title iii/el handbook
TRANSCRIPT
Title III/EL Handbook
Winston-Salem/Forsyth County Schools
A school staff guide to compliance with state and federal guidelines while serving our English Learner population
We are ALL ESL Teachers! 2019-2020
(Published Fall 2019)
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Table of Contents Every Student Succeeds ACT (ESSA and Title III) ........................................... 5
Frequently Asked Questions about EL Students ........................................... 6
Who is Involved in the EL/ESL/Title III Program? .......................................... 8
What is ESL? ............................................................................................... 13
The ESL Teacher: A Description .................................................................. 14
Common Acronyms that ESL Teachers Use ................................................ 16
EL Registration Process .............................................................................. 18
What will the Newcomer Center Provide to Schools? ................................ 19
Initial EL Identification ............................................................................... 20
English as a Second Language Service ........................................................ 21
EL Classification vs. ESL Service .................................................................. 22
EL Student Grade Placement and Achievement ......................................... 23
ESL Services and LIEP ................................................................................. 24
Elementary LIEP ......................................................................................... 25
Middle/High LIEP ....................................................................................... 26
English Learner Support Selection Form .................................................... 27
ESL Focus ................................................................................................... 30
Current ESL Models of ESL Instruction ....................................................... 31
Additional Program Models ....................................................................... 32
What is SIOP?............................................................................................. 33
The EL Committee ...................................................................................... 36
Retention of English Learners .................................................................... 38
Retention Considerations .......................................................................... 39
Exiting EL Status ......................................................................................... 40
Reclassification as EL .................................................................................. 43
Considerations when ................................................................................. 44
Winston-Salem/Forsyth County ESL Academy ........................................... 46
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Common Core English Language Development .......................................... 47
BICS and CALP ............................................................................................ 49
Factors that will Affect Language Acquisition ............................................ 49
A Framework to Classify Language Activities ............................................. 51
Interpretations and Translations ................................................................ 52
What is the Difference Between an Interpreter and a Translator? ............ 53
Requesting Interpretations and Translations: ............................................ 53
TRANSACT.COM ......................................................................................... 54
Resources .................................................................................................. 55
2018-2019 North Carolina LEP Identification Criteria based on 2018 ACCESS for ELLs ...................................................................................... 56
Chronology of EL Student Rights ............................................................ 57
CO-TEACHING MEMO FROM NCDPI TITLE III PROGRAM STAFF .............. 62
EL/EC MEMO FROM WSFCS ................................................................... 63
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Guide to Use This guide was created to answer questions that teachers, office staff, administrators or just about anyone may have concerning English Learners. The following sections have answers to commonly asked questions, with forms that are mentioned in the answers. The ESL program is constantly changing. Please note that the content here is current at the time of publication. Updates will be shared with ESL staff at appropriate times. *WSFCS staff has permission to reproduce anything in this handbook.
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Every Student Succeeds ACT (ESSA and Title III)
Every potential EL student is assessed using the WIDA Screener/W-APT upon entry into our system. Thereafter each EL student is tested in the spring using the ACCESS for ELLS® English language proficiency test during the assessment window (February-April). The tests are designed to evaluate growth in five domains (Listening, Speaking, Reading, Writing and Comprehension) as determined by the WIDA Screener/W-APT. These scores help identify areas of need within the system’s ESL program. Future staff development is then created to address the areas of greatest concern. Districts receive additional, supplemental funding (in addition to local and state funding) specifically for EL students from a Federal Title III grant for which we must reapply each year. We tell the state how we plan to spend the Title III money (which is based on the number of EL students in the system), and every year we must complete a Title III Application for these funds. The application is reviewed at NCDPI, and continued funding is approved or changes are required. On December 10, 2015, President Obama signed into law ESSA, replacing the long-standing version of the Elementary and Secondary Act (ESEA) known as No Child Left Behind (NCLB). Some differences between NCLB and ESSA:
• The term English Learners (ELs) replaces Limited English Proficient (LEP)
• Accountability for EL Progress and Proficiency (formerly AMAO 1 and AMAO 2) moves to Title I
• States are given more local control to determine how to measure English Learners’ English Language Proficiency.
The main purposes of Title III are to help ensure that English Learners (ELs):
• Attain English proficiency
• Develop high levels of academic attainment in English
• Meet challenging State academic content achievement standards
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Frequently Asked Questions about EL Students 1. What does EL mean? EL is an acronym used by the U.S. Department of
Education. It means English Learner. ELs were formerly known as Limited English Proficient (LEP).
2. How is a student classified as EL?
Each student who completes a Home Language Survey and indicates another language besides English must take the WIDA Screener/W-APT English language screener and assessment at the Newcomer Center.
3. How many EL students do we have in our district?
There were approximately 6,000 EL students enrolled in our school district in 2016-2017.
4. How many languages do we have in the WS/FCS district?
During the 2016-2017 school year, we identified approximately 100 different languages in our school district.
5. What are the WIDA Screener/W-APT and ACCESS assessments?
The WIDA Screener/W-APT is an English proficiency screener assessment. The ACCESS is the English proficiency assessment that EL students take annually.
6. Which students must complete a Home Language Survey?
Each student in a North Carolina district must complete a Home Language Survey, as per North Carolina Board of Education policy.
7. Do all students need to complete a new Home Language Survey every year?
No. A student completes a Home Language Survey one time upon initial enrollment into the school system. If a child completes an HLS in another district, then the original HLS should match the HLS they complete at WS/FCS. Please contact the district EL Program Director if there are discrepancies.
8. What does ESL mean? ESL or English as a Second Language is the service that we offer EL students to help them develop their English language skills.
9. How do I know if an EL student needs ESL services?
At the Newcomer Center, the WIDA Screener/W-APT assessment will tell us if a student meets the state’s EL identification criteria. We offer all K-12 grade EL students the option of receiving ESL services.
10. Are ESL services offered at every school?
Yes. Please refer to the district’s Language Instruction Educational Plan (LIEP) for a menu of ESL Services available at each school.
11. Why do we offer EL students ESL services?
Under the Supreme Court ruling Lau v. Nichols 1974, school districts are required to offer El
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students services that help them participate meaningfully.
12. What if an EL student doesn’t want ESL services?
Parents have the right to remove ESL services for their children. At the Newcomer Center parents complete an ESL service agreement where they have the option of removing ESL services.
13. Do students have to remove ESL services every year?
No. Parents complete the English Learner Support Selection once upon enrollment. The agreement remains in the student’s cumulative folder. However, parents do reserve the right to have their child removed from ESL services at any time.
14. Do EL students receive EL testing accommodations?
Depending on an EL student’s WIDA Screener/W-APT and ACCESS scores, an EL student may be eligible for EL testing accommodations.
15. Do EL students who have removed ESL services still need to take the ACCESS English language assessment each year?
Yes. Even if an EL student removes ESL services, the student is still an EL and must take the ACCESS English language assessment each year.
16. If an EL student removes ESL services, does this mean h/she cannot receive EL accommodations?
No. An EL student may receive EL testing accommodations, regardless of whether h/she has removed ESL services.
17. When can an EL student use EL testing accommodations?
An eligible EL student can use EL testing accommodations on any state content assessment.
18. Can an EL student use EL testing accommodations on the ACCESS English language proficiency assessment?
No. An EL student cannot use EL testing accommodations on the ACCESS English language proficiency test.* *The exception would be if the student has an IEP that specifically states that h/she can use accommodations on the ACCESS test because of exceptionality.
19. How do we decide what EL testing accommodations an EL student might need?
Each school has a designated EL coordinator. The EL coordinator chairs an EL committee that makes decisions regarding which EL students receive EL accommodations.
20. What happens when an EL student exits EL status? What if they are still struggling academically?
Under Title III, school staff must monitor former EL students for two additional years after they exit EL status.
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Who is Involved in the EL/ESL/Title III Program?
The EL/Title III Program in WS/FCS is both district-led and school-based. Each school has the freedom to develop the program that best meets the needs of its EL students, within district guidelines and state and federal standards. Following is a list of people who help in the administration of the EL/Title III program, along with their duties. Title III/EL Program Director David Sisk is our EL/Title III Director. He is responsible for helping schools understand the legal and fiscal requirements for our EL program and how to provide appropriate services to EL students. He communicates with the NC State Department of Instruction on a regular basis to receive updated information about EL requirements and to maintain compliance with federal Title III legislation. He arranges professional development sessions for ESL and classroom teachers and also manages the district Title III funds available to assist schools in setting up and maintaining ESL, bilingual and other EL programs. He is also the district coordinator for the Toyota Family Literacy Program (TFLP). David’s office is in the Instructional Services area (2nd floor) of the administrative center. Email: [email protected] Office telephone: 336-727-8029 x 70158
ESL Lead Teacher Tamara Coburn is our Lead ESL Teacher. Tamara works to provide leadership and support for out system’s ESL teachers. She provides additional training on implementing WIDA standards and best practices with EL students and provides information to teachers about possible resources for ESL classrooms. Additionally, she assists in the collection of EL data throughout the year. Tamara is based on the 2nd floor at the administrative center. Email: [email protected] Office telephone: 336-748-4000 x 70438
SIOP Instructional Coach-Middle and High Schools Amanda Cannon is our EL Facilitator and SIOP coach for middle and high schools. Amanda provides training for classroom teachers on how to best meet the needs of EL students in different classroom settings. Her trainings emphasize the value of the SIOP (Sheltered Instruction Observation Protocol) and the WIDA (World Class Instructional Design and Assessment) standards. She is located on the 2nd floor of the administrative center. Email: [email protected] Office telephone: 336-748-4000 x 70437
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SIOP Instructional Coach-Elementary Schools Rebecca Olsen is our EL Facilitator and SIOP coach for elementary schools. Rebecca provides training for classroom teachers on how to best meet the needs of EL students in different classroom settings. Her trainings emphasize the value of the SIOP (Sheltered Instruction Observation Protocol) and the WIDA (World Class Instructional Design and Assessment) standards. Rebecca is located on the 2nd floor of the administrative center. Email: [email protected] Office Telephone: 336-748-4000 x 70439
ELL Parent Engagement Support Specialist Ana Ortiz is our Bilingual Community Coordinator. She assists in communicating with our growing English Learner community in a variety of ways. She also works on district level translations and interpretation responsibilities. Ana is the Assistant District Coordinator for the Toyota Family Literacy Program and works to support this family literacy model at several elementary schools. Ana is located on the 2nd floor of the administrative center. Email: [email protected] Office telephone: 336-748-4000 x 70440
Bilingual Parent Liaison Jonathan Gutierrez and Nareny Martinez are our Bilingual Parent Liaisons who work to provide supplemental parent services to our growing English Learner community by meeting with families and providing translation/interpretation services for schools. They also help to support EL parent involvement initiatives and our EL family literacy programs. Jonathan: [email protected], 336-748-4000 x 70449 Nareny: [email protected], 336-748-4000 x 70445
Bilingual Programs Coach Diana Castaño works directly with the WSFCS foreign language department by offering instructional coaching to teachers in all bilingual programs (Dual Language, Transitional and Developmental). Bilingual Programs are located at Easton, Forest Park, Diggs-Latham, Old Town, Smith Farm, Speas, Konnoak and Ashley Elementary Schools. Diana is located on the 2nd floor of the administrative center. Email: [email protected] Office telephone: 336-748-4000 x 70435
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Newcomer Center Lissette Granados is the Newcomer Center Coordinator. She is responsible for assuring that the initial WIDA Screener/W-APT assessment is administered to all students coming to the Newcomer Center who speak another language besides English. Additionally, she provides interpretation and translation services for families and makes recommendations to schools regarding course credit. The Newcomer Center assists families in the pre-registration process before students are assigned to a school. The Newcomer Center is located at Downtown Marketplace (601 N. Cherry St, Suite 270, Winston-Salem NC 27101). Email: [email protected] Office telephone: 336-747-6804 x 72430
EL Data Manager Elizabeth “Liz” Perez is the EL Data Manager. She assists Lissette in the daily functioning of the Newcomer Center. She also works with, maintains and updates the North Carolina Department of Public Instruction WIDA Screener/W-APT database and provides additional EL updates to various EL state and federal databases. Liz is located at the Newcomer Center. Email: [email protected] Office telephone: 336-747-6804 x 72475
School EL Coordinators Every school has an EL Coordinator, who is designated by the principal at the school. The EL Coordinator works closely with the ESL teacher and the ESL Team at the district office to ensure that proper identification and assessment of EL students occurs.
Responsibilities of the School EL Coordinator include:
• ensuring the completion of the required Home Language Survey for every child who enrolls in our school system (placed in cumulative folder). The Home Language Survey is only administered once, at the time the child enrolls.
• verifying that students who answer another language other than English on the Home Language Survey are sent to the Newcomer Center for an initial WIDA Screener/W-APT assessment. Note: If a child is arriving from another school in NC, please check the with Newcomer Center (336-747-6804) to determine if the child has already taken the WIDA Screener/W-APT/ACCESS in another district.
• either assisting with or administering the Spring ACCESS assessment to existing EL students. New students will be tested at the Newcomer Center with the WIDA Screener/W-APT.
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• coordinating efforts and assisting parents with the completion of forms and other support services.
• maintaining accurate data regarding identifying EL students at the school. Note: EL Coordinators must be involved in determining whether an EL student should be retained.
School ESL Teacher ESL teachers are certified teachers. They have passed the Praxis II ESL test in order to be deemed Highly Qualified under ESSA. They are not paraprofessionals or tutors. They are responsible for teaching English language learners to communicate for social and instructional purposes. They are also responsible for teaching the academic language necessary to communicate information, ideas and concepts in language arts, mathematics, science and social studies. The WIDA English Language Proficiency Standards are North Carolina English Language Development Common Core standards (www.wida.us). These standards are resources for all school staff members. Likewise, ESL teachers are responsible for integrating the Common Core and Essential Standards into ESL instruction. ESL teachers are also responsible for maintaining records of EL student performance in the ESL classroom. ESL teachers are expected to attend county-wide ESL meetings and professional development trainings. Note: ESL Teachers must be involved in determining whether an EL student should be retained. ESL Teachers are also to be included in MTSS, IST and EC/IEP meetings on English Learners.
Classroom and Content Teachers Classroom and Content Teachers with EL students are responsible for making their classroom instruction as accessible and comprehensible as possible, even for students at an Entering level of English proficiency. They are also responsible for assessing students in such a way that does not discriminate against them on the basis of their language proficiency. They are responsible for following each English Learner’s EL Plan for Classroom Modifications and Testing Accommodations. In order for a student to receive Testing Accommodations, the recommendations must be followed throughout the year in classes; Instructional Modifications and Testing Accommodations should be well documented.
School Secretaries, Nurses and Cafeteria Workers School secretaries, nurses and cafeteria workers are responsible for making a good faith effort to communicate with parents in a language parents can understand. Support staff
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are vital in assisting schools in gathering accurate data regarding EL students (home language survey, free/reduced lunch forms, etc).
School PowerSchool Personnel/Data manager School personnel enter information about new EL students into PowerSchool, and the data is transferred to the ECATS database for easy access to EL information.
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This is something you may wish to share with parents who don’t know whether to choose services for their children.
What is ESL? ESL stands for English as a Second (or Subsequent) Language. ESL instruction is for students who speak another language besides English and are learning English as a new language. ESL teachers assist EL (English Learners) students in learning English and learning the mainstream classroom content.
How will ESL help my child? ESL teachers are specifically trained to assist and instruct your child while h/she is learning English. Most experts agree that it takes a child approximately 4-10 years to become proficient in a second language. The ESL teacher will provide instruction to increase the following: English vocabulary, English grammar skills, comprehension of English literature and your child’s understanding of what is happening in the mainstream classroom. At the 1st through 5th grade level, an EL student may be “pulled-out” of his/her regular class for 30-40 min. to receive English language instruction. The ESL teacher will also work with the English learner’s classroom teacher to modify instruction to assist the student. At the 6th through 12th grade level, an English Learner will go to an ESL class period. The ESL teacher will teach this class and focus on building the EL students’ English language skills. The ESL class might focus on intensive basic English language skills or content-based English language skills. The ESL teacher will also work with the EL students’ content and classroom teachers to modify instruction to assist the student.
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The ESL Teacher: A Description Revised by the ESL Teacher Leadership Team, July 2016
NOTE: ESL Teachers are SPECIALISTS with a deep knowledge of the process of Language Acquisition. They must possess a high level of awareness and understanding of the cultural and academic needs of English Learners, Newcomers and Immigrant populations. They are the ESL EXPERTS in their buildings and serve as LEADERS and COLLABORATIVE RESOURCES in their schools. They are ADVOCATES for their English Learners.
• Requires additional ESL certification. They must pass the ESL Praxis Test before being certified and considered Highly Qualified under ESSA. They must also pass an oral and written English proficiency assessment before becoming an ESL teacher in WSFCS.
• Teach the ELD Standards (WIDA English Language Standards) and integrate academic content into language instruction.
• Coordinate with Testing Coordinator to administer the WIDA Screener/W-APT/ACCESS language tests.
• Are not responsible for assigning content grades (unless they are also highly qualified in areas other than ESL).
• Attend ALL ESL meetings. When impossible to attend, must “make up” the meeting through alternative means offered by the ESL Department, such as completion of the Haiku and assignments related to the meeting.
• Participate in “Non-Negotiable” ESL Trainings and ongoing professional development for progressive individual growth.
• Maintain a GROWTH MINDSET for themselves and their students. They are ongoing learners.
• Share information learned in ESL Trainings and meetings with Administrators, Classroom and Content Teachers and Staff at their schools.
• Communicate with parents of ELs; involve them positively in the children’s school and engage them in their education and language acquisition.
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• Create and consistently follow effective schedules and student groupings to appropriately serve their English Learners. Use effective lesson planning to provide differentiation and support to English Learners in ESL instruction using WIDA, SIOP and Content Standards, integrating effective technology, as appropriate.
• Must be involved in determining special assistance for their students (i.e. referrals to receive additional student support: PEPs, IST, MTSS, EC, Speech, etc).
• Must be involved in determining whether an English Learner should be retained.
• Possess high level of knowledge and understanding of core Content Standards and WIDA English Language Developmental Standards.
• Train and collaborate with Classroom and Content Teachers and Curriculum Coordinators (Instructional Facilitators) to provide differentiated instruction and support with WIDA, SIOP and core curriculum. Provide resources and strategies to help make content meaningful to ELs.
• Identify appropriate classroom modifications and testing accommodations for ELs within their school and communicate these to Classroom and Content teachers. Design formal EL Plans for English Learners and maintain records for all ELs in the ECATS system.
NOTE: ESL teachers are not required to speak a language other than English. However, they allow appropriate behavior in the students’ native language. ESL Teachers should not be frequently depended upon to be Interpreters/ Translators. Please refer to the table of contents for information and the link to request Interpreters/Translators for your school.
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Common Acronyms that ESL Teachers Use Revised June 2017
HLS Home Language Survey
A form that every student or parent of the student must complete at the time of initial enrollment; a federal requirement.
NOM National Origin Minority student
One who lists a language other than English on the Home Language Survey (HLS), which means that the student must be assessed with the State-mandated English proficiency test (WIDA SCREENER/W-APT) within 30 calendar days of enrollment.
EL English Learner
Formerly LEP: Limited English Proficient. The identification given to students who score below a Level 5, Bridging, in at least one domain on the WIDA Screener/W-APT English Proficiency test.
ESL English as a Second Language
A method of instruction for students who are learning English as a new language; usually involves pulling students out of the regular class for specific English instruction.
ESSA Every Student Succeeds Act
The federal legislation reauthorized in 2015, previously known as No Child Left Behind (NCLB); specifically addresses language acquisition programs for English Learner (EL) students. This legislation is also commonly referred to as the Elementary and Secondary Education Act (ESEA).
MFEL Monitored Former English Learner
Formerly MFLEP, Monitored Former Limited English Proficient. The federal identification given to students who have exited EL status; Title III requires these students to be monitored for four years after their exit year.
ECATS Every Child Accountability and Tracking system
The WS/FCS electronic warehouse of EL student information, including EL Plans (which include classroom modifications and testing accommodations).
RoA form Review of Accommodations form
The State-mandated form to document what testing accommodations were actually used during EOGs and EOCs (and other tests as applicable); first used Spring 2010
WIDA
World-Class Instructional Design and Assessment
This consortium is comprised of 38 US State Education agencies and/or US territories. Their research team has created comprehensive English language development standards and assessments to determine English language proficiency.
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WIDA Standards
English Language Development Common Core Standards
The English Language Proficiency Standards published by the WIDA consortium were approved by the State Board of Education in June 2008 and mandated beginning in the 2008-2009 school year. Beginning in the fall of 2011, the WIDA standards became the ELD Common Core Standards. In 2012, the WIDA Consortium released a new resource guide with examples of amplified language development standards giving additional detail on the language of the content areas. www.wida.us
WIDA Screener/ W-APT
WIDA Access Placement Test
The initial State-mandated proficiency test for determining English Learner status, within 30 calendar days of initial enrollment
ACCESS
Assessing Comprehension and Communication in English State-to-State for English Language Learners
The annual State-mandated proficiency tests for all ELs, for determining English Learner status. Administered in February and March of each year. Go to www.wida.us for test details.
BICS Basic Interpersonal Communication Skills
The simple “playground talk” that students learn first; research has typically said it takes 1-2 years to develop.
CALP
Cognitive Academic Language Proficiency
The more difficult academic language that students experience in school; research has typically said it takes 5-7 years to develop; some newer research says 5-10 years.
SIOP
Sheltered Instructional Observational Protocol
SIOP is a research based teaching methodology that helps teachers make their classrooms more comprehensible for English Learners. Enhances targeted instructional delivery and language development.
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EL Registration Process
In accordance with federal law, our school system will not require that a student provide any proof of legal status (social security card, green card, passport, etc.) Plyler v. Doe, 457 U.S. 202, 102 S. Ct. 2382 (1982).
What if the student returns to the system? If an EL student is removed from a Winston-Salem/Forsyth County School roster and then returns to our system during one calendar year, and there is a doubt whether that student has an up-to-date annual ACCESS score, the student must be sent to the Newcomer Center.
All students must complete a HOME LANGUAGE SURVEY when enrolling in a school. If a student indicates that s/he speaks another language at home, even if s/he appears to speak English fluently, s/he must report to the Newcomer Registration Center for English language proficiency testing. Kindergartners may be tested at the home school at the beginning of the year. Do not send Pre-K students to the Center. If you have any questions, please call the Newcomer Registration Center at 336-747-6804.
The Newcomer Registration Center is housed at: Downtown Market 601 N. Cherry Street Winston-Salem, NC 27101
Ch
erry St.
6th Street
Downtown Market Place
Newcomer Center
Parking
Benton Convention
Center
Supreme Court
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What will the Newcomer Center Provide to Schools?
The Newcomer Registration Center will provide each school with a folder of necessary registration forms and information, including information about a student’s English WIDA Screener/W-APT/ ACCESS scores and designations.
• English Learner Support Selection document with Initial WIDA Screener/W-APT/EL Assessment data and designation as EL or not-EL
• Student information form
• Copy of the Home Language Survey
• Immunization Records
• Parent Release forms (internet, photo, medical)
• Transcripts provided by parents if available
• Any other education documents or information provided by the family
Documents Necessary to Register 1. Parent ID 2. Legal custody document (if student does not live with parents) 3. Proof of address (one of the following):
• A deed to a home or a current lease of an apartment with a Forsyth County address and evidence that you are residing in it, such as a utility bill in your name
• A voter registration card with an address in Forsyth County
• A driver’s license with a Forsyth County address
• Income tax forms listing a Forsyth County address
• Checking and/or savings account statements listing a Forsyth County address, insurance policies or charge account statement listing a Forsyth County address with an employer
• Documentation of receiving public assistance at a Forsyth County address 4. Birth certificate 5. Immunization records
Other helpful information: ⧫ Transcripts or report cards ⧫ IEP if student has been identified as a child with disabilities
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Initial EL Identification When students pre-register at the Newcomer Center, they will take the WIDA Screener/W-APT English Screener assessment. This assessment will determine whether these students are identified as English Learners (EL). The current WIDA Screener/W-APT criteria to identify students as EL is the following:
2018-2019 EL student initial identification Grade Domains WIDA Screener/W-
APT score Identifies Student as EL
WIDA Screener/W-APT score Indicating
Student is NOT EL
Kindergarten 1st Semester
Speaking & Listening
Less than 27 27 or Higher
Kindergarten 2nd Semester
All Four Listening & Speaking Less than 27 or Reading less than 14 or Writing less than 17
Listening & Speaking 27 or higher and Reading 14 or higher and Writing 17 or higher
Notes: There is not a composite score for the Kindergarten WIDA Screener/ W-APT. At the time of printing this handbook, NCDPI has not announced the identifying scores for Grades 1-12 for the coming school year.
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Winston-Salem/Forsyth County Schools English as a Second Language Service
Grades K-12 Entrance Criteria: The Home Language Survey must be completed for every student enrolling in the WS/FCS System. If any answers indicate that the student has a language other than English as his/her first language, the student must take an English proficiency assessment (WIDA Screener/W-APT). Students in grades K-12, who indicate another language besides English on the Home Language Survey need to be directed to the Newcomer Center to take this English language assessment. After evaluating the results of the WIDA Screener/W-APT, the Newcomer Center will work with the family to determine whether the student is EL and whether the student needs ESL services. NOTE: See following pages for Home Language Survey.
North Carolina Board of Education policy 16 NCAC 6D.0106 – ( c) A home language survey shall be administered to every student at the time of enrollment and maintained in the student’s permanent record. LEAs shall then identify and assess every English Learner student who needs assistance in order to have access to the unit’s instructional programs.
NC BOE
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EL Classification vs. ESL Service
EL = ENGLISH LEARNER This acronym denotes that a student as certain documented limitations regarding his/her ability to understand, speak, read and write in English. In North Carolina the WIDA Screener/W-APT/ACCESS test determines whether a student is EL. Classification as an EL student can affect the student, and all the staff around him in many ways. (Note: English Learners were formerly known as Limited English Proficient/LEP.)
• The student has a right to access second language services in addition to all services provided to non-EL students.
• The student may qualify for test accommodations.
• The student must be assessed annual with the ACCESS test (Assessing Comprehension and Communication in English State to State for English Language Learners).
• Teachers and schools must take steps to provide instructional modifications that address the needs of the EL student in all classrooms.
• The number of EL students will directly affect the Title III federal funding and EL state funding a school system receives.
ESL=ENGLISH AS A SECOND LANGUAGE This is the program model schools in Winston-Salem use to address the language needs of their EL students. A student’s parent can decide whether s/he accepts or removes ELS services. If a parent removes services, this does not change the child’s EL status. (The student will continue to test on the ACCESS until s/he exits EL status.) Please refer to the LIEP for a menu of ESL Services available at each school.
MY STUDENT IS NOT IN ESL. HOW DO I KNOW IF S/HE IS EL? First, look for the home language survey. If a language other than English is listed, s/he should have a WIDA Screener/W-APT/ACCESS score. WIDA Screener/W-APT/ACCESS scores are kept in the cumulative folder. If you need help interpreting the letters or numbers, ask your Testing Coordinator. Note: Occasionally a student may not have WIDA Screener/W-APT/ACCESS scores in his/her folder. This may occur with older students who may have placed out of EL status years before, and whose English language proficiency scores were purged from the cumulative folder. For further guidance, contact your school’s EL Coordinator, the district ESL Lead Teacher, the district Title III/EL Director or the district EL Data Manager at the Newcomer Center.
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EL Student Grade Placement and Achievement
Please note the following WSFCS board policy on EL students: AR 5122.3 Guidelines for Placement and Evaluation of Limited English Proficient (LEP) students. This policy can be found in its entirety in this handbook of this guide and on the WS/FCS website under school board policies.
When any student comes to a school to register, the parents must complete the Home Language Survey. When a language other than English is listed, direct them to the Newcomer Center. If a student qualifies for ESL services, the parent/guardian must sign a release to either receive or remove ESL services. Students may not receive or be denied ESL services based upon those services received in another school system. If a student demonstrates on the WIDA Screener/W-APT or ACCESS English language assessment that s/he is EL we will offer ESL services to this student. School: If an EL student chooses to accept services, the Newcomer Center will identify the student’s residential school. All EL students are eligible to receive EL support services. Schools may offer a variety of EL support services. All schools offer various classroom supports for EL students. Depending on the school, these classroom supports will range from the use of various teaching techniques (using visuals to make lessons meaningful, emphasizing academic vocabulary, etc.) to using specific sheltered instruction pedagogy (SIOP) to promote the acquisition of academic English skills within the regular classroom. Our Newcomer Center Staff or school-based ESL professionals will share with parents the EL support services available at the school serving the student’s current address. Grade: The student’s grade-level placement is based on academic readiness and age. Regardless of prior schooling, the student must be placed no lower than one grade below his/her age-appropriate placement. If the student brings documentation that shows s/he was in school until leaving his/her home country (or from another district), we will honor that grade assignment and place him/her accordingly. Siblings: If a student has a sibling in an ESL site, s/he has the right to attend the same school regardless of whether or not s/he is in the ESL program. This guideline applies to kindergartners as well (usually assigned to home school). Every effort should be made to place siblings in schools that follow the same calendar. Exceptional Children: EL students with exceptionalities will be assigned to the school within their zone that provides the services needed. When possible, they will attend a school with both ESL and the EC programs. In such cases students will receive both services. If both are not available in the same school, the EC service determines assignment.
School Board Policy
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ESL Services and LIEP
NOTE: Please follow the Language Instruction Educational Plan (LIEP) on the following pages for specifics on types and frequency of ESL services and for group sizes. Very Important Note: It is important to understand that removing ESL services only means that the student will not receive ESL services. This does not mean that the student is not EL. EL students will continue to take the ACCESS assessment yearly until they are no longer EL.
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Elementary LIEP
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Middle/High LIEP
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English Learner Support Selection Form (formerly known as the “ESL Service Agreement”)
NOTE: See English Learner Support Selection Forms in English and Spanish on the following pages. Parents must sign the English Learner Support Selection Form upon initial enrollment. This gives them the option of choosing to receive or remove ESL services. Very Important Note: It is important to understand that removing ESL services only means that the student will not receive ESL services. This does not mean that the student is not an EL. EL students will continue to take the ACCESS assessment yearly until they are no longer EL.
• Students may participate in the school choice process. For more information concerning school choice, please contact Homan Atashbar (Director of Student Assignment) at 336-748-3302. Please refer to the district’s Language Instruction Educational Plan (LIEP) in this handbook for a menu of ESL Services.
• The student must participate in annual ACCESS testing until receiving ACCESS scores that demonstrate that this child is no longer EL.
• The student may need EL modifications in classroom instruction and EL accommodations on state tests, according to testing guidelines for EL students. These should be documented in the LEP Plan and on the Review of Accommodations form.
• As long as the student is EL (according to performance on the WIDA Screener/W-APT/ ACCESS), parents have the option to change their minds and request that their child be placed in ESL services appropriate to the child’s language needs. Please contact the Title III EL Director for additional assistance with this situation.
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Winston-Salem / Forsyth County Schools English Language Proficiency Assessment Results English Learner Support Selection
Student Name ____________________________ Recommended Grade______ Date Tested_____________ The State of North Carolina requires that any student with a language other than English be administered an English language proficiency test. The W-APT is used to identify English Learner (EL) students by assessing English proficiency in listening, speaking, reading, and writing skills. Please see results below.
1-12 WAPT/ACCESS results Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Listening =
Speaking =
Reading =
Writing Level = C o m p o s i t e L e v e l =
K-1 Listen/Speak WAPT
results K-1 Reading WAPT results K-1 Writing WAPT results
Raw Score =
Reading Raw Score =
Writing Raw Score =
Levels (circle) No demonstrable ability (0-2) No ability (0-3)
Low = 0-10 Can match simple pictures (3-5) Can copy letters (4-7)
Mid = 11-18 Can recognize letters (6-10) Can complete simple words with initial letter (8-11)
High = 19-28 Can recognize words (11-12) Can write simple words (12-14)
Exceptional = 29-30 Can read simple phrases (13) Can write simple phrases (15-16)
Can read simple sentences (14-15) Can write simple sentences (17-18)
English Learner (EL) identification and recommended service:
Based on your child’s W-APT/ACCESS scores and academic achievement results (if available), your child is identified as an English Learner (EL). Winston-Salem/Forsyth County’s EL goal is to help EL students obtain English language proficiency in order to meet 1) state and federal grade level academic achievement standards for grade promotion and graduation and 2) federal English language progress and proficiency requirements. Recommended EL Support (circle): Comprehensive Moderate Transitional
Based on your child’s W-APT/ACCESS scores and academic achievement results (if available), your child is not identified as an English Learner (EL).
Exiting EL Status: EL support is available to EL students until they meet the North Carolina English Learner (EL) exit criteria on the ACCESS for ELLs® assessment administered each Spring. Once the student is exited from EL status, the parent is notified in writing. Exited students’ grades are monitored for a minimum of four years to ensure academic success. Review and Selection of English Learner Support – All EL students are eligible to receive EL support services. Schools may offer a variety of EL support services. All schools offer various classroom supports for EL students. Depending on the school, these classroom supports will range from the use of various teaching techniques (using visuals to make lessons meaningful, emphasizing academic vocabulary, etc.) to using specific sheltered instruction pedagogy (SIOP) to promote the acquisition of academic English skills within the regular classroom. Our Newcomer Center Staff or school-based ESL professionals will share with you the EL support services available at the school(s) serving your current address.
Selection of English Learner Support Note: Parents or legal guardians have the right to request to remove English Learner support for their child. Please indicate if you choose to receive or remove your child from English Learner support services. (Every Student Succeeds Act (ESSA, 2016) – Parental Rights and Written Guidance Sec. 1112(3)(A)(viii)(I-III). Receive English Learner Support services. Remove English Learner Support services. School: ______________________________________ This school offers the following English Learner Support: Comprehensive Moderate Transitional Parent/Guardian Print Name ______________________Signature________________________ Date ______________
Entry date U.S. School __________________________
Entry date WS/FCS ____________________________
First Language ________________________________
Place of Birth _________________________________
DOB ________________________________________
Student ID ___________________________________
Rev. 6-3-19
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English Learner (EL) Support
Comprehensive Moderate Transitional Scheduled ESL Class Time: English language acquisition support based on the WIDA standards of academic language. Frequency of service = 3-5 times per week. In-class ESL: Not recommended at this level. ESL Co-Teaching: Not recommended as standalone ESL support because of the need to focus on Tier 1 and basic vocabulary. Collaboration with mainstream teachers: Use the WIDA Academic Language standards to connect ESL instruction with mainstream content and topics.
Scheduled ESL Class Time: English language acquisition support based on the WIDA standards of academic language. Frequency of service = 2-3 times per week. In-class ESL: Provide English Language Learner (ELL) support within the classroom with a specific focus on the WIDA Academic Language standards. ESL Co-Teaching: Both ESL and mainstream teacher collaborate to co-deliver instruction focusing on content and academic language development (WIDA). Co-Teaching training required. Collaboration with mainstream teachers: Use the WIDA Academic Language standards to connect ESL instruction with mainstream content and topics.
As needed support: Provide
infrequent structured lessons to
improve academic language
understanding across content areas.
Additional Support available as
needed: Provide infrequent
structured writing lessons to support
English writing skills (spelling,
diction, grammar structures).
Collaboration with mainstream
teachers: ESL teacher, LEP
Coordinator and/or district EL
support team provide support on
how to provide instructional
modifications (scaffolding, SIOP,
etc.) to support academic language
development in the classroom.
Note: This form also available in Spanish.
ZONE 1 ZONE 2 ZONE 3 ZONE 4 ZONE 5 ZONE 6 ZONE 7 ZONE 8
SEDGE GARDEN + KERNERSVILLE + IBRAHAM + OLD RICHMOND + KIMBERLEY PARK + BRUNSON + BOLTON + GRIFFITH +
CALEB'S CREEK + CASH* MINERAL SPRINGS + RURAL HALL + SPEAS + SOUTH FORK + LEWISVILLE* KONNOAK +
FOREST PARK + PETREE + MIDDLE FORK + OLD TOWN + SHERWOOD FOREST* WHITAKER* SOUTHWEST + WARD +
HALL-WOODWARD + PINEY GROVE + WALKERTOWN + GIBSON + JEFFERSON + COOK + MORGAN + CLEMMONS*
SMITH FARM + ASHLEY + NORTH HILLS + VIENNA + MEADOWLARK + DIGGS-LATHAM + EASTON +
UNION CROSS + MOORE + KIMMEL FARM +
SOUTHEAST + KERNERSVILLE + MINERAL SPRINGS + HANES + WILEY + CLEMMONS +
EAST FORSYTH + WALKERTOWN + NORTHWEST + PAISLEY* MEADOWLARK +
WS- PREP* JEFFERSON + PHILO -HILL +
FLAT ROCK +
NORTH + GLENN + REYNOLDS + CARVER + WEST FORSYTH + EAST +
REAGAN* MT TABOR + WALKERTOWN* PARKLAND +
Atkins HS* Kennedy MS & HS*
Schools with no zones
ELEMENTARY SCHOOLS
MIDDLE SCHOOLS
HIGH SCHOOLS
English Learner Support 2019-20
Schools offering all levels of EL support = + Schools offering Transitional and Monitoring EL Support = *
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ESL Focus FOCUS FOR ESL INSTRUCTION: ESL teachers will utilize the WIDA standards to plan instruction to support the mainstream classroom and content areas, integrating Social and Instructional Language, and the Language of Language Arts, Mathematics, Science and Social Studies. ESL teachers will plan with classroom and content area teachers, when possible, and use the Pacing Guides to front-load and to support instruction, ensuring the success of students in the Standard Course of Study and Common Core Standards. MATERIALS AND RESOURCES TO BE UTILIZED: ESL teachers are not limited to specific resources. They may use a combination of available materials: Avenues and Reach for Elementary and Shining Star, Inside and Edge for Middle and High Schools, Scott Foresman ESL texts, Oxford Picture Dictionary, ImagineIt! classroom texts, teacher-created materials, websites, trade books, SMART lessons, etc., to meet students’ instructional needs. INSTRUCTION: The WIDA English Language Proficiency Standards are the North Carolina English Language Development Standards (www.wida.us). ESL teachers help to raise the awareness of other school staff members on the WIDA standards as resources and that the WIDA standards are the responsibility of the classroom teacher as well. They are also responsible for maintaining records of EL student performance in the ESL classroom. ESL teachers actively participate in the decision making process (EL committee, MTSS committee, IST process, retentions) to make appropriate decisions on students’ services, modifications, and testing accommodations. They assist classroom teachers in making appropriate classroom modifications and help to increase the staff’s cultural understanding of EL students.
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Current ESL Models of ESL Instruction Recognized by NCDPI
NOTE: Please follow the Language Instruction Educational Plan beginning in this handbook for specifics on types and frequency of ESL services and for group sizes. Pullout: The EL student leaves the classroom (is “pulled out”) for ESL services, working in small groups of instruction (Scheduled ESL Class Time or In-Class ESL) planned by the ESL teacher. Pullout services may vary between schools due to schedule and space availability, causing the pullout to be inside the classroom, rather than in a separate ESL room, but ESL teachers are not to be used as an assistant or tutor.
• Newcomers may need two periods of ESL services each day.
• Remember to follow the guidelines in the LIEP for group sizes.
• Students are to be grouped by proficiency levels.
• Students are to be grouped by grade level. Elective ESL classes: In middle and high school, EL students receive ESL instruction during a scheduled class period and receive course credit. ESL is largely an English-only instructional program, with instructional support in the native language when feasible. Proficiency levels determine the level of ESL class the student will take. Co-Teaching: The EL student remains in the mainstream classroom, with the ESL teacher going in to work with the classroom teacher, providing appropriate instruction to the EL student. To have a successful Co-teaching model, mainstream and ESL teachers must have time to plan cooperatively and must share the teaching responsibilities of that classroom. ESL teachers are not to be used as assistants or tutors. Classroom time may be a mix of whole class, grouped lessons or rotating stations with both teachers sharing the teaching role. Generally, in a Co-teaching model, ESL teachers should be able to work with 1-2 mainstream teachers successfully. ESL teachers may find working with 3-4 or more teachers in a Co-teaching model very challenging since it can be difficult to find time to plan cooperatively. NOTE: please refer to the Memorandum in the Resources section of this handbook for clarification of Co-Teaching by DPI.
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Additional Program Models to Support English Learners
Dual Language Bilingual Immersion (K-5): Instruction is delivered in both English and Spanish. The division between the majority language (English) and the alternate language can happen by subject, morning/afternoon or alternating days. The class is composed of native English speakers and native Spanish speakers. The Dual Language Immersion programs at Ashley, Speas and Smith Farm Elementary Schools are examples of this type of program. (NOTE: Bilingual programs can incorporate many different language combinations. In this section, we use “English” and “Spanish” as the different languages represented.) The goal for our Dual Language Bilingual Immersion classes is bilingualism. Konnoak Elementary has a Chinese immersion program that serves a native English speaking student population. Developmental Bilingual (K-5): Instruction is delivered in both English and Spanish. The division between the majority language (Spanish) and English can happen by subject, morning/afternoon or alternating days. The class is composed of Native Spanish speakers who are acquiring English and Spanish literacy simultaneously. Easton, Diggs-Latham, Old Town and Forest Park offer Developmental Bilingual classes. The goal of our Developmental Bilingual classes is bilingualism. Sheltered (K-12): The mainstream K-12 teacher delivers content using methods designed for EL students. Sheltered Content Classes in social studies, science, math and English are offered at the high school level to EL students. The mainstream teachers in Sheltered Classes and Sheltered Content Classes use specific methods designed for EL students, commonly referred to as Sheltered Instruction Observation Protocol (SIOP). Such methods include increased use of visuals, modeling, slower speech, hands-on activities, interaction, modified assessments, scaffolding, and native language assistance when needed. Daily objectives include both a language and content objective. This EL instructional method is primarily designed for intermediate EL students and is not a “stand-alone” or replacement for Elective ESL classes; it is an additional support for ELs.
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What is SIOP?
SIOP is an acronym that stands for Sheltered Instruction Observation Protocol. The idea behind sheltered instruction is to “shelter” students who are acquiring English from the heavy linguistic demands of the mainstream classroom. Teachers still teach content knowledge to students, but these teachers are now more aware and make accommodations for the linguistic needs of their students. SIOP includes a checklist that teachers and administrators use to reflect on how comprehensible instruction is delivered for EL students in the classroom. Our district offers SIOP training at various times throughout the year to mainstream and ESL teachers alike. While ESL teachers who have completed a certified ESL licensure program will be aware of many of aspects of SIOP (specifically, language acquisition and comprehensible input), many mainstream classroom teachers have not been exposed to this training and would benefit from the additional instructional knowledge when working with EL students. One of the hallmarks of SIOP is the use of content objectives and language objectives for EL students. This ensures that the classroom activities are addressing the content knowledge and language development needs of EL students. Other characteristics of SIOP include: modifying speech when working with EL students, using adapted textbooks, using the student’s first language on occasion (when needed for understanding) and displaying visuals that help students make connections. SIOP incorporates a variety of engaging and interactive strategies to ensure students are using and acquiring English.
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The Sheltered Instruction Observation Protocol (SIOP) Preparation
• Write content objectives clearly for students.
• Write language objectives clearly for students.
• Choose content concepts appropriate for age and educational background level of students.
• Identify supplementary materials to use (graphs, models, visuals).
• Adapt content (e.g. text, assignment) to all levels of student proficiency
• Plan meaningful activities that integrate lesson concepts (e.g. surveys, letter writing, simulations) with language practice opportunities for the four skills.
Building Background
• Explicitly link concepts to students’ backgrounds and experiences.
• Explicitly link past learning! and new concepts.
• Emphasize key vocabulary (e.g. introduce, write, repeat and highlight) for students.
Comprehensible Input
• Use speech appropriate for students’ proficiency level (e.g. slower rate, enunciation, simple sentence structure for beginners).
• Explain academic tasks clearly.
• Use a variety of techniques to make content concepts clear (e.g. modeling, visuals, hand-on activities, demonstrations, gestures, body language).
Strategies
• Provide ample opportunities for students to use strategies (e.g. problem solving, predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).
• Use scaffolding techniques consistently (providing the right amount of support to move students from one level of understanding to a higher level) throughout lesson.
• Use a variety of question types including those that promote higher-order thinking skills throughout the lesson (e.g. literal, analytical and interpretive questions).
Interaction
• Provide frequent opportunities for interactions and discussion between teacher/student and among students, and encourage elaborated responses.
• Use group configurations that support language and content objectives of the lesson.
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• Provide sufficient wait time for student response consistently.
• Give ample opportunities for students to clarify key concepts in LI as needed with aide, peer, or LI text.
Practice/Application
• Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
• Provide activities for students to apply content and language knowledge in the classroom.
• Provide activities that integrate all language skills (i.e. reading, writing, listening, speaking).
Lesson Delivery
• Support content objectives clearly.
• Support language objectives clearly.
• Engage students in approximately 90-100% of the time (most students taking part/on task).
• Pace the lesson appropriately to the students’ ability level. Review/Assessment
• Give a comprehensive review of key vocabulary.
• Give a comprehensive review of key content concepts.
• Provide feedback to students regularly on their output (e.g. language, content, work).
• Conduct assessments of student comprehension and learning throughout lesson on all lesson objectives (e.g. spot checking, group response).
Reprinted from Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to English Language Learners: The SIOP model. Boston: Allyn & Bacon.
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The EL Committee
Who: The EL committee is usually chaired by the EL Coordinator at each school. At ESL sites, the EL committee will also include the ESL teacher(s). The EL committee might also include administrators or mainstream teachers. At the very least, the EL committee should include three people. (Note: This is not an IEP meeting and will not follow the IEP meeting format).
What: The El Committee will meet to discuss and determine ongoing EL accommodations, classroom modifications and ESL service for EL students at your school. Sign in sheets, agendas, etc. should be maintained for documentation purposes.
When: At the very least, the EL committee should meet once during the Fall semester and once in the Spring semester prior to End-of-Grade and End-of-Course assessments. Schools may meet more often if necessary.
Where: The EL committee meets in each individual school. The EL committee is a school-based committee.
Why: “Accommodations allow eligible [EL] students to demonstrate their true abilities; however, students must not receive unnecessary or inappropriate accommodations. Testing accommodations are provided to eligible students to assure that individual student needs are met, and, at the same time, maintain sufficient uniformity of the test administration. Accommodations must be assigned selectively and thoughtfully, according to individual student needs and EL Team/Committee input. For example, it is NOT appropriate to assign all available accommodations for all EL students. Each student’s individual needs must be considered when making accommodations decisions. When accommodations are provided in accordance with proper procedures as out lined by the state, results from these tests are deemed valid and fulfill the requirements for accountability” (Limited English Proficiency Testing Accommodations Descriptions and Procedures—NCDPI—Nov. 2009).
How: Since we have great diversity from school to school regarding our EL population, each school has the flexibility to decide how best to meet this
Each school develops an EL committee to make EL testing accommodation decisions regarding the EL population your school serves.
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requirement. As mentioned previously, the EL committee must meet at least twice yearly (Fall and Spring) to determine appropriate EL modifications.
Documentation: The EL committee will need to keep the following meeting documentation and records. Schools might consider keeping all this information in a large three ring binder that would be easily accessible if a school were audited.
• EL committee meeting sign in sheets/agendas
• List of current EL students
• EL accommodations forms for each eligible EL student
• EL accommodations monitoring forms for each eligible EL student
Please note: Student level information, including assessment information should be treated as secure student information.
Form EL Committee (EL Coordinator, ESL staff and others)
Identify EL students (PowerSchool EL Group, EdPlan/ECATS database, etc.)
Fall Meeting – discuss and document EL testing accommodations for eligible EL students
Make any necessary changes to EL accommodations forms.
Spring Meeting – discuss and document EL testing accommodations for eligible EL students.
Complete EL Review of Accommodations forms in EdPlan/ECATS for eligible EL students.
Prior to EOG/EOC complete EL Review of Accommodations monitoring form for all EL students with EL accommodations.
EL student takes the EOG/EOC assessment.
Test administrator completes the EL accommodations monitoring form after the EOG/EOC assessment. Monitoring form is collected by the Testing Coordinator.
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Retention of English Learners
Retention of an English Learner in grades K-8, or denial of credits in grades 9-12, should only be considered if progress in ESL is very minimal or if academic difficulties are not related to second language acquisition. The EL committee and the ESL teacher must review all available student information when considering whether to retain an EL student. ESL teachers must be part of discussions and decisions concerning the retention of any EL student. First, inquire as to what types of EL classroom modifications and EL testing accommodations are in place for this EL student. Second, inquire as to whether these instructional modifications and testing accommodations have been used consistently with the EL student. If these EL modifications and EL accommodations have not been used consistently, the EL committee should strongly consider whether retention is appropriate for an EL student. Complete documentation must be maintained to show that prescriptive measures were implemented. Parents must be contacted in a language they can understand. These contacts should include phone calls, conferences and home visits and should be part of the documentation. Copies of all documentation for retention should be placed in the student’s cumulative folder.
Retention: The ESL program is federally mandated to prevent discrimination practices in the retention and grading of students with limited English proficiency. Please see polity WSFCS AR 5122.3 under Board policies on the WS/FCS website.
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Retention Considerations For English Learner (EL) Students
1. What is the child’s English language proficiency level? Consideration: the lower the child’s English language proficiency, the more likely his English ability affected his progress in an English speaking classroom.
2. How long has the student been enrolled in a US school? Consideration: It takes a child 4-10 years to fully acquire a second language.
3. Are EL instructional modifications being used and documented in the mainstream classroom (PEP and EL Plan)? Consideration: If EL instructional modifications are not used in the classroom consistently; the child may not have been able to demonstrate what he knows.
4. Are EL testing accommodations being used consistently and documented for EOQs and EOGs?
5. Is the child receiving the minimum amount of ESL services?
Consideration: Without appropriate ESL services, most EL students will acquire English only through classroom immersion which is the least effective method of English acquisition.
6. Are we considering how much progress the child has made in acquiring
English and acquiring content knowledge? AR 5122.3 Guidelines for placement and Evaluation of English Learner (EL)
students. Cannot retain a child because of English language proficiency.
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Exiting EL Status
An EL student exits EL status when s/he receives an ACCESS score that meets all the criteria below.
When a student exits EL status, the Exit Documentation form must be shared with the student’s parents. A copy of this exit documentation must remain in the student’s EL records in the cumulative folder. These students will not be served in the ESL classroom, but will be monitored for four years after exiting. Monitoring: A school’s EL committee must monitor former EL students for at least four years after they exit EL status. At any time, if the EL committee believes there is a second language acquisition problem, the student may re-enter the ESL program and remain until s/he is able to perform successfully in the mainstream classroom. It is highly recommended that the student remain at the ESL site for the additional years of monitoring. This will help avoid problems (scheduling, transportation, etc.) if the student needs to re-enter the ESL program. (See Reclassification as EL in this handbook for procedures.) This student will not be considered EL and will not count towards ESL allotments. The EL committee needs to document the Monitoring of former EL students.
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Reclassification as EL There may be unusual instances where the EL committee believes that a former EL student may need to be re-assessed with the WIDA Screener/W-APT English proficiency test to see if the student needs to be reclassified as EL. Please follow these steps to request that a child be re-assessed with the WIDA Screener/W-APT. Note: WIDA Screener/W-APT re-assessments are done at the Newcomer Center prior to November 30 of that school year.
1. Contact and obtain permission from parents to begin the WIDA Screener/W-APT re-assessment process. You may obtain verbal or written permission. If parents give written permission, please retain this for documentation. If parents give verbal permission, document who you spoke with, when and the outcome of the conversation. Retain this documentation in the child’s EL folder.
2. Once you obtain parental permission, please contact David Sisk (Title III Director) via email ([email protected]) to request approval for the WIDA Screener/W-APT re-assessment.
3. Once approved, you may contact the Newcomer Center or the Newcomer
Center will contact you to arrange an appointment for the WIDA Screener/W-APT re-assessment.
4. The sending school arranges transportation for the student to go and
return to the Newcomer Center (on occasion, Newcomer staff may be able to come to your school for this purpose).
5. The Newcomer Center staff will determine if the student continues to be EL
based on the results from the WIDA Screener/W-APT assessment.
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Please note the following WS/FCS board policy on EL students: AR 5122.3 Guidelines for Placement and Evaluation of Limited English Proficient (LEP) students.
“LEP students should be evaluated in academic subjects primarily on effort and progress as they relate to potential achievement. The teacher may want to use a contract system or minimal competency level for these students to determine their progress. LEP students should not be expected to accomplish the same objectives in the same amount of time as the English proficient student.”
Note: LEP students cannot be failed on the basis of language alone.
Considerations when
Grading English Learner (EL) Students
1. EL students are to be assessed on their progress in meeting the objectives of the North Carolina Common Core and Essential Standards and their progress in learning English. Although these students may not be able to perform at grade level, it is important that EL students participate in each activity and be evaluated in terms of effort and progress.
2. The time needed to meet goals is greater for EL students. More modeling,
expansion and repetition are needed to facilitate learning concepts and skills. Therefore, students may need more time to complete assignments.
3. Students should not receive failing grades due to language deficits. They
cannot be evaluated with the same expectations of native English speakers. However, an EL student could receive a failing grade when considering such factors as effort, participation and attendance. It is important to rule out language as the reason for poor academic performance in cases where failing grades are assigned and to document this carefully.
4. Classroom assessment should consider the level of language proficiency.
Teachers and schools should use the WIDA Can Do Descriptors found at www.wida.us. These standards are also listed in the section on Common Core English Language Development in this handbook.
School Board
Policy
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5. Grade more globally at first. For example, look for the student to
state/represent the main idea first, and later, when more competent in language, assess for greater detail or elaboration. Worry less about writing mechanics at first, and go for the message. With increased language skills, increase the accountability for specifics.
6. Teach and assess using Gardner’s Multiple Intelligences, Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge to better meet students’ needs. This approach helps ESL students learn as content is presented through various mediums.
7. Use multiple measures to determine progress such as: portfolios, rubrics, checklists, anecdotal records, dated samples of work over time, projects, demonstrations, visual representations of content, retellings, book talks, mapping of ideas/concepts visually representing more and less important information, journals, learning logs, conferencing, participation in collaborative activities, surveys, etc.
8. Collaborate with the ESL teacher in grading decisions and use the comments section on the report card/progress report if appropriate.
NOTE: ESL teachers must be a part of discussions and decisions concerning the retention of any EL student.
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Winston-Salem/Forsyth County ESL Academy
Location: Winston-Salem Prep. Academy Historic Atkins High School 1215 N. Cameron Avenue Winston-Salem NC 27101 Phone: 336-703-6732
Contact Person: David T. Sisk EL Program Director Phone: 336-727-8029 Fax: 336-661-4986 [email protected]
Program Objectives:
• To assist and instruct WIDA level 1 EL students who have limited Reading proficiency in English.
• To assist and instruct WIDA level 1 EL students whose age would make them eligible for entering 6th – 9th grades in our system.
• To assist students in developing basic English language skills through the instruction of middle grades content and high school grades content.
• To offer these students the opportunity to earn appropriate academic high school credit if they complete satisfactory work to earn this credit.
• By providing the aforementioned objectives, to increase the likelihood of academic success for these students when they leave the ESL Academy and attend a WS/FCS ESL site.
Cameron Ave.
14th Street Park
Winston-Salem Prep. Academy
E. 1
4th
Str
eet
E. 1
6th
Str
eet
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Common Core English Language Development
(WIDA Standards)
In June 2008, the North Carolina State Board of Education approved the WIDA English language proficiency standards. The WIDA standards resource book was revised to include amplified standards in 2012. ESL teachers and sheltered instruction teachers have received training on these standards and all schools and ESL staff have a hard copy of the resource guide. These standards can be accessed by the public at www.wida.us.
Standard Abbreviation
English Language Proficiency Standard 1
English language learners communicate for Social and Instructional purposes within the school setting.
Social and Instructional Language
English Language Proficiency Standard 2
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
The language of Language Arts
English Language Proficiency Standard 3
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.
The language of Mathematics
English Language Proficiency Standard 4
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
The language of Science
English Language Proficiency Standard 5
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
The language of Social Studies
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BICS and CALP
Jim Cummins’ contributions to the field of second language acquisition. Jim Cummins is a professor in the Modern Language Centre of OISE/UT (Ontario Institute for the Studies in Education at the University of Toronto). His research has focused on the nature of language proficiency and the acquisition of a second language with particular emphasis on the social and educational barriers that limit academic success for culturally diverse students. Cummins has advanced the idea that there are at least two different levels of language knowledge. He makes a distinction between these two types of knowledge. One type of language knowledge is a student’s ability to carry on a conversation about normal, everyday situations. He refers to this type of knowledge as basic interpersonal communication skill (BICS). A student can understand basic words and phrases in a second language rapidly. A student can develop BIC fluency in 1 -3 years. The second type of language knowledge refers to the more cognitively demanding knowledge necessary for success in school. He calls this knowledge cognitive academic language proficiency (CALP). This is the language knowledge a student needs to be successful in a classroom context when applying, evaluating, synthesizing and analyzing material. It may take a student 4 – 10 years to fully develop CALP fluency.
• BICS: “Whatcha doing?” “Did you see that movie last weekend?” “I’m hungry. C’mon, let’s get something to eat.” “What book are we reading?”
• CALP: “What is the main idea of the selection?” “The parabola is divided by the parallel lines on the outer plane.”
Factors that will Affect Language Acquisition
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Motivation: Integrative vs. Instrumental. People tend to learn what they want to learn quicker than they learn what they don’t want to learn.
Integrative – when students want to be part of the group and learn language for this reason. Students are motivated to join a language group because of social or community reasons. Example: An EL student wants to make more friends in his new English speaking school. He is interested in doing more social activities and participating in more events.
Instrumental – when students are learning English to achieve a goal such as getting a job or passing a test. Example: An EL student needs to get a GED which will enable him to get a promotion in his current job. He studies and passes the GED but rapidly forgets the English skills that he learned.
Age: The critical time to acquire and learn a language is from birth to puberty. You can still become fluent in a language after puberty, but you will not sound like a native speaker and may be more self-conscious about the way you use the language and perfecting your pronunciation. Also, at a young age, students acquiring English are not as self-conscience as they would be if they were older. This cuts down on the affective filter that can impede language acquisition (see Krashen).
Access to the Language: Opportunities to interact with the language via print and communicative opportunities with native speakers of the target language will accelerate language acquisition. This is also true for students learning a first language. Reading ability is closely tied to availability of materials. (For more information read The Power of Reading by Stephen Krashen.)
Personality: Extroverts may initially excel faster than introverts because they desire social interaction. However, over a period of time, there should be no difference between these two groups. Risk taking and making generalizations about the language will increase the acquisition process.
First Language Development: Researchers suggest that the level of first language development significantly influences second language development. Content knowledge is content knowledge. First language instruction makes second language instruction meaningful. Literacy skills will transfer from one language to another. (See Cummins’ linguistic interdependence hypothesis.) LINGUISTIC INTERDEPENDENCE HYPOTHESIS: “This hypothesis, represented as a “dual-iceberg,” posits that every language contains surface features; however, underlying those surface manifestations of language are proficiencies that are common across languages.”
Cognitive Ability: General cognitive abilities and the cognitive processes necessary for second language acquisition are related: verbal memory, auditory perception, categorization, etc. This will influence the speed of language acquisition and the proficiency levels attained in the second language.
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A Framework to Classify Language Activities By Jim Cummins
The horizontal axis refers to tasks that are cognitively undemanding to cognitively demanding. The vertical axis refers to tasks that are high in context to low in context. This will help teachers assess the comprehensibility of the activities in their classrooms.
Low Cognitive Demand High Cognitive Demand
High Context
A. (EASIEST) • Simple verbal
directions
• Face to Face conversations
B. • Demonstrations
• Audio-Visual assisted lesson
• Science and Social Studies projects
Low Context
C. • Telephone
conversations
• Note on refrigerator
• Written directions
D. (MOST DIFFICULT) • Reading a textbook
• Explanation of a new abstract concept
• Lecture with few illustrations
• Math concepts and application
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Interpretations and Translations
“SEAs and LEAs have an obligation to communicate meaningfully with limited English proficient (LEP) parents and to notify LEP parents adequately of information about any program, service, or activity called to the attention of non-LEP parents.” “LEAs must have a process to identify LEP parents and provide them with free and effective language assistance, such as translated materials or an appropriate and competent interpreter.” “Appropriate and competent translators or interpreters should have proficiency in target languages; ease of written and oral expression; knowledge of specialized terms or concepts; as well as be trained on their role, the ethics of interpreting and translating, and the need for confidentiality.”
Sources: Office of English Language Acquisition (OELA) – English Learner Toolkit. Ensuring Meaningful Communication with Limited English Proficient Parents Chapter 10. https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html Department of Education – Office of Civil Rights. Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents https://www2.ed.gov/about/offices/list/ocr/ellresources.html
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What is the Difference Between an Interpreter and a Translator?
INTERPRETER: An interpreter is a person who is proficient in two or more languages and is able to replace oral messages from one language with equivalent oral messages in another language. Interpreters bridge language gaps thus allowing people who do not speak the same language to communicate. TRANSLATOR: A translator is a person who is proficient in two or more languages and is able to replace written information from one language with written information in another language. The term “translator” is reserved for those whose work is text-based.
Requesting Interpretations and Translations:
The ESL Department of the Winston-Salem/Forsyth County Schools system assigns an EL Parent Engagement Support Specialist to coordinate interpreters/translators for language services district-wide and at the school level. One of the district priorities is to “intentionally engage our parent and community partners in understanding, supporting and advocating for our district goals in service of students.” Therefore, to better serve the needs of our English Learner students, families and school system personnel, the ESL Department has created a process to request interpretations and translations. To schedule an Interpreter or Translation for your school, or for more information about these services, please follow the process on our website for online scheduling: https://www.wsfcs.k12.nc.us/Page/108968. Currently our district provides Spanish interpreters and translators. However, if there is any need for another language, please indicate in the appropriate space on the request form in the above link.
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TRANSACT.COM There are tools available for school personnel who need to contact parents who speak other languages. The broadest resource base, with hundreds of documents in many languages is TransAct. The school system has a contract with this online company, and its use is free to any employee. To access it, go to www.transact.com. You must create a user name (your school system email address) and password. If you have problems gaining access, contact the EL Program Director. The open enrollment link is: https://app.parentnotices.com/register If a personal letter is needed www.GoogleTranslate.com IS easy to use. Be warned –the translation you receive is only as good as the input! It is not always a good idea to copy and paste your English version into the sites. Simplify your message (who, what, when, where) and use basic sentences. Avoid idiomatic expressions and “flowery” language. When using these systems, there is always the chance of error, however, parents will appreciate your efforts to communicate with them in a language they understand.
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Resources
• 2018-2019 EL Identification and Accommodation Criteria
• Chronology of EL Student Rights
• Co-Teaching Memo from NCDPI Title III Program Staff
• EL/EC Memo from WSFCS
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2018-2019 North Carolina LEP Identification Criteria based on 2018 ACCESS for ELLs
2018-2019 North Carolina LEP Accommodation Criteria based on 2018 ACCESS for ELLs
Winston-Salem/Forsyth County Schools – Title III Department Updated 7/24/18
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Chronology of EL Student Rights
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CO-TEACHING MEMO FROM NCDPI TITLE III PROGRAM STAFF
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EL/EC MEMO FROM WSFCS