la asistencia del interprete o prefiero tener un miembro de mi familia, mayor de 18 años, para que me preste este servicio. Nombre del alumno: ________________________________________ Nombre de la escuela: ____________________________________________ _________________________________________ ____________ Firma del padre/tutor legal Fecha
Interpreter/Translator Parental Consent-Spanish-July 2018