esol program evaluation and handbookmhbombers.com/esl/mountainhome2010eslhandbook.pdf · 2016. 7....

ESOL Program

Evaluation and Handbook

2010-2011

Dr. Lonnie Myers Superintendent

Dr. Leigh Ann Gigliotti

ESOL Program Coordinator

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Table of Contents Introduction ......................................................................... 4-6

District Goals and Objectives .......................................................... 4

District ESOL Program Staff / ESOL Staff by School ..................... 5

Section 1: Identification of PHLOTES .................................... 6-8 Introduction ..................................................................................... 7 Procedures for Identification of PHLOTES ...................................... 7

Students Missed During Initial Enrollment ....................................... 7

Re-enrollment of PHLOTES in the District ...................................... 8

Section 2: Initial Assessment of PHLOTES ........................ 9-11 Introduction ................................................................................... 10 Procedures for Initial Assessment ................................................. 10

Parent Notification ......................................................................... 11

Notifying Schools of Assessment Results ..................................... 11

Section 3: Placement of ELLs ...............................................12-15 Introduction ................................................................................... 13

The Language Proficiency Assessment Committee ................. 13-14

Members of the LPAC ................................................................... 14 Ensuring Appropriate Placement .................................................. 14

LPAC Guidelines ...................................................................... 14-15

Section 4: Curriculum and Instruction ...............................16-21 ESOL Programming ...................................................................... 17

Elementary Services and Resources (K-5) .............................. 17-18 Middle School Services and Resources (6-7) ............................... 18

Secondary Services and Resources (8-12) .............................. 18-19

ESOL Program Curriculum ........................................................... 19 English Language Development Tool ...................................... 19-20

Mountain Home Instructional Model ......................................... 20-21

Section 5: Assessment of ELLs ...........................................22-25 Required Assessments for ELLs .............................................. 23-24 Alternative Grading Procedures ............................................... 24-25

Section 6: Staffing and Professional Development .......26-29

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Introduction ................................................................................... 27 Staff Requirements for Serving ESOL Students ........................... 28

District ESOL Support Services .................................................... 28

Obtaining an ESL Endorsement ............................................... 28-29

Section 7: Exiting and Monitoring .......................................30-32 Introduction ................................................................................... 31

Criteria for Exiting Students .......................................................... 32

Procedures for Exiting Students .................................................... 32 Monitoring Academic Success of Exited Students ........................ 32

Section 8: Communication with Parents ...........................33-36 Procedures for Communicating with Parents ................................ 34

Community Volunteers ............................................................. 35-36

Section 9: Access to All District Programs ......................37-39 Introduction ................................................................................... 38 Special Education Programs .................................................... 38-39

Gifted/Talented Education, Pre-AP and AP Courses .................... 39

Extracurricular and Other Programs ............................................. 39

Section 10: Maintenance of Records ..................................40-41 Maintaining Records ..................................................................... 41

Monitoring of Data ......................................................................... 41

Section 11: Program Evaluation and Modification ........42-43 District Demographics ................................................................... 43

Appendix .......................................................................... 44-83 ESOL Acronyms ........................................................................... 45 Home Langague Survey (HLS) ..................................................... 46

Parent/Student Interview Form (PSI) ....................................... 47-50

MAC II English Competency Level Clusters (ECL) .................. 51-55 Parent Notification Form (PNF) ................................................ 56-59

Alternative Language Placement Waiver Form ............................. 60

ELL Placement Form Grades 1-12 ............................................... 61 Initial Placement Form (IPF) for Kindergarten ............................... 62

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Annual Review Form (ARF) for Grades 1-12 ................................ 63 Teacher Scaffolding and Assessment Accommodations (K-2) ..... 64

Teacher Scaffolding and Assessment Accommodations (3-8) ...... 65

Teacher Scaffolding and Assessment Accommodations (9-12) .... 66 ELL Placement Flowchart ............................................................. 67

ELL Academic Update Form (Blue Form) ..................................... 68

ELL Report Card ...................................................................... 69-72 ELDA Descriptors .................................................................... 73-79

Interpreter/Translator Request Log ............................................... 80

M1 and M2 Monitoring Form ......................................................... 81 Community Volunteer Interpreter Confidentiality Agreement ........ 82

Community Volunteer Interpreter Parent Permission Form ........... 83

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ESOL PROGRAM HANDBOOK Introduction

. The purpose of this handbook is to support the work of teachers and administrators of the Mountain Home School District in their service toward ELLs. Set-forth in this document is information regarding appropriate and effective services for ELLs as well as a clear statement of our responsibilities in educating students for whom English is not the first language. The appendix includes forms used in the identification, assessment, placement, exiting, and monitoring process for ELLs. A list of common ESOL acronyms can also be found in the appendix.

MOUNTAIN HOME’S ESOL PROGRAM GOALS The Mountain Home School District will provide a research-based ESOL program for

students who are identified as English Language Learners. This program will enable:

1. Acquisition of English language proficiency. 2. Academic achievement in English.

MOUNTAIN HOME’S ESOL PROGRAM OBJECTIVES

1. Students will attain full English proficiency, gaining one proficiency level each year,

as measured by the English Language Development Assessment (ELDA). 2. Students will achieve grade level academic performance as measured by the

Arkansas Benchmark and End of Course Assessments.

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ESOL Office Contact Information

2465 Rodeo Dr. Mountain Home, AR 72653

Phone: (870) 425-1201 Fax: (870) 425-1316

District ESOL Staff Members

ESOL Staff by School

School ESOL Designee ESOL Program Specialist

ESOL Records Specialist

Kindergarten Naomi Lassen Naomi Lassen NWH Elementary Naomi Lassen Naomi Lassen

Hackler Intermediate Naomi Lassen Naomi Lassen Pinkston Middle Naomi Lassen Naomi Lassen

Junior High Christy Lawrence Naomi Lassen Naomi Lassen Senior High Naomi Lassen Naomi Lassen

Name Position Dr. Leigh Ann Gigliotti Program Director

Naomi Lassen Program Specialist Naomi Lassen Elementary Program Specialist Naomi Lassen Secondary Program Specialist

Naomi Lassen Assessor

Naomi Lassen Records Specialist Naomi Lassen File Clerk Naomi Lassen Community Liaison

Migrant Clerk

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Identification of Students with a Primary Home Language Other than English

(PHLOTES)

Section

1

ESOL PROGRAM HANDBOOK


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Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Survey (HLS) is required for all students. Moreover, the HLS assists the district in identifying all national origin minority students who have a primary (first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of identifying PHLOTE students.

Introduction The district is required to have procedures for identifying students having a primary home language other than English (PHLOTEs), for identifying students that were missed during the initial enrollment process, and for re-enrollment of PHLOTEs to the district. Within the student population identified as PHLOTEs over 17 home languages are represented.

Procedures for Identifying PHLOTE Students in Mountain Home 1. The Home Language Survey (HLS): As part of the enrollment process in Mountain

Home School District. ALL students complete a seven question HLS. This survey is a form in English. [A copy of the HLS can be found on page 46 of the appendix.]

• When one or more of the questions on the HLS indicates a language other than English, the student is identified as a PHLOTE. The school registrar then contacts the ESOL Office to schedule an assessment of the enrolling student’s English proficiency. This assessment must be completed in a timely manner.

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

o After the school year begins, parents and guardians of students should be notified within two weeks of their child’s identification and placement.

• The HLS is filed in the student’s permanent record file. Copies are kept in the student’s ESOL folder. The HLS should only be filled out by the parent/guardian upon initial enrollment. A student re-enrolling in the district should not complete a second HLS.

• A second HLS may not be completed in order to exit a child from the ESOL program.

Procedures for Identifying Students Not Identified During the Initial Enrollment Process 1. If staff is concerned with a student’s performance and suspects that the student may have

been missed during the initial enrollment process, the school should first review the student’s permanent file to see if the HLS form has been completed.

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

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• If the HLS has been completed and indicates a language other than English, the school’s ESOL Designee informs the ESOL office. The ESOL office will schedule a time to assess the student’s English proficiency.

2. If the HLS form does not indicate a language other than English, a conference is scheduled with the student’s parents to determine if there has been a misunderstanding regarding the HLS.

• If this conference results in the HLS being revised to indicate that the student is a PHLOTE, the building ESOL Designee should make arrangements with the ESOL Office to have the student’s English proficiency assessed.

• If this conference results in no changes to the HLS, 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 answering the seven questions based on the conference conducted, the teachers must still provide the same classroom scaffolding recommended for otherwise identified ELL students.

Procedures for Re-enrollment of PHLOTES in the District 1. When a student re-enrolls in the district, the school registrar informs the ESOL office of the

student’s re-enrollment. 2. The registrars at the ESOL office are able to provide the schools with information regarding

the student’s ELL status and the most current English proficiency assessment data. • The ESOL registrar will inform the school if there is a need for the student to be

retested. • Students may not be identified or served as an ELL based on English language

proficiency assessment scores that are over one year old.

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Initial Assessment of PHLOTE Students

Section

2 ESOL PROGRAM HANDBOOK

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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.

Introduction Initial assessment of ELLs is critical to correctly placing and providing appropriate services. The ESOL office assesses the student’s English proficiency. Other tests may also be administered to determine basic math skills and native language literacy. All assessments are administered by a core group of trained staff to ensure consistency of administration, scoring and interpretation of results.

Procedures for Assessing Potential ELL Students 1. Parent Student Interview: An interview is conducted with the student’s parents or

guardians and recorded on a Parent Student Interview (PSI) form. [A copy of the PSI can be found on pages 47-50 of the appendix.] ESOL Registrars place a copy of the PSI in the student’s ESOL folder. 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. • The educational experiences of a student’s parents or guardians. • Student’s extracurricular and career interests (for students enrolling in grades 9-

12).

2. Initial English Language Proficiency Assessment: Every student enrolled in the district and identified as a PHLOTE student is assessed with the grade level appropriate MAC IIA English Proficiency Test to determine the student’s level of English language proficiency in listening, speaking, reading, and writing. [The MAC II English Competency Level Clusters (ELC) can be found on pages 51-55 of the appendix.]

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3. Basic Math Assessment: Every student in grades 2 – 12 is administered a basic math test, the Entry Assessment Mathematics Evaluation (EAMEs). The language in which the EAMEs is administered will be English.

Parent Notification of Initial Assessment Results and Rights Parent communication is provided in a language that parents can understand when possible.

1. Once a student has completed all assessments, an ESOL Assessor meets with the parent and student to review the results of the assessments.

2. The ESOL Assessor provides parent/guardian with information about the individual ESOL programs available to their child by the ESOL Assessor.

3. The Parent Notification Form (PNF) includes the parent’s rights as a parent of a PHLOTE/ELL student, including the right to be notified of their child’s progress in acquiring English. [A copy of the PNF can be found on pages 56-59 of the appendix.]

4. Parents are informed by the ESOL Registrar of their right to decline supplemental English language acquisition assistance for their child. If parents choose to waive services, an Alternative Language Program Placement Waiver Form (ALP) is completed and signed by the parent/guardian. [A copy of the ALP Waiver Form can be found on page 60 of the appendix.] The student is still required to participate in the annual English Language Proficiency Assessment.

5. Parents receive copies of all pertinent forms.

Procedures for notifying the school of assessment results 1. The ESOL Assessor takes the ESOL/ELL Student Placement form to the school. At the

school this form is copied and distributed to the staff indicated on the form. [A copy of the ELL Student Placement form can be found on page 61 of the Appendix.]

2. The ESOL/ELL Student Placement Form includes the MAC IIA results and the EAMEs results.

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Placement of ELL Students into Appropriate Alternative Language

Programs

Section


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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 ESOL teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee will review pertinent LEP students’ information and make placement determinations into the district’s alternative language program (ESOL). 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.

Introduction All decisions regarding placement of students into the appropriate alternative language program are made by the Language Proficiency Assessment Committee (LPAC). The LPAC consists of school and district representatives that are familiar with the student and can advocate for the best possible services. The LPAC ensures that students receive appropriate services based on objective data. The LPAC’s decisions are essential to the proper placement of students into the alternative language program.

Language Proficiency Assessment Committee (LPAC) The purpose of the Language Proficiency and Assessment Committee (LPAC) is to:

• Determine services and course placement for ELL students. • Determine teacher scaffolding and assessment accommodations needed in the

classroom.

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• Monitor students in their mainstream classrooms. • Determine the standardized testing accommodations needed. • Make recommendations for exiting the ESOL Program. • Monitor students for two years after they have been exited from the ESOL Program.

Members of the LPAC The LPAC should consist of an administrator (or ESOL designee), a counselor, an ESOL teacher, a classroom teacher, and other support personnel as needed (e.g., G/T teacher, special education teacher). Participation of a parent/guardian or parent advocate is welcomed but not required. The ESOL Program Specialist reviews all placement decisions made by the LPAC. LPAC members receive training in LPAC duties, pertinent OCR requirements, interpreting assessment data and confidentiality of student records.

Ensuring Appropriate Placement 1. Initial Placement Decisions: The LPAC decides the least restrictive and optimal

setting for each student based on the initial MAC IIA assessment data, academic records from prior school(s), and other available information. Initial placement decisions are recorded on an Initial Placement Form (IPF). [A copy of the IPF can be found on pages 61-62 of the appendix.]

2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the services offered to ELLs. Decisions are made concerning placement, instruction and assessment. Decisions are based on ELDA results, any achievement test data available, classroom performance and teacher observation. The forms used for this include the Annual Review Form and Teacher Scaffolding and Accommodations Form. [Copies of the ARFs and the Teacher Scaffolding and Accommodations Form can be found on pages 63-66 of the appendix.]

3. Classroom Teacher Concerns: If a classroom teacher has concerns about the performance of an ELL, the LPAC meets to discuss possible solutions. The ELL Academic Update Form (Blue Form) can be used to gather information from teachers regarding the student’s performance in the classroom. [A copy of the ELL Academic Update Form (Blue Form) can be found on page 68 of the appendix.]

4. Use of Subjective Criteria: If the committee uses subjective criteria (e.g., classroom performance, parent request) to override objective criteria in making placement decisions, the LPAC will develop a written explanation detailing the reasons for deviating from the objective criteria. This documentation will be placed in the student’s permanent file and copies sent to the ESOL Office.

LPAC Guidelines 1. Scheduled LPAC Meetings: Each school has a standing committee that meets weekly

as needed to make placement decisions for new students and/or review student services. LPAC meetings should take place with all committee members present. If a committee member cannot attend, an alternate should attend in their place.

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2. Special Education/ESOL Students: LPAC decisions made concerning special education/ESOL students should include a representative from the special education department.

3. Deadlines for Notification of Parents: At the beginning of the school year parents should be notified of LPAC decisions within thirty days of the first day of school. After the school year begins, parents should be notified of LPAC decisions within two weeks of enrollment.

4. Annual Notification of Parents: Following the annual review of student progress, an Annual Review Form is sent home to notify the parents of the progress their child has made towards attaining fluency in English and services that will be provided. [Copies of the ARFs can be found on pages 63 of the appendix]

5. Changes to Student Placement and Assessment Accommodations: No change can be made on an ELL student’s placement without approval of the LPAC. Any changes made are documented on the Placement and Accommodation Modification Form. Schools request modification forms through their designated records specialist.

6. Removal from ESOL Program by Parent Request: A student may be removed from the ESOL program if the parent/guardian signs an Alternative Language Program (ALP) Placement Waiver Form. [A copy of the ALP Placement Waiver Form can be found on page 60 of the appendix.] The parents/guardians are informed of their right to waive placement of their child in an Alternative Language Program by ESOL Office staff during the initial enrollment process. If services are waived, the student will still continue to be given the English Language Proficiency Assessment until they demonstrate proficiency in English. The LPAC continues to monitor the student’s academic progress and determines other language support services.

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Curriculum and Instruction for ELLs

Section


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Title VI of Office of Civil Rights requires the district to implement an alternative language service model selected (e.g., ESOL) 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., ESOL) 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.

ESOL Programming The instructional model adopted by the district is English as a Second Language (ESL) in which the language of instruction in classrooms is English. Textbooks and other supplementary materials primarily in English will be used.

Elementary Services (K-5) All services are designed to enable ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state grade level content area frameworks. The ELP frameworks can be found on the district ESOL website under “Teacher Resources.” All teachers are certified and some are ESOL Endorsed or at a minimum trained in ESOL methodology. A student’s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC). Students receive one or more of the services below:

• Mainstream classroom- primary instruction for all ELL students. • ESOL Pullout Services- designed for ELLs who need supplemental instruction in

literacy to help them function in the mainstream classroom more effectively. This support is provided by certified, ESOL endorsed teachers or Title I staff.

Elementary Resources (K-5) ESOL Program Specialists review current resources in buildings to determine if additional

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resources need to be purchased by the ESOL Office to enhance effective instruction and learning. The following resources are used in elementary schools:

Ventriglia, L and Gonzales, L. (2005). Intensive English Santillana. Fisher, D. & Rothenberg, C. (2007). Teaching English language learners: A differentiated

approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. (available for teachers through the ESOL office.)

Secondary Services – Middle School (6-7) All services are designed to enable ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state content area frameworks. The ELP frameworks can be found on the district ESOL website under “Teacher Resources.” All teachers are certified, and some are ESOL Endorsed or at a minimum trained in ESOL strategies. A student’s participation in a given program is determined by the Language Proficiency Assessment Committee (LPAC). Students are served:

• Mainstream Classrooms – offered as the primary placement for all ESL students. Teachers modify instruction for ESL students until they can demonstrate that language is no longer a barrier to their learning.

• ELL Classes - offered every day to students until proficient and emphasizing English language acquisition in all four areas – listening, speaking, reading and writing.

Secondary Resources – Middle School (6-7) ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning. The following resources are used on the secondary level:

Ventriglia, L and Gonzales, L. (2005). Intensive English Santillana.

Fisher, D. & Rothenberg, C. (2007). Teaching English Language Learners: A differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Secondary Services – Junior High and High School (8-12) All services are designed to enable ELL students to meet the same academic standards as all other students. Students are scheduled into classes to meet their needs according to their

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level of English proficiency and other criteria determined to be indicators by the LPAC. All teachers are certified in their respective content areas and some are ESOL endorsed or at a minimum trained in ESOL strategies. Classroom teachers and all support staff will follow the Arkansas Frameworks for English Language Proficiency and the appropriate state content area frameworks. The ELP frameworks can be found on the district ESOL website under “Teacher Resources.” Students in grades 9 - 12 receive credit for every class in which they are enrolled if successfully completed. Students are placed in one or more of the following classes:

1. Mainstream Classes – offered as the primary placement for all ESL students. Teachers will use to modify instruction for ESL students

2. ELL class – offered every day to students until proficient and emphasizing English language acquisition in all four areas – listening, speaking, reading and writing.

Secondary Resources - Junior High and High School (8-12) ESOL Program Specialists review current resources in buildings to determine if additional resources need to be purchased by the ESOL Office to enhance effective instruction and learning. The following resources are used on the secondary level:

Fisher, D. & Rothenberg, C. (2007). Teaching English language learners: A differentiated approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Moore, D.W., Short, D.J., Smith, M.W., & Tatum, A.W. (2009). Edge: reading, writing, & language. Carmel, CA: Hampton-Brown/National Geographic School Publishing.

ESOL Program Curriculum The curricula for ELLs at all levels of English language proficiency follow both the Arkansas Department of Education Frameworks for English Language Proficiency (2006) and Arkansas Department content frameworks. The ELP Frameworks have been aligned to the English Language Arts and Mathematics Frameworks, Biology, Physics, Science K-8 and Social Studies K -8 content frameworks. The ELP frameworks can be found on the district website under “Teacher Resources.”

English Language Development Tool (ELDT) Developed by teachers in the Springdale School District, the English Language Development Tool (ELDT) serves to guide teachers in providing effective differentiation for ELLs so that they may have equal access to grade-level curriculum. Student descriptors, derived from the ELDA Score Interpretation Guide, in the four domains of language at each ELL level are provided in the ELDT. In addition, the ELDT contains teacher behaviors and instructional routines to assist teachers in moving students to the next level of English development in each domain. This tool was designed to be used in conjunction with content area frameworks/TIA to enhance the implementation of the Gradual Release of Responsibility (GRR). After establishing the

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goal of learning and how the goal will be assessed, teachers refer to this tool as they develop instructional routines to meet the instructional goal. The ELDT serves as a guide in making all phases of the lessons accessible to English Language Learners in their classrooms. In addition, the ELDT can be used to assess and chart the growth of students’ language proficiency in each domain. The ELDT has three distinct parts to help teachers in planning.

1. The teacher first identifies students’ stages of English development in each the four domains of language (listening, speaking, reading and writing).

2. The teacher then uses the tool to identify the behaviors and instructional routines that can be implemented to appropriately overcome the language barrier allowing all students to equally participate.

3. A glossary of instructional routines and a quick reference guide are also included to support teacher planning.

Mountain Home Instructional Model The instructional model used in the district is the Gradual Release of Responsibility (GRR). It is comprised of four phases: focus lesson, guided instruction, collaborative learning, and independent learning.

The Gradual Release of Responsibility Model

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Stages of the Gradual Release of Responsibility Focus Lesson

• Purpose is established with both content and language goals. • The teacher uses “I” statements to model thinking. • Questioning is used to scaffold instruction, not to interrogate students. • The lesson includes a decision frame for when to use the skill or strategy. • The lesson builds metacognitive awareness, especially indicators of success. • Focus lessons move to guided instruction, not immediately to independent learning.

Guided Instruction

• Small group arrangements are evident. • Grouping changes throughout the semester. • The teacher has an active role in guided instruction, not just circulating and assisting

individual students. • There is a dialogue between learners and the teacher as they begin to apply the skill

or strategy. • The teacher uses cues and prompts to scaffold understanding when a student

makes an error, and does not immediately tell the student the correct answer.

Collaborative Learning • Small group arrangements are evident. • Grouping changes throughout the semester. • The concepts students need to complete collaborative tasks have been modeled by

the teacher. • Students have received guided instruction of the concepts needed to complete

collaborative tasks.

Independent Learning • Students have received modeled, guided, and collaborative learning experiences

related to concepts needed to complete independent tasks. • Independent tasks extend beyond practice to application and extension of new

knowledge. • The teacher meets with individual students for conferencing about the independent

learning tasks. From: Fisher, D., & Frey, N. (in press). Gradual release of responsibility: An instructional framework for building student independence. Alexandria, VA: Association for Supervision and Curriculum Development.

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Assessment of ELLs

Section


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Title I of the No Child Left Behind Act of 2001 states that states shall provide an annual assessment of English proficiency of all students with limited English proficiency. Title III of the No Child Left Behind Act of 2001 states that districts must meet annual measurable achievement objectives (AMAOs) for limited English proficient students through development and attainment of English proficiency while meeting challenging State academic content and student academic achievement standards. Such annual measurable achievement objectives shall reflect the amount of time an individual child has been enrolled in a language instruction educational program and use consistent methods and measurements to reflect at a minimum, annual increases in the number or percentage of children making progress in learning English, at a minimum, annual increases in the number or percentage of children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English proficiency, and making adequate yearly progress for limited English proficient children. Districts that do not meet AMAO are required to notify parents of ESL student of the district’s status in achieving AMAOs.

Required Assessments for ELLs Criterion Referenced Assessment (Arkansas’ CRTs-Benchmark and EOC)

• Assessment is required by Federal law (NCLB, 2001). • ELL students who have been in the United States less than one year from the previous

year’s test date may be exempt • Students must be identified as an ELL to receive accommodations. • Literacy and Math are assessed each year in grades 3 – 8. Science is assessed in

grades 5 and 7. Algebra I, Geometry, Algebra II, Biology, and Literacy EOCs are assessed in grades 9 – 12.

• Results are used to measure Adequate Yearly Progress (AYP). Students who have attended U.S. schools for less than one year may have their scores excluded from counting towards AYP.

• M1 and M2 students (students in the first and second year of monitoring) may be included in the LEP sub-population in making AYP determinations.

Norm Referenced Assessments (SAT-10, MAT 8)

• Assessment is required by State law (Act 35, 2003) for grades K-9. • ELL 1s and 2s in grades K-1 can be exempt from the test. ELL 1s in 2nd grade can be

exempt from the test. ELL 1s and 2s in 9th grade and in U.S. schools for less than two full years can be exempt from the test.

• ELL students in grades 3-8 participate in a combined CRT and NRT assessment. • Students must be identified as an ELL to receive accommodations.

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Annual Assessment of English Language Proficiency (ELDA)

• Assessment is required to be given annually by Federal law (NCLB, 2001). • Required of all ELL students regardless of ESOL services. • Administered with accommodations ONLY to students who have specific

accommodations outlined in an Individualized Education Plan (IEP). • Used to measure the progress of ELL students and to evaluate a district’s ESOL

program. • Used to measure Annual Measurable Achievement Objectives (AMAOs). • Descriptors for each language domain of the ELDA can be found on pages 100-106 of

the appendix.

Alternative Grading Procedures: When students are in the process of learning English, it is not appropriate to assign grades that indicate failure or needs improvement if language is the only reason. At the same time, it is not appropriate to assign grades that indicate they are doing grade level or satisfactory work if they are not meeting grade level standards. This sends mixed signals to parents and other staff making assessment and placement decisions. Below are the guidelines that should be used when assigning grades to ELLs. English Language Learner Report Cards (K-7) The purposes of ELL Report Cards are to track and report English acquisition quarterly to parents, teachers, and students throughout all four domains. They supplement the regular report card when English acquisition is not sufficient for student success in the regular classroom. They also provide a reference point for discussing a student’s academic standing, act as a diagnostic tool for teachers to use in planning instruction and serve as an addition to permanent records. [A copy of the ELL Report Card can be found on pages 72-75 of the appendix.] Guidelines and Procedures for ELL Report Cards

• Use for students who are level 1 or 2, based on MACII or ELDA, when language hinders the classroom teacher from assigning an appropriate grade in a content area other than math.

• Use for students who are level 3, `based on MACII or ELDA, on a case by case basis depending upon factors (years in United States, language barrier, etc.) when language hinders the classroom teacher from assigning an appropriate grade in a content area other than math.

• All ELL students get a grade in math. ELL Report Card is not to be used in math. • Should only be used for the first four years of education in the United States (except

on a case-by-case basis). • Use when a student has an N, U, D or F and the student’s language is clearly the

reason for this unsatisfactory grade. • Use with, not in place of, a standard report card.

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• It is not appropriate to assign an E, A, or B for modified work. Students should not be assigned letter grades that signify above grade level work unless they are performing likewise without modifications.

• Mark ALL areas that are mastered on the report card. For example, with an ELL 1, you would also look for things on the ELL 2 list that a student can do and mark it. Our goal is to move them to the next level in one school year.

• Use the Key at the bottom of the Language Acquisition Report: (+) student is proficient, (-) student is not proficient, and ( ) concept has not been introduced to the student. Mark a (+) in the area above their ELL level when applicable. Do not mark a (-) in the area that is above their ELL level.

• The ESOL Designee maintains a record of students who have received a D or an F and documentation of failure justification. A copy is placed in the student’s permanent file at the end of the year.

• Staple the ELL report card to the regular report card. • [A copy of the ELL report card can be found on page 69-72 of the appendix.]

Grading Guidelines and Procedures for Grades 8-12

• A grade of D or F can only be assigned when the student’s language is not a barrier to meeting grade level standards.

• If language is not the barrier, the teacher’s lesson plans must reflect that appropriate scaffolding has occurred before assigning a D or F.

• If the student receives a D or F for their quarterly or semester grade, documentation should be made to show that the appropriate accommodations and scaffolding were provided to the student.

• The ESOL Designee maintains a record of students who have received a D or an F and documentation of failure justification. A copy is placed in the student’s permanent file at the end of the year.

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Staffing and Professional Development

Section


27

Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected alternative language program. 1. All Teachers (e.g., Regular, Special Education, etc.): The qualifications established by the district will be sufficient to provide that all teachers

who are responsible for instruction of LEP students in the formal alternative language program, the regular program, the special education program, or any other academic program will receive the training and skills necessary to carry out the selected alternative language program (ESOL). All teachers instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESOL strategies).

2. Alternative Language Program Teachers (ESOL): The district shall staff its alternative language program with teachers certified and endorsed

by the State to teach in these programs. Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers and will concurrently require them to work towards full certification or endorsement.

Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP students at each school and grade level. Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of alternative language services (i.e., ESOL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing services that are consistent with the district’s alternative language (i.e., ESOL) curriculum and academic objectives. Moreover, Title VI requires the district to ensure that any teacher assistants who assist in providing alternative language services will work under the direct supervision of a certified teacher. Training will be provided to the aides on ESOL instructional methodologies where there is heavy reliance on the aide to provide language services or instruction, (i.e., self-contained special education teachers).

Introduction The district is required to ensure that the staff working with ELLs is trained in how to provide appropriate instruction for ELLs. Staff members that serve as the primary teacher in the alternative language program (sheltered, co-taught and pull-out classes) must have an ESOL endorsement.

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Staff Requirements for Serving ESOL Students

1. ESOL Teachers: Teachers must be highly qualified and ESOL endorsed by the State of Arkansas to teach in the ESOL Program (sheltered, pull-out, and inclusion). Administrative staff assigned to evaluate the performance of ESOL teachers are trained in ESOL methodologies.

2. ESOL Instructional Assistants (IAs): ESOL IA’s who assist in providing ESOL services

must work under the direct supervision of an endorsed ESOL teacher and receive professional development in effectively working with ELLs.

District ESOL Support Services • Instructional Facilitators- provide academic support for teachers through professional

development, planning, coaching, and reflection on district wide and building level initiatives.

• Community Liaisons- serve as a link between the community and schools to assist in connecting parents to schools, provide support to students, parents, teachers and administrators, and facilitate community outreach and involvement.

• ESOL Record Specialists- provide support to schools and designees with ELL record maintenance and the collection and organization of data.

• ESOL Translators/Interpreters- provide translation and interpretation in Spanish and Marshallese for all schools as needed for parent communication.

• ESOL 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 Mountain Home School District’s educational system.

• ESOL Registrars- schedule appointments for families of students with a primary home language other than English and help families complete and understand enrollment and assessment materials.

• ESOL 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 ESOL program.

• ESOL Designees- provide building level support concerning initiatives/policies for ELL students and ESOL data analysis. Designees work closely with Instructional Facilitators, ESOL Program Specialists, and the ESOL Coordinator.

• District ESOL Program Coordinator – oversees District ESOL program.

Obtaining an ESL Endorsement ESL Academy Mountain Home participates in the Arkansas Department of Education’s (ADE) ESL Academy initiative. The ESL Academy is the last two full weeks of June for 13 consecutive days (103

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contact hours) and is conducted from 9:00 a.m. – 8:00 p.m. Teachers earn 12 graduate hours – 3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language Acquisition and 3 hours of Assessment of English Language Learners. All costs for the Academy are sponsored by the Mountain Home School District and ADE through federal and state monies. These graduate credits are awarded to the teachers through Henderson State University or Arkansas Tech University. In addition to attending the academy, teachers must:

• Complete a project that demonstrates their understanding of ESOL based on the rubric provided by the university rewarding credit.

• Pass the Principles of Learning and Teaching test. The district will reimburse teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license.

• Once the project is completed and scored, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license.

University Coursework Teachers may obtain their ESL Endorsement through coursework at universities with an ADE approved program of study. Teachers must:

• Complete four courses required for ESL Endorsement. • Pass the Principles of Learning and Teaching test. The district will reimburse

teachers for the Praxis test after they successfully pass the exam and add the ESOL Endorsement to their teaching license.

• Once the necessary courses have been completed, complete the appropriate Arkansas Department of Education paperwork to add the ESOL Endorsement to his/her teaching license.

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Exiting and Monitoring of ELLs

Section


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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., ESOL) 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., ESOL) can read, write, speak, and comprehend English well enough to participate meaningfully in the district’s program.

Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district’s program. Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a year. In addition, the language proficiency assessment committee should monitor students who have exited the alternative language program for a two year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is not performing adequately academically (by objective measurement), the student should be placed back into an appropriate alternative language program. Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have fallen behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited prematurely.

Introduction The academic progress of ELL students is monitored yearly by an LPAC at each school. The decisions made by an LPAC are recorded on an Annual Review Form (ARF). When assessment data indicate that a student has reached full English language proficiency, then the ELL may qualify to exit the ESOL program. Once a student meets all exit criteria, their academic progress is monitored for at least two years.

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Criteria for Exiting Students In order for an ELL to be exited from the alternative language program and be reclassified as a Monitored (M1) student, the student must meet the following criteria:

• Scores of Level 5 in all domains of the English language proficiency assessment. • Grades of C or above in core content areas (reading, math, science, English, and social

studies) without modifications. • A score of proficient in Literacy on the CRT or 40th percentile on the NRT in Total

Reading. • Recommendations from two mainstream teachers.

Procedures for Exiting Students After the ESOL Record Specialists generate an Annual Review Form (ARF) and collect classroom performance and standardized assessment data, then the LPAC convenes to make a decision on the student’s reclassification. If a student meets the exiting criteria and the LPAC determines that the students is to be

exited from the ESOL program, the student will be designated an M1, showing that the student is in the first year of monitoring. The ESOL Record Specialist will send a letter notifying parents that their child has met exiting criteria and will be monitored for two years.

If a student does not meet the exiting criteria, the student remains classified as an ELL 5.

The decision is recorded on the Annual Review form. A copy of the ARF is sent to the parents by the ESOL Records specialist.

Monitoring Academic Success of Exited Students Procedures for Monitoring M1 and M2 Students

• The LPAC will convene each fall to monitor the progress of students using a Monitoring Form. [A copy of the Monitoring Form can be found on page 84 of the appendix.] The LPAC will review the following factors:

o The student has continued to maintain C or better in core content classes. o The student has continued to maintain CRT literacy assessment scores of

Proficient/Advanced or NRT score of higher than 40th percentile in literacy. • If student meets the above factors, the student is considered M2 and will be

monitored for an additional year. • If a student does not meet the above factors the LPAC will gather information from

the student’s teachers using the ELL Academic Update Form (Blue Form). [A copy of the ELL Academic Update Form (Blue Form) can be found on page 68 of the appendix]. If the LPAC determines that a monitored student should be reclassified as an ELL, an intervention plan will be developed and the parents will be notified in writing.

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Communication with Parents

Section


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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.

Procedures for Communicating with Parents All information, both oral and written, should be given to parents in a language they understand. Only qualified staff members who have been screened at the district level should be translating communication to parents. Building designees are responsible for knowing the proficiency tier of the staff in their building. If the proficiency tier of the staff member is not known, contact the ESOL Office for assistance. Written and Oral Communication:

• All District forms will be translated when practical. Forms may be translated as resources become available and there is a need.

• Parents have indicated on the HLS their preference for home language communication. This information can be found on DS1 and on the student enrollment card.

• Written communications at each building may be translated by a bilingual building staff member who has been screened at the district level.

• Requests for district translations may be submitted to the ESOL Office. Allow two weeks for forms to be translated.

• Using students or non-qualified personnel to translate and/or interpret can raise privacy concerns, as well as result in inadequate translations. Therefore, do not use students or adults in this manner.

• Schools must make available the option of a trained bilingual interpreter for all face to face communication.

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Tiers of Translation (Written Communication) Services:

Tier One Translator can do simple notes home to parents. In this case, communicating to the parent does not have to be perfect. The purpose of the note can be understood to the degree that the student’s meaningful participation in school will not be hampered.

Tier Two Translator has adequate skills to translate most documents to parents but must have someone from Tier Three to proof their work before it is distributed to parents.

Tier Three

Translator has the skills to translate all documents to parents and to proof the work of Tier One and Tier Two translators.

Tiers of Interpretation (Oral Communication) Services:

Tier One Interpreter has the basic skills to communicate with the parents or students on simple matters or situations (i.e. directions, time, social situations). The purpose of the interpretation can be understood to the degree that the student’s meaningful participation in school will not be hampered.

Tier Two Interpreter has the skills to interpret in all situations which do not involve serious discipline, special education issues, school suspension or expulsion, and medical/health matters.

Tier Three

Interpreter has the skills to interpret in the most sensitive situations. Although, training for specific situations will be necessary for the interpreter to be able to communicate the message thoroughly (i.e special education terminology, suspension appeals terminology and medical terminology).

Community Volunteers for Parent Teacher Conferences and Other Events Community Volunteer Interpreters provide assistance during Mountain Home School District’s Parent Teacher Conferences as well as other school activities. Interpreter volunteers are expected to have a command of English as well as the other language they are serving to interpret. All volunteers are introduced to the procedures and expectations of serving as an interpreter for the Mountain Home School District at the district’s Volunteer Interpreter Program (VIP) training. The training prepares interpreters to:

• Interpret idioms and other forms of English for which a direct translation might not be possible.

• Serve as a bridge to enhance the communication between teacher and parents. • Respect the confidentiality of the topics that will be addressed during conferences and

other activities. Volunteers must sign a confidentiality agreement that all information discussed at the conference is to remain confidential. [A copy of the Community Volunteer Interpreter Confidentiality Agreement can be found on page 82 of the appendix.]

• Offer parents their services as an interpreter. Parent must sign an agreement that they are giving permission for the volunteer to serve as their interpreter. [A copy of the Community Volunteer Interpreter Parent Permission Form can be found on page 83 of the appendix.]

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This training is provided twice yearly for members of the community volunteering to serve as interpreters for language minority students and their families. The training is conducted by the ESOL Community Volunteer Coordinator. Community volunteers serving as interpreters include parents and family members of students, business leaders, and other concerned citizens. The district’s Community Liaisons and building administrators make known the need for interpreters through outreach to the Mountain Home Chamber of Commerce, the University of Arkansas, local businesses, work places and community and civic organizations. Volunteers wishing to serve as an interpreter in the Mountain Home School District may contact the ESOL Office at 425-1201.

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Access to All District Programs and Services

Section


38

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, ESOL 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.

Introduction It is important to understand that by law ELL 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 ELLs with disabilities will be appropriately placed and served with both special education and ESOL services. Before an ELL student may be referred for special education, the student must have a current (within one year) English language proficiency assessment.

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The following are the district’s policies for referring and serving ELLs 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 ELL student for a special education evaluation.

• ELLs in need of special education services, as well as ESOL, receive both services concurrently.

• ELLs with a disability receive ESOL 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 ELL student with disabilities specifies the amount and kind of ESOL services to be received to ensure that the student has a meaningful education.

Gifted/Talented Education, Pre-AP and AP Courses • PHLOTE and ELL 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 PHLOTE students information in a language they can

understand about opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP courses that is provided to the parents of native English speakers.

Extracurricular and Other Programs • PHLOTE and ELL 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.

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Maintenance of Records

Section


41

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.

Maintaining Records Maintenance of records is required to be maintained regarding the ELL services provided. Information and data related to ELL student services can be obtained in one of the following ways:

• Schools: Copies of all records kept in the ESOL files are maintained at each building. These copies are kept at each building level in a Purple folder in the student’s cumulative file so that staff has ready access to the students’ records. The ESOL Record Specialist will be responsible for maintaining files at the building level. In no instance should the ESOL school folder be kept in a teacher’s classroom. Hard copies of all testing and records pertaining to a student being identified, assessed, placed, reevaluated, exited, etc., will be kept in an Purple file in the cumulative file. Monitored students files will be moved to a Green file. Files for students that have left the district are kept until the students reach the age of 21.

Monitoring of Data Working through the ESOL Record Specialists, the ESOL Program Supervisor and Curriculum Specialists will periodically monitor all permanent records to assure that the HLS procedures in the district are in compliance with OCR requirements.

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Program Evaluation and Modification

Section


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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 No Child Left Behind Act requires school districts to evaluate all of their programs.

We have nothing on this at the moment and need to start to be in compliance.

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Appendix


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ESOL Acronyms Acronym Meaning ALP Alternative language program AMAOs Annual measurable achievement objectives ARF Annual review form AYP Adequate yearly progress BICS Basic interpersonal cognitive skills CALP Cognitive academic language proficiency CRT Criterion referenced tests (e.g., Benchmark/EOC) EAMEs Entry assessment mathematics evaluation ECL English competency level ELAAP English language acquisition and academic plan ELD English language development ELDA English language development assessment ELDT English language development tool ELL English language learner EOC End of course EPT English proficiency test ERF Exit and reclassification form ESEA Elementary and secondary education act ESL English as a second language method of instruction ESOL English to speakers of other languages FEP Fluent English proficient GRRM Gradual release of responsibility model GRRT Gradual release of responsibility tool HLS Home language survey IF Instructional facilitator IPF Initial placement form ITBS Iowa test of basic skills LAS Language assessment scales – our former English proficiency test 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 MAC II Maculaitis – our English proficiency test NCLB No child left behind NRT Norm referenced test (e.g., SAT 10) 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 TESOL Teaching English to speakers of other languages

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Home Language Survey

Mountain Home School District Mountain Home, AR

Home Language Survey

Student’s Name: __________________________________________________________ Social Security or Student ID Number: ________________________________________ Sex: Male Female Date of Birth: ___/____/_____ Age: _______ School: _______________________________________ Grade: _______ 1. What language did your child learn when he/she first began to talk? ____________________ 2. What language is most frequently used by adults with each other at home? _______________ 3. What language is most frequently used by the student with siblings? ____________________ 4. What language is spoken in your home most of the time? _____________________________ 5. What language does the student speak most of the time? _____________________________ 6. What language do parents speak to the student most of the time? ______________________ 7. In what written language would you prefer to receive school communications? _____________ Signature of Parent/Guardian: ________________________________ Date: ___/___/________ Office ELL teacher Keep the HMS in the student’s permanent file

Give a copy to the ELL Teacher/Teacher Assistant of student indicating another language on at least one question. Appt. Date: ___________ Appt. Time: ___________

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PARENT – STUDENT INTERVIEW

Mountain Home Public Schools ***** Note to Interviewer: To be completed with student and family present. After asking each question, fill in the response in the space provided. ****

STUDENT’S NAME: ______________________________________________________________ ADDRESS: __________________________________________TELEPHONE:__________________ PLACE OF BIRTH: ____________________________ NATIVE LANGUAGE: __________________ DATE ARRIVED IN USA: ________________________ IN ARKANSAS: ______________________ 1. Has your child ever been in school? _____ If so, which grades and where? _______________ Grade (city, state) Grade (city, state) Kinder ___________________________________ 6 __________________________________ 1 ___________________________________ 7 __________________________________ 2 ___________________________________ 8 __________________________________ 3 ___________________________________ 9 __________________________________ 4 ___________________________________ 10 _________________________________ 5 ___________________________________ 11 _________________________________ 2. How does your child speak (well/average/poorly) read (well/average/poorly) write (well/average/poorly) in his/her native language? 3. Has your child ever studied English? ______________________________________For how long? ___________________________________ 4. Has your child ever had an English language assessment? _____________ If so, when (year or grade) and where? _______________________ _____________________________________________________________________________________________________________________ 5. Has your child ever received Special Education Services? ______________Explain ________________________________________________ _____________________________________________________________________________________________________________________ 6. In what language is your child most proficient? ______________________Why? _________________________________________________ 7. Does the parent every have trouble understanding the student’s speech in his/her native language? ________________________________ If yes, how does your child speak compared with siblings? ___________________________________________________________________ 8. Has your child ever had language assessment? __________________________ In what language? ___________________________________ 9. Does the student have any disabilities? _____________If yes, explain __________________________________________________________ _____________________________________________________________________________________________________________________ 10. Does your child have special needs? ______Explain ________________________________________________________________________ _____________________________________________________________________________________________________________________ 11. Are you concerned about any health or mental conditions with any of your other children? ___________ Explain _____________________ _____________________________________________________________________________________________________________________ 12. What is the highest level of education for each parent? (circle number and/or fill in the blanks) Mother/Guardian Father/Guardian K 1 2 3 4 5 6 7 8 9 10 11 12 HS Diploma/GED K 1 2 3 4 5 6 7 8 9 10 11 12 HS Diploma/GED University or technical school # of years ___ University or technical school # of years ____ Holds a degree/title/certification – list type ____ Holds a degree/title/certification- list type ____ ________________________________________________________ ______________________________________________________ Parent/Guardian Signature Interviewer Signature Copy to Cumulative File/ESL File

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INTREVISTA PADRE ESTUDIANTE Mountain Home Public Schools

**** Nota para el entrevistador. Debe llenarse cuando el estudiante y su familia presentes. Despues de hacerle cada pregunea, escriba la respuesta en el espacio provisto. ********

NOMBRE DEL ESTUDIANTE: _______________________________________________________ DIRECCION:____________________________________________ TELEFONO :_______________ LUGAR DE NACIMIENTO: _________________________ IDIOMA NATIVO : _______________ FECHA DE LLEGADA EN EE.UU.: ______________________en Arkansas: __________________ 1. ¿Su niño ha estado en la escuela? _____ Si es así, que los grados y dónde?

Grado (ciudad, estado) Grado (ciudad, estado)

Kinder ___________________________________ __________________ 6 _______________________________________________ 1 __________________________ _______________________________ 7 ________________________________________________ 2__________________________________________________________ 8 ________________________________________________ 3 __________________________________ _______________________ 9 ________________________________________________ 4 _________________________________________________________ 10 _______________________________________________ 5 __________________________________________________________ 11 _______________________________________________

2. ¿Cómo habla su hijo (bueno / regular / mal) leer (bueno / regular / mal) escribir (bueno / regular / mal) en su lengua materna? 3. ¿Ha estudiado su hijo ha ingles alguna vez? ____________________________________ ¿ Por cuánto tiempo? _______________________________ 4. ¿ Ha sido el estudiante evaluado por su destreza linguistica en Inglés? _____________ ¿ Si es así, cuando (año o grado) y dónde? _________________ ___________________________________________________________________________________________________________________________ 5. ¿Ha sido el estudiante inscrito en algun program de educación especial? ____________ Si es asi, explique: ___________________________________ ___________________________________________________________________________________________________________________________ 6. ¿En qué idioma tien más conocimiento el estudiante? ______________________¿ Por qué? _______________________________________________ 7. ¿ Tiene el padre alguna problema para entender el lenguaje del estudiante en su idioma nativo? _____________________________________________ Si es así, ¿Cómo habla el estudiante comparado sus hermanos? ________________________________________________________________________ 8. ¿Ha sido el estudiante evaluado por destreza lingüística? ___________________________ ¿En qué idioma? __________________________________ 9. ¿Tiene el estudiante alguna discapacidad? _____________Si es asi, explique ___________________________________________________________ ___________________________________________________________________________________________________________________________ 10. ¿Piensa que su hijo pueda tener necesidades especial_________Explique_____________________________________________________________ ___________________________________________________________________________________________________________________________ 11. ¿Tienen los padres preocupacion por el desarrollo fisico o intelectual de algúno de sus hijos?______________________________________________ Explique____________________________________________________________________________________________________________________ 12. ¿ Cuál es el nivel de educación de los padres? (Círcule el número y/o llenar los espacios )

Madre /Tutor Padre/Tutor K 1 2 3 4 5 6 7 8 9 10 11 12 del SA Diploma / GED K 1 2 3 4 5 6 7 8 9 10 11 12 del SA Diploma / GED Universidad o escuela técnica # de años ______ ___ Universidad o escuela técnica # de años ________ Tiene título /certificado - que tipo _______________ Tiene titulo/Certificado – que tipo _________________ _______________________________________________ _________________________________________________ Firma del padre o tutor Firma del entrevistodor Copy to Cum file/ELL file

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MAC II Competency Level Clusters for Grades K-1

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MAC II Competency Level Clusters for Grades 2-3

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MAC II Competency Level Clusters for Grades 6-8-

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Parent Notification Form (PNF) – Page 1

NOTIFICATION OF PLACEMENT

IN A LANGUAGE INSTUCTION EDUCATIONAL PROGRAM MOUNTAIN HOME PUBLIC SCHOOLS

ESOL PROGRAMMING

Student Name _____________________________________________________________ID # __________________________________ Date _________________ School ___________________________________________________________ Grade ___________________ The Mountain Home Schools offer English as a Second Language Programs for students who speak languages other than English and whose test results and/or school performance indicate additional support in English is needed. Your child is being recommended for placement in an appropriate ESOL Program. As your child makes progress in his/her acquisition of English, his/her placement will be adjusted. You may request a conference at any time to discuss your child’s placement in the ESOL Program. You will be notified each year following your child’s annual English Proficiency assessment and when your child is ready to be reclassified as “Fluent English Proficient.” If you have any questions regarding services offered, please contact your school’s ESOL staff, principal or the District ESOL Office at 425-1201.

The student named above has been identified as an English Language Learner (ELL) and placed in a language instructional program for the reason(s) checked below: Non –English Speaker Non-Reader in English Non-Writer in English Limited English Speaker Limited Reader in English Limited Writer in English The Student’s English Proficiency level was assessed by using the Maculaitis Assessment of Competencies (MAC which is a language

proficiency test. Also, we have taken into account prior educational background in determining the student’s current level as checked below:

ELL 1 – The student t is either a non-speaker of English or can speak some English, but cannot read or write in English. This level focuses on

intensive development in speaking, reading and writing English. ELL 2 – The student speaks English, but his/her reading and/or writing abilities in English are limited. This level focuses on development in reading,

writing and speaking English ELL 3 – The student speaks English, but needs support in developing his/her reading/writing abilities in English. This level focuses on reading and

writing development. ELL 4 and ELL 5 – The student speaks, read, and writes English. He/She will be monitored until it is determined that an English language support

program is no longer needed. Program Exit Requirements: To be reclassified as Fluent English Proficient (FEP), the student must meet at least four of the following criteria: 1. Obtain an Advanced level on the MAC II or 5 on the ELDA assessment test in Reading and Writing and not less than a 4 in Speaking and Listening. 2. Proficient on the CRT in Literacy OR at the 40 percentile on the NRT in total reading/language. 3. Obtain a grade of “C” of better in core content areas (i.e., reading, math, science, English, social studies) without modifications. 4. Obtain 2 teacher recommendations for exiting program – 1 mainstreams and 1 ESOL English teacher. Note: Student will spend one to two years at each English Proficiency level depending on the students’ rate of learning. Although, students may obtain

social/conversational English in 1 -3 years, research indicates that it can take 5 – 7 years or longer to become fully proficient in academic or core content English.

Method of Instruction: The language of instruction for all education programs in Mountain Home Public Schools is English and the curriculum that is followed is the Arkansas State Frameworks. However, teachers of ELL students also incorporate the English Language Acquisition Framework and use English as a Second Language strategies and methods of instruction. The emphasis is placed on teaching English though the core content areas of reading, math, science, English and social studies. Some teachers have specialized ESOL training and some hold and ESOL endorsement. Assistance is provided in every school to support students and parents with communication and to guide them through the school system process.

Page 1 of 3 page notification

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Parent Notification Form (PNF) – Page 2 for Grades K-5 Elementary Programs (K-5) – This student is enrolled in the program(s) checked below. All programs are designed to support ELL students to work toward the same academic standards as all other students. As an ELL student’s English proficiency increases, s/he is moved to a higher level.

Mainstream classroom with English speaking peers is the primary placement of all ELL students.

ESOL Pullout Programs in grade K – 5 are offered to students and are designed for English Language Learners who are non speakers, limited speakers and/or limited in reading and writing in English.

Title 1 support is provided in the elementary schools and is designed for ELL students whose oral English is proficient but reading and writing in English are still limited.

ANNUAL ASSESSMENT/PLACEMENTS This student will participate in all grade level appropriate state/district assessments as deemed appropriate for the level of English. All students will be administered the CRT or an alternate form of this assessment. We ask the permission of our parents to not test our ELL’s with the NRT until their child has sufficient English that will yield valid information for both the student and the school. This student will also be tested annually with the English Proficiency assessment administered by the state. Annual English proficiency scores, performance in the classroom, teacher observations and information from the parents are taken into consideration when determining the student’s annual placement in an ESOL program. The parents will be notified of the results of all assessment 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. Mountain Home Schools provide for Parent Teacher Conferences biannually. The student’s progress in both acquiring English and academic skills will be provided to the parents in a language they understand.

PARENTAL RIGHTS A parent has the right to have their child immediately removed from a language instructional program upon their request. In order to decline enrollment is such a program, the parent may sign the ESOL Program Waiver form that can be obtained from the ESOL Office (425-1201). Denying enrollment does not exclude the school from its responsibility to make every effort within the mainstream classroom to assist the student in acquiring English and academic skills.


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Parent Notification Form (PNF) – Page 2 for Grades 6-7

Middle School Programs (6-7) This student is enrolled in the program checked below. All programs are designed to support ELL students to work toward the same academic standards as all other students. As an ELL student’s English proficiency increases, s/he is moved to a higher level.

Mainstream classroom with English speaking peers is the primary placement of all ELL students. Teachers should modify for ELL students until they can demonstrate that English language support is no longer needed.

ESOL Pullout Program in grades 6-7 are offered to ELL students, levels 1-3. They will be pulled from English, reading, and social studies classes respectively. They are not pulled from math, science, or elective classes.

ELL 1 students are pulled for three periods. High ELL 1 and ELL 2 students are pulled for two periods. ELL 3 students are pulled for one period daily. High ELL 3, ELL 4, 4a, and 5 FEP 1 and 2 students are mainstreamed but their progress in the classroom is monitored.

ANNUAL ASSESSMENT/PLACEMENTS This student will participate in all grade level appropriate state/district assessments as deemed appropriate for the level of English. All students will be administered the CRT or an alternate form of this assessment. We ask the permission of our parents to not test our ELL’s with the NRT until their child has sufficient English that will yield valid information for both the student and the school. This student will also be tested annually with the English Proficiency assessment administered by the state. Annual English proficiency scores, performance in the classroom, teacher observations and information from the parents are taken into consideration when determining the student’s annual placement in an ESOL program. The parents will be notified of the results of all assessment 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. Mountain Home Schools provide for Parent Teacher Conferences biannually. The student’s progress in both acquiring English and academic skills will be provided to the parents in a language they understand.



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Parent Notification Form (PNF) – Page 2 for Grades 9-12

Secondary (8-12) Programs – This student is enrolled in the program checked below. All programs are designed to support ELL students to work toward the same academic standards as all other students. As an ELL student’s English proficiency increases, s/he is moved to a higher level.

ELL 1 students will spend a daily block class which emphasizes English language acquisition in all five areas - listening, speaking, reading, writing and culture. Teachers in these classes are certified and ESOL endorsed.

ELL 2 and ELL 3 students will spend a block class on either even or odd days which emphasizes English language acquisition in listening, speaking, reading and writing. Teachers in these classes are certified and ESOL endorsed.

Refer to the Parent/Student Interview Form for more information pertaining to secondary students. Secondary students will have a schedule of their exact classes. Students in grades 9-12 will receive credit in every class enrolled in if they successfully complete them. ANNUAL ASSESSMENT/PLACEMENTS This student will participate in all grade level appropriate state/district assessments as deemed appropriate for the level of English. All students will be administered the CRT or an alternate form of this assessment. We ask the permission of our parents to not test our ELL’s with the NRT until their child has sufficient English that will yield valid information for both the student and the school. This student will also be tested annually with the English Proficiency assessment administered by the state. Annual English proficiency scores, performance in the classroom, teacher observations and information from the parents are taken into consideration when determining the student’s annual placement in an ESOL program. The parents will be notified of the results of all assessment 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. Mountain Home Schools provide for Parent Teacher Conferences biannually. The student’s progress in both acquiring English and academic skills will be provided to the parents in a language they understand.



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ALP Waiver Form

Appendix O. Alternative Language Placement Waiver Form

MOUNTAIN HOME PUBLIC SCHOOLS We as parent/guardians of __________________________________________do NOT desire to have our child _________________________________________________ (name of student) (grade level) directly served by the Mountain Home’s ESOL program. (school) The Language Placement and Assessment Committee (LPAC) decision has been thoroughly explained to us in a language in which we can understand. We understand that we may reverse our decision by asking for a Language Placement and Assessment Committee (LPAC) meeting. We also understand that the teachers of our child’s school will closely monitor his/her progress and keep us informed of such. We understand that our child will be assessed annually with the state’s English proficiency test. The lack of progress may warrant another conference with us to discuss alternatives to the regular classroom program. __________________________________ ______________________________________ Signature of Parent/Guardian Date Signature of ESOL Curriculum Specialist Date Comments: Attach a copy of the Initial Placement Form or Annual Review Form with the LPAC decision to this form

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Initial Placement Form (IPF) for Grades 1-12

Please Give to: Principal ELL level: Asst. Principal ESL staff/teachers Counselors Classroom Teachers

Initial Language Placement Committee Recommendation Mountain Home School District

School: _____________Student ID# _______________________Grade_____ Date______ Race______ Gender_____

Last Name: _______________________First Name _____________________DOB: ____________Age ____________

Native Language:___________________________________Birthplace_______________________________________

Consecutive years in US schools _______________________Cumulative Years in US schools______________________

Screening Test Mac II

Date: Scores: Levels 1&2 Levels 3&4 Too limited to cont. Literacy capable to testing in English cont. testing w/Mac II

S/L: R/W

Mac II test data

Form Date Raw Std ELL level Overall ELL level

Speaking Listening Reading Writing DRP Oral Level / Literacy Level

EAMES Math Language: Date: Grade Level: Raw Score:

Language Placement and Assessment Committee Decision:

ESOL Full ESOL Partial Monitor Mainstream

Signatures: ESOL Designee/Principal________________________ ESOL Teacher _____________________________ Counselor_____________________________________ Classroom Teacher __________________________ Teacher ______________________________________ Teacher ___________________________________ Special Education Services will be provided in addition to this assistance when student as an IEP SPED Date: _______________

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Initial Placement Form (IPF) for Kindergarten

Initial Language Placement Committee Recommendation Mountain Home District Kindergarten Students

Student ID# ____________________ Date ____________ Race _______________ Gender _____________ Last Name __________________________First Name ____________________ DOB _________Age_____ Native Language ___________________________Birthplace _____________________Yrs in US School____

BASIC ORAL PROFICIENCY TEST DATA FOR THE MAC II PRE-K Score Level Fluency Description 4 Fluent Show sufficient proficiency in spoken English to participate in a mainstream kindergarten

class. 3 Developing

Fluency Has a developing knowledge of spoken English but may lack sufficient proficiency to respond to all of the social and academic language demands of the mainstream kindergarten classroom.

2 Emerging Fluency

Has a beginning knowledge of spoken English, including an ability to name some common objects, but, without additional support, would be unable to respond to many of the social and academic language demands of the mainstream kindergarten classroom.

1 No Fluency Demonstrates little to no knowledge of English.

Fluent, No assistance needed Assistance from

___ ESOL teacher

120 minutes per day

60 minutes per day

In addition to standard instruction, English Acquisition Assistance will be provided by ALL classroom teachers and supporting personnel.

Signatures; ESOL Designee _________________________ ESOL teacher ____________________________ Counselor _________________________________ Classroom teacher _______________________________

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Annual Review Form (ARF) for Grades 1-12

Annual Review Form Year ________ Mountain Home Schools Grade 1-5 Parent Notification Form

Name Student ID Birth date Grade Gender Race SPED LEP/ELL level School Date enrolled Number Yrs. in US Home Language Community Language

ESOL Evaluations: Testing:

ELDA Date Item Value

MAC II Year Level

LANGUAGE PLACEMENT ASSESSMENT COMMITTEE DECISION

Current Semester Grades

English Math Soc stud science

Recommend EXIT because the student meets the following criteria: ELDA Level 5 in Listening, Speaking, Reading and Writing Classroom performance in all four core content areas is at a “C” or above Proficient in literacy on the RT or 40% on the NRT Recommendation of two mainstream teachers (Signatures below) Do NOT recommend Exit because the student has not met one or more of the above criteria.

Recommend ESOL services for yr. ____________

Minutes per day ____________

or

Periods per day _____________

Signature: ESOL Designee _______________________ESOL Teacher: __________________________

Counselor: ____________________________________ Classroom teacher: ________________________

Classroom Teacher: ___________________________ Date: ____________________________________

Original to ESOL file – Copy to parent Date: _________________________________

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Teacher Scaffolding and Assessment Accommodations (K-2)

65

Teacher Scaffolding and Assessment Accommodations (3-8)

66

Teacher Scaffolding and Assessment Accommodations (9-12)

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ELL Placement Flowchart

The following flowchart is to be used to guide student’s enrollment in sheltered classes. All final scheduling decisions will be made by the LPAC.

FINAL PLACEMENT DECISIONS WILL BE MADE BY THE LPAC

0 Cumulative Years in U.S.

All core content classes may be sheltered.

1 Cumulative Year in U.S.

All core content classes may be sheltered.


English may be sheltered; other classes may be sheltered only if

necessary.


English may be sheltered; all other classes mainstreamed.

4 or more Cumulative Years in U.S.

ALL CLASSES MAINSTREAMED

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ELL Academic Update Form Student Name: Teacher Name:

Course: Grade (%): Return By:

Teacher Scaffolding You Are Currently Providing (Check All That Apply) Slow Down Speech And Simplify

Language Time With An Interpreter During The

Lesson Shortened Assignments Small Group Work Extended Time On Assignments Bilingual Buddy/ Preferential Seating Use Of Charts, Models, Pictures,

Diagrams, Graphic Organizers, Demonstrations, Etc.

Other: (Explain)

Assessment Accommodations You Are Currently Providing (Check All That Apply) Teacher Records The Student’s Verbal

Response Extended Time

Oral Tests With An Interpreter Word To Word Dictionary Provided Teacher Or Interpreter Reads The

Directions To The Student Other: (Explain)

Behaviors That You Have Observed (Check All That Apply) Pays Attention In Class Missing Assignments Attempts Every Assignment Poor Test Scores Listens To Directions Does Not Turn In Homework Asks Questions Does Not Bring Supplies To Class Work Is Carefully Done Appears Sad Or Depressed Reads During Facts Fails To Listen To Directions Follows Classroom Rules Grade Is Declining Participates In Activities Excessive Tardiness Works Well With Others Excessive Absences Behavior Is Appropriate Does Not Interact With Others Behavior Has Changed Recently: (Please Explain In Detail)

Comments Or Further Explanation:

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ELL Report Card Page 1 – English

70

ELL Report Card Page 2 – English

71

ELL Report Card Page 1 – Spanish

72

ELL Report Card Page 2 – Spanish

73

ELDA Descriptors for Grades K-2

74

ELDA Descriptors for Grades 3-12

75

ELDA Descriptors for Listening Levels

76

ELDA Descriptors for Speaking Levels

77

ELDA Descriptors for Reading Levels

78

ELDA Descriptors for Writing Levels

79

ELDA Descriptors for Comprehension Levels

80

Interpreter/Translator Request Log

81

M1 and M2 Monitoring Form

MONITORING FORM for M 1 and M 2 Mountain Home Schools Year ___________

Parent Notification Form

School Last Name First Name Grade Student ID# SPED _________ ________________ ______________ __ _________ ___

Race Home/Native Language Age Gender Date enrolled Cum. Yrs. In US school

_________ _______________ ___ _____ ___________ ____________

Current M Level ________

Semester Grades: English ______ Math ______ Social Studies _____ Science ______

Standardized Achievement Scores:

Test: CRT Scale Score ________________ Proficient Yes No

NRT Scale Score ________________ Proficient Yes No

If the student has a C or better in all core content classes and has standardized assessment scores that are proficient and/or above 40% in Literacy:

The student will continue to be monitored.

If the student has a D or F better in one or more core content classes and has standardized assessment scores that are not proficient and/or lower than 40% in Literacy:

The student’s academic issues are due to lack of English language proficiency: Student will be reclassified as an ELL 5

Student’s academic issues will be analyzed and will receive recommended interventions (see form).

The student’s academic issues are NOT related to English language proficiency: The student will continue to be monitored.

Student’s academic issues will be analyzed and will receive recommended interventions (see form).

Signatures: ESOL Designee__________________________________ ESOL teacher _________________________________________

Counselor: _______________________________________________ Classroom teacher: ____________________________________

Other: ___________________________________________________ Other: _______________________________________________

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Interpreter/Translator Confidentiality Agreement

CONFIDENTIALITY AGREEMENT FOR COMMUNITY VOLUNTEERS MOUNTAIN HOME SCHOOL DISTRICT

INTERPRETING/TRANSLATING SERVICES

I agree to serve as an interpreter/translator for the purpose of providing assistance during the Mountain Home 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 persona information. I understand that my role as an interpreter/translator is to accurately communicate information in the native language for the clear understanding between the parent and teacher. This role requires that the interpreter/translator have adequate command of both English and the primary language for which the information is being translated. I also understand that any concern or issues which may arise as a result of the information shared between the interpreter/translator and the parent in the conference will be accurately shared with the teacher and/or the school principal. Signature of Non-District personnel Interpreter/Translator Date Printed Name of Non-District Interpreter/Translator

If you prefer to provide these services at a particular school or schools, please write the name on this form.

By signing this, I agree to keep all information from the conference confidential.

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Interpretation/Translation Parent Permission Form

PERMISSION FOR THE MOUNTAIN HOME SCHOOL DISTRICT TO USE COMMUNITY VOLUNTEERS TO PROVIDE INTERPRETER/TRANSLATOR SERVICES

I agree to allow the use of a Community Volunteer to provide interpreter/translator services during Parent Teacher Conferences. I understand that the information provided to me at conferences may include topics which deal with discipline, health, medication, grades, attendance and other personal information related to my child or children.

It is also my understanding that the person providing these services has signed an agreement of confidentiality in regard to the information that may be shared.

__________ Yes, I agree to the use of the Community Volunteer to provide interpreter/translator services for me at Parent Teacher Conferences.

__________ No, I do not agree to have a Community Volunteer provide interpreter/translator services for me at Parent Teacher Conference.

__________ 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 provide that service.

Parent/Guardian Signature: _____________________________________________________________________

Parent/Guardian Printed Name: __________________________________________________________________

Date: _________________

School: _________________________

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