Oneonta City SchoolsOneonta Elementary School

Oneonta High School

www.oneontacityschools.com

2010-2011

27605 State Highway 75, Oneonta, Alabama 35121

205-625-5812

Revised August 2010

Next Revision Date August 20, 2011

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Table of Contents

Stakeholder ParticipationState Definition of Limited English ProficientLegal Cases Relating to English LearnersPrefaceAssurances of ESL Program Administrator and OCS Superintendent

Goal Curriculum Framework Instructional Framework Theory and Practice

B. Identification and Placement Procedures1) Include the LEA’s procedures for implementing the ESL Advisory Committee and

ESL School Committee. ESL Advisory Committee ESL School Committee ESL Plan

B. Identification and Placement Procedures2) Include the LEA’s methods for identifying and assessing the students to be included

in the English Language Educational Program. The following components must be evident in the plan.

Home Language Survey WIDA-ACCESS Placement Test (W-APT) ESL Committee Placement

Home Language SurveyAdministrative Registration Procedures WIDA-ACCESS Placement Test (W-APT)WIDA StandardsUnderstanding the ACCESS for ELs Test Tier Placement ESL Committee Placement

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A. Introduction1) Include the LEA’s educational Goals And Theory for its program of services.

B. Identification and Placement Procedures3) Include the LEA’s method and procedures for Exiting Students from the English

Language Educational Program and for monitoring their progress for a period of at least two years, and at a minimum, follow SDE Exiting Requirements for ELs. The state established Exit Criteria as a Composite Score of 4.8 on the ACCESS for ELs®.

ESL Program Exiting ProceduresESL Program Monitoring Procedures for Exited ELs

C. Programs and Instruction 1) Describe the programs and activities that will be developed, implemented, and

administered to ensure that ELs acquire academic language as part of the core ESL Program.

Process the district uses to conduct a Comprehensive Needs Assessment Rationale for selecting the particular ESL Program/s and how they are based

on Scientific Research

Comprehensive Needs Assessment Program Development and Implementation

C. Programs and Instruction 2) Describe how Language Educational Programs will ensure that ELs develop English

Proficiency. Practice of continuous improvement and use of data to improve the rate of

language acquisition for ELs Support the LEA provides each school with respect to continuous

improvement practices LEA integration of the World-Class Instructional Design and Assessment

English Language Proficiency (WIDA ELP) Standards with the curriculum Teacher integration of the WIDA ELP Standards in lesson plans

English as a Second Language Curriculum and Instruction Alabama Courses of Study and World-Class Instructional Design and Assessment English Language Proficiency (WIDA ELP) Standards Table 2 WIDA Consortium Performance Definitions

C. Programs and Instruction 3) Include the specific components of the LEA’s program of English language

acquisition and academic services for ELs.

ESL Materials and Resources

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C. Programs And Instruction 4) Describe the Grading and Retention policy and procedures; ELs cannot fail or be

retained if language is the barrier.

Grading and Retention Policy and Procedures for ELs

C. Programs And Instruction 5) Include the specific staffing and other resources to be provided to Limited English

Proficient Students under the LEA’s English Language Educational Program. As with other instructional personnel, ESL Staff must be qualified with academic preparation in English as a Second Language, as stipulated in the 1991 Office of Civil Rights (OCR) Memorandum.

Qualified Personnel (ESL Licensure) ESL Staff Development Content Teacher and Administrator Staff Development

Qualified Personnel Professional Development

C. Programs and Instruction 6) Describe how the LEA will collect and submit data in accordance with SDE

requirements. How schools are trained to use STI Or INOW to code ELs and enter reliable

and accurate data

State Codes for English Learners and Data Collection

C. Programs And Instruction 7) Include the LEA’s method for evaluating the effectiveness of its program for

Limited English Proficient Students (including those enrolled in Non-Public Schools) LEA engagement in the continuous improvement cycle

ESL Program Evaluation Compilation Report

C. Programs and Instruction 8) Include LEA’s method of identification and referral of ELs to Special Education.

Note that the ESL Plan must describe how the school will communicate with the child and parent in their native language.

Problem Solving Team (PST) Special Education Participation in Other ProgramsGifted and Talented

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D. Assessment & Accountability1) Describe How The LEA Will Encourage And Hold Schools Accountable For

Annually Measuring The English Proficiency Of Limited English Proficient Students And For Participating In The State-Administered Testing Program.

Coordination With The LEA Student Assessment Director Communication Of Assessment And Accountability Requirements To Schools

Participation In Statewide Assessment ProgramD. Assessment & Accountability2) Describe how the LEA will hold schools accountable for Meeting Proficiency and

Annual Measurable Achievement Objectives (AMAOs). Monitoring and evaluating school engagement with Continuous Improvement

Plan (CIP)

Annual Measurable Achievement Objectives (AMAOs) (Title Iii, Section 3122) E. Parent Involvement1) Describe how the LEA will promote parental notification and parental and

community participation in programs for Limited English Proficient Students. Eight requirements for parent notification regarding program placement Separate notification to parents regarding failure of the LEA or school to meet

Annual Measurable Achievement Objectives (AMAOs) within the specified time limit

Parent NotificationSeparate Notification Regarding Accountability for Annual MeasurableAchievement Objectives (AMAOs)Parent ParticipationCommunity ParticipationF. Title III Supplemental ServicesThis section should be completed if the LEA receives Title III supplemental funds.1) Describe how the LEA uses Title III Funds to supplement the core ESL Program.

OCS Title III FundsF. Title III Supplemental ServicesThis section should be completed if the LEA receives Title III supplemental funds.2) Describe the method the LEA uses to initiate contact with Non-Public School Officials

to engage in timely and meaningful consultation regarding services available to ELs In Non-Public Schools that are located within the geographic boundaries of the LEA.

How ELs are identified How needs of ELs are identified How, when, where, and what services will be provided How the services will be assessed The amount of funds/services available

Non-Public School Participation and Title III - Language Instruction for Limited English Proficient and Immigrant Student

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GLOSSARY

APPENDIX

ESL District Plan Assurances FormAt a Minimum the Local EL District Plan Must FormLEA Comprehensive English Learner District Plan Template

ONEONTA CITY SCHOOLS REGISTRATION FORMS (ENGLISH AND SPANISH)

Oneonta City Board of Education School Registration FormAlabama State Department of Education Employment Survey FormOneonta City Schools –Free and Reduced Price School Meals Family Application

Student Handbook Notice of ReceiptInternet Usage Permission FormField Trip Permission FormSemester Exam Checkout-High School OnlyCheckout Information

Important Information Concerning Student Privacy RightsDirectory Information & PhotographsState of Alabama Department of Education Health Assessment RecordSchool Medication Prescriber /Parent Authorization

ENGLISH AS A SECOND LANGUAGE FORMSOCS-English Language Learner Identification, Placement, And Assessment Flowchart

ONEONTA ELEMENTARY SCHOOL ESL FORMSOneonta City Schools ESL Services History ChartESL Plan –LEP1 FormESL Plan –LEP2 Form

ESL Plan –LEP Classroom Accommodations-For All LevelsESL Plan –FLEP1 FormESL Plan –FLEP2 Form ESL Plan –FLEP3 FormESL Plan –FLEP FormLEP Participation Documentation AL Student Assessment Program

LEP Accommodation ChecklistStanford of Achievement Test, Tenth Edition (SAT 10)Alabama Reading and Mathematics Test (ARMT)Alabama Science Assessment (ASA)Alabama Direct Assessment of Writing (ADAW)

LEP1 & LEP2 Accommodations/Monitoring Chart FLEP1 Monitoring ChartFLEP2 Monitoring ChartOCS-Waiver/Refusal of English as a Second Language Program APLA Form

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WIDA-Parent/Guardian Report

ONEONTA HIGH SCHOOL ESL FORMSOneonta City Schools ESL Services History ChartESL Plan –LEP1 & LEP2 Form

ESL Plan –LEP Classroom Accommodations-For All LevelsESL Plan –FLEP1 FormESL Plan –FLEP2 Form ESL Plan –FLEP3 FormESL Plan –FLEP FormLEP Participation Documentation AL Student Assessment Program

LEP Accommodation ChecklistStanford of Achievement Test, Tenth Edition (SAT 10)Alabama Reading and Mathematics Test (ARMT)Alabama Science Assessment (ASA)Alabama Direct Assessment of Writing (ADAW)

OCS-Waiver/Refusal of English as a Second Language ProgramAPLA FormWIDA-Parent/Guardian Report

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STAKEHOLDER PARTICIPATION

Assurance:

Oneonta City Schools (OCS) consulted with teachers, school administrators, parents, and education related community groups and institutions of higher education in developing the OCS-ESL District Plan.

This plan has been reviewed by the ESL Advisory Committee.

ESL Advisory Committee 2010-2011

Scott Coefield Superintendent, Oneonta City Schools

Phyllis Shirley Federal Programs Coordinator

Keith Bender High School Principal

Leslie Self Elementary School Principal

Sharon Standridge High School Assistant Principal

Ed Parrish Elementary School Assistant Principal

Daphen Coffey High School ELL Teacher

Beatriz Vargas Elementary School ELL Teacher

Idania Gonzalez Translator

Beverly Ellis Testing Coordinator

Glenda Vinson Staff Development

Rhonda Gibbs High School Counselor

Grace Malek Elementary/Middle School Counselor

Cathy Lankford Elementary School Counselor

Stanley Moss High School Teacher

Joy Majors Elementary School Teacher

Teresa Pineda Vargas Parent

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STATE DEFINITION OF LIMITED ENGLISH PROFICIENT

The state definition of limited English proficient (LEP) is taken from the No Child Left Behind Act of 2001, S. 9101, 25, of Title IX:

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“(25) LIMITED ENGLISH PROFICIENT. – The term ‘limited-English proficient’, when used with respect to an individual, means an individual –

(A) who is aged three through 21

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

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

(ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and

(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

(D) whose difficulty is speaking, reading, writing, or understanding the English language may be sufficient to deny the individual –(i) the ability to meet the State’s proficient level of achievement on State assessments described in

Section 1111(b)(3);(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or(iii) the opportunity to participate fully in society.”

LEGAL CASES RELATING TO ENGLISH LEARNERS

There is federal law established to ensure the rights of national origin minority students. Following is a brief view of major legislation, court rulings, and regulations that address language minority students.

Federal Laws

1964 Civil Rights Act, Title VI

“No person in the United States shall, on the ground of race, color, or national origin … be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

1968 Constitution of the United States Fourteenth Amendment

“No state shall … deny to any person within its jurisdiction the equal protection of the laws.”

1974 Equal Educational Opportunities Act (EEOA)

“No state shall deny equal educational opportunity to an individual on account of his or her race color, sex, or national origin, by … the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

2001 No Child Left Behind Act – Public Law 10- Titles I and III

“… ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.”

Federal Courts

1974 Serna v. Portales

Court ordered schools to make a curriculum available to students who lack English skills.

1978 Cintron v. Brentwood

ESL students are not to be segregated completely from other students, but included in art, PE, and non- language based classes.

Supreme Court

1974 Lau vs. NicholsA suit filed by Chinese parents in San Francisco in 1974 led to a landmark Supreme Court ruling that identical education does not constitute equal education under the Civil Rights Act. The ruling requires

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school districts to take "affirmative steps" to overcome educational barriers faced by non-English speakers (Lyons, 1992).

1982 Plyler vs. DoeThe Supreme Court ruled in Plyler v. Doe [457 U.S. 202 (1982)] that undocumented children and young adults have the same right to attend public schools as U.S. citizens and must attend until they reach mandated age. In addition, the court ruled that public schools may not:

Deny admission to a student during initial enrollment or at any other time on the basis of undocumented status.

Treat a student disparately to determine residency. Engage in any practice to “chill” the right of access to school. Require students or parents to disclose or document their immigration status. Make inquiries of students or parents that may expose their undocumented status. Require social security numbers from all students, as this may expose undocumented status.

1981 Castañeda vs. PickardIn 1981, in the most significant decision regarding the education of language-minority students since Lau v. Nichols, the 5th Circuit Court established a three-pronged test for evaluating programs serving English language learners. According to the Castañeda standard, schools must:

Base their program on educational theory recognized as sound or considered to be a legitimate experimental strategy;

Implement the program with resources and personnel necessary to put the theory into practice; and

Evaluate programs and make adjustments where necessary to ensure that adequate progress is being made. [648 F. 2d 989 (5th Circuit, 1981)].

For more information about these court cases, go to: Court Cases Impacting Limited English ProficientStudents.

The McKinney-Vento Homeless Education Act, Reauthorized January, Section 721

Alabama Administrative Code, 290-3-1-.02(7)(c ) through 290-3-102 (7) (i) (iv)

Oneonta City Schools Board Policy 701.1

Local OES & OHS Student Handbooks govern procedures and policies of school activities & guidance of all students.

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PREFACE

This is the comprehensive Oneonta City Schools (OCS)-English as a Second Language (ESL) District Plan in place and in compliance with Section 3116 of Title III of the No Child Left Behind Act of 2001, for serving students who are immigrant and/or limited English proficient, where one or more students are determined to need support. The OCS-ESL District Plan is to be in place whether or not OCS currently has English Learners (ELs) enrolled and regardless of Title III eligibility.

The OCS-ESL District Plan addresses each aspect of the LEA’s program for all ELs, at all grade levels, and in all schools in the school system. The OCS-ESL District Plan contains sufficient detail so that each staff person can understand how the plan is to be implemented and contains the procedural guidance and forms used to carry out responsibilities under the plan.

This plan details how Oneonta City Schools (OCS) provide programs, services, and resources to students who are identified as language minority and English Learners (ELs) or students with limited English proficiency (LEP). OCS provide appropriate services to EL students at all grade levels and at all schools in the school system.

It is the goal of all school personnel, including ESL teachers, regular classroom teachers, special education teachers, gifted education teachers, after school staff, summer school staff, at-risk instructors, counselors, and administrators to help each student make yearly progress on standardized evaluations and reach the highest possible levels of English language and academic proficiency in the shortest time possible.

ASSURANCES of ESL Program Administrator and OCS Superintendant

OCS consulted with teachers, school administrators, parents, and education related community groups and institutions of higher education in developing the OCS-ESL District Plan.

All teachers at OCS are fluent in English and have written and oral communication skills. English fluency is considered established if personnel have a teaching certificate issued by the Alabama State Department of Education (ASDE) and have met the highly qualified status of a teacher or instructional aide that is required by the ASDE.

All schools in the LEA are in compliance for serving ELs.

All individuals used as translators or interpreters are fluent in the language they are translating.

ELs have equal access to appropriate categorical and other programs and are selected on the same basis as other students at OCS.

OCS has a process for parents to waive Title III Supplemental Services.

See Appendix EL District Plan Cover Sheet

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GOAL

It is the goal of all school personnel, including regular classroom teachers, ESL teachers, special education teachers, gifted education teachers, after school staff, summer school staff, at-risk instructors, counselors, and administrators to help each student meet the challenging academic standards and reach the highest possible levels of English language and academic proficiency in the shortest time possible.

CURRICULUM FRAMEWORK

The World-class Instructional Design and Assessment (WIDA) Consortium English Language Proficiency Standards for English Language Learners (K-12) These standards have been adopted by the State of Alabama as a means to align curriculum, instruction, and assessment for EL’s. This program meets the requirements of the federal No Child Left Behind Act of 2001 by linking English language acquisition standards and state academic content standards.

INSTRUCTIONAL FRAMEWORK

The profiles of ELs are varied and complex. In order to meet the needs of these students and achieve the above stated goal, Oneonta City Schools employ a mixture of methodologies in order to best serve the needs of EL students. The process includes collecting data including ACCESS scores, conducting assessment, and implementing instructional practices that will benefit EL’s. Data gathering and assessment focuses on (1) native-language proficiency, (2) English-language proficiency, (3) academic experience, (4) learning and behavioral factors, and (5) environmental factors. This information is then used to determine and implement effective instructional practices that focus on content (Alabama Course of Study) and language (WIDA Consortium English Language Proficiency Standards for English Language Learners) objectives as well as cultural awareness and study skills.

ESL Class Period This approach is generally used in secondary school settings. Students receive ESL instruction during a regular class period and receive elective course credit. They are grouped for instruction according to their grade level.

Pull-out Instruction This approach is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom but are pulled out a portion of each day to receive instruction in English as a second language. However, it may also be used for older students who enter higher grades with a limited English vocabulary.

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A. INTRODUCTION

1) Include the LEA’s educational goals and theory for its program of services.

THEORY AND PRACTICE

Social Development Theory of Learning (Vygotsky, 1978)

Social interaction profoundly influences cognitive development. Vygotsky states: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inter-psychological) and then inside the child (intra-psychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals." A second aspect of Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.

Cooperative Learning, (Wood, 1988) is a teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive.

Zone of Proximal Development (Vygotsky, 1978) and Input Hypothesis (Krashen, 1981)

The Zone of Proximal Development (ZPD) is the gap between a learner's current or actual level of development determined by independent problem solving and the learner's emerging or potential level of development. That is, it is the set of knowledge that the learner has the ability to learn currently but does not yet understand -- things that are "just out of reach".

Learners cannot build new knowledge without first having a framework or prior learning foundation. Vygotsky says that learners are generally not able to bridge a large gap of learning without some cognitively related prior knowledge, to connect to and support the new information.

The phenomena of an individual being able to perform at a higher level of competence with the assistance of more capable others is referred to in Vygotskian terms as the zone of proximal development (ZPD).

The Input Hypothesis explains how a second language can be acquired. It relates to acquisition, not learning. According to Stephen Krashen, the only way we can acquire language is by receiving comprehensible input. That is, we have to receive input that is just beyond our competence but not beyond our understanding. However, this hypothesis was later modified so that comprehensible input was a necessary but not sufficient condition for acquisition. Learners have to have the right environment and circumstances to allow comprehensible input to work. A learner's affective filter has to be low; they have to be free of stress and motivated.

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Related Claims:

We acquire by understanding language that contains structure a bit beyond our current level of competence, input plus one level (i + 1). This is done with the help of context or extra-linguistic information.

When communication is successful, when the input is understood and there is enough of it, i + 1 will be provided automatically.

Production ability emerges. It can’t be taught directly.

On-Going Assessment to establish current or actual level of acquisition and thus establish student’s zone of proximal development. This information provides data necessary for lesson planning.

Dale’s Cone of Learning based on research conducted by Edgar Dale in the l960’s

Scaffolding (support) that promotes learning when concepts and skills are being first introduced to students. These supports may include resources, a compelling task, templates or guides, and guidance on cognitive and social skills. There is a gradual release of responsibility from teacher directed learning activities to student directed learning activities as students develop autonomous learning strategies, thus promoting their own cognitive, affective, and psychomotor learning skills and knowledge.

Dale's Cone diagrams effectiveness of learning according to the media involved in learning experiences. According to Dale's research, the least effective method, the top of the cone, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective method, the bottom of the cone, involves direct, purposeful learning experiences, such as hands-on or field experiences.

After two weeks we remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we hear and see 70% of what we say 90% of what we both say and do

Instructional strategies based on Dale’s Cone of Learning employ teaching strategies that allow students to work actively with content materials and new concepts. Strategies may include but are not limited to the following suggestions.

Quick Write Research has shown that stopping a lecture after presenting a main concept for three minutes, allows students to write notes, thoughts and reflections and learner retention rates improve noticeably over a "just lecturing" method. Examples are skeleton notes/ diagrams with missing labels/information, etc. and journals.

One Minute Papers provide a quick and extremely simple way to collect written feedback on student learning. Stop the lecture, or at the end of the lecture, ask students to respond briefly to some variation

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on the following two questions: “What was the most important thing you learned during this class?” and “What important question remains unanswered?” Students then write their responses on index cards or half-sheets of scrap paper and hand them in. The instructor reviews the papers before the next class and clarifies the material as needed.

A Think-Pair-Share presents a concept, or at specific time intervals, stop class and allow students to collect their thoughts (think). Then have them discuss their idea for 3-5 minutes with the person next to them (pair). Finally, ask the pairs to present their ideas to the class. (You can also individually interview pairs.) (share).

Brainstorming is a good technique for generating ideas quickly. Make sure everyone understands the ground rules: no response is wrong; every response is accepted without discussion or argument. Once brainstorming has elicited a sufficient number of responses, guide students to use their analytical and synthesizing skills to determine the best ideas.

Concept Mapping is creating visual representations that show the relationship between concepts by using lines and shapes.

Demonstrations/Laboratories Very good at visually showing and allowing student interactions with various course concepts. Students can be asked to predict an outcome to a given situation and then assess/evaluate/justify if their prediction was valid based upon the laboratory outcomes. In other instances, the demonstration serves to allow students to construct meaning and make connections in their learning based upon their observations and first-hand experience. Depending upon the set-up and size of the class, teachers may allow students to experiment right after the initial demonstration or allow the students to “discover” the content/objective of the laboratory without demonstrating first. It is also “powerful” if the students have access to the materials used in the demonstration and are able to repeat the demonstration at home or outside of class.

Case Studies Bring in case studies for students to read and then analyze, applying concepts, data, and theory taught from class. Students can work individually or in groups or do this as a think-pair-share activity. Using case studies in combination with a brief in-class writing assignment adds to the students actively working with the subject content.

Role Playing Allow students to act out a real-life situations. This helps them understand.

Student Debates/Discussion Panels Debates and discussion panels can be formal or informal, individual or group, graded or un-graded. This allows students the opportunity to take a position and gather data/logical arguments to support their view, critically. The process also offers experience with verbal presentations. Some faculty may ask students for their personal view and then make them argue for the opposite position.

Videos

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The use of videos in the classroom offers an alternative of presenting information via lecture. Video length should be relatively short (5 to 20 minutes). Prepare students with reaction or discussion questions or a list of ideas upon which to focus. After watching the video, students can work alone, or in pairs/groups, to answer critical questions, write a ‘review’ or reaction (possibly as a journal entry), draw concept maps, or apply a theory.

Games Such as Jeopardy, crossword puzzles, and group competitions can be adapted for course material and used in review and for assignments.

Technology The access of computers in the classroom or media center for student use is limitless. Examples of helpful uses of the computer are reinforcing concepts for Alabama High School Graduation Exam that have already been taught in classes and in tutoring/mentoring sessions, the use of computers for credit recovery, and the use of computers for class intervention.

B. IDENTIFICATION AND PLACEMENT PROCEDURES1) Include the LEA’s procedures for implementing the ESL Advisory Committee and ESL School Committee.

ESL ADVISORY COMMITTEE

An ESL District Advisory Committee will meet at least once per year for the purpose of program needs, assessment, evaluation, and for developing the ESL Plan form. This committee must include central office administrators, assessment specialists, school administrators, school counselors, teachers, and ESL staff. The committee should also include parents and community representatives who work with these students and their families in other settings. By working with a group that includes these stakeholders, the LEA can receive valuable input from those whose support and efforts may be important to the success of the English language educational program. The committee should review the overall progress of EL students at Oneonta City Schools (OCS) - (including information detailed in the ESL Program Compilation Data Form), review OCS Committee recommendations from each school, and suggest data driven changes to the OCS ESL District Plan. These recommendations will be presented to the Director of Federal Programs who will then present the recommendations to the ESL Advisory Committee and results from the ESL Advisory Committee will go to the superintendent. The superintendent will then present the recommendations to the Board of Education.

All members of the ESL School Committee and ESL Advisory Committee will observe all rules and laws governing the confidentiality of information concerning individual students. Some examples of committee responsibilities would be to make recommendations regarding:

The English language development program. High-quality professional development for staff. Parental involvement programs to further student success. Budgeting of state, local, and federal funds. The English language program evaluation.

ESL SCHOOL COMMITTEE 17

Each school in the Oneonta City School System will form an ESL School Committee responsible for guiding and monitoring the placement, services, assessment, and reviews of ESL Plans. The ESL Committee may be comprised of content-area or general classroom teachers of ELs, assessment specialists, school administrators, school counselors, ESL staff, and other members as appropriate (e.g., parents, central office administrators, and school psychologists). The ESL staff is the leader of the ESL School Committee. The ESL School Committee will review all pertinent information on all EL students and make the determination required regarding the placement in and exit from the ESL Program.

The members of the ESL School Committee will be given released time to complete these tasks.

Implementation of Oneonta City Schools ESL District Plan procedures (identification, placement, etc.)

Review the ACCESS for ELs reports as well as the APLA Reports from each school. Provide teacher(s) with the instructional plan. Establish, review, and revise student’s progress, program placement, and instructional plan

annually to determine progress in language acquisition and academic achievement. The student’s program placement will be data driven and the instructional plan will establish a course of action to eliminate barriers to achievement.

Re-classify and recommend exiting the ESL Program when LEP students become proficient in English and have met exit criteria.

Convene as needed to discuss changes/adjustments in ESL instructional services. Provide written notice to parents regarding ESL Program placement, alternative program

options, instructional plan options, and parental responsibilities. (Notification will be made in a language and/or manner that the parents can understand.)

Communicate in a timely manner the student’s ESL Plan with faculty and staff who interact with and provide instruction for the child.

Ensure the ESL Plan describes how the school will communicate with the student’s parents in their native language.

Make recommendations to the regular classroom teachers concerning accommodations and strategies for ELs.

Recommend and monitor the participation of EL in any other applicable programs. (Including extra-curricular activities.)

Make recommendations to the school committees and school decision makers on professional development topics for staff and parental involvement seminars to further student success.

Compile the School ESL Program Compilation Data for the state report.

ESL PLAN

It is recommended that each student designated as EL have an ESL Plan which should be updated annually until the student achieves Former LEP (FLEP) status.

The ESL Committee should use the following guidelines in implementing the ESL Plan:

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1. Ensure full consideration of each student’s language background before placement in an English language educational program.

2. Ensure implementation of systematic procedures and safeguards related to appropriateness of identification, placement, assessment, instructional and support programs, and program exit. Review student’s progress in language acquisition and academic achievement annually.

3. Convene as needed to discuss changes or adjustments in the ELs instructional services.4. Identify accommodations needed on state assessments. Additional classroom strategies and

accommodations should be identified as appropriate.5. Ensure the ESL Plan describes how the school will communicate with the student’s parents in

their native language.

See Appendix ESL Plan and other ESL forms.

B. IDENTIFICATION AND PLACEMENT PROCEDURES2) Include the LEA’s methods for identifying and assessing the students to be included

in the English language educational program. The following components must be evident in the plan.

Home Language Survey WIDA-ACCESS Placement Test (W-APT) ESL Committee Placement

HOME LANGUAGE SURVEY

Upon enrollment, and as part of the registration process, all parents and/or students must complete a Home Language Survey. If the answers to any of the questions on the survey indicate that the student comes from an environment where a language other than English is spoken, then the guidance counselor or school registrar must send a copy of the registration form and the home language survey to the ESL Teacher. (Every student at each school must have a Home Language Survey in his/her Permanent Record File.) The registrar will check to see if that child has been administered the WIDA-ACCESS Placement Test (W-APT) or if ACCESS scores are available in another school system. If the student has not been assessed by using the ACCESS test or screened by the W-APT Screening Instrument, then he/she will be referred to an ESL Teacher or a teacher who has been trained to administer the W-APT. If the student enrolls during the summer or on the first day of school, he/she is required to be screened within 30 days of the beginning of school. If a student enrolls during the school year, he/she must be assessed within 10 days of enrollment to determine whether any difficulty in speaking, reading, writing, or understanding may deny the student the ability to meet the state proficiency level of achievement on mandated tests; the ability to effectively attain course of study standards in the classroom; or the opportunity to participate in school, school related activities, and society in general. Any student who is identified as an English Learner is referred to the school ESL Committee in order to determine the appropriate instructional and program placement. The student’s ESL Plan will address identified needs and establish a course of action to eliminate barriers to achievement. The Oneonta City School System has two employees at OCS who speak Spanish and are available, on an as needed basis, for interpreting purposes. The ultimate goal of this process is to provide parents who do not speak English with meaningful opportunities to participate in the education of their child.

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The translators may be called upon to help with enrollment, orientation, parent/teacher conferences, eligibility meetings, ESL Plan meetings, etc. They will also assist schools in translating documents regarding parent programs, meetings, and other activities. If a student or parent speaks a language other than English or Spanish, efforts will be made to find an interpreter to facilitate communication.Transact is used to aide in communication with parents who do not speak English.

ADMINISTRATIVE REGISTRATION PROCEDURES

• Registration Form – Each school has a registration form to be completed. Registration Forms are available in English and Spanish as well as with the assistance of a translator.

• Proof of Age - May consist of a valid birth certificate, a valid passport, or other official document listing date and place of birth, such as a health certificate or notarized statement. Enrollment may not be delayed if proof of age is not available. A valid birth certificate is requested, but not required for enrollment.

• Proof of Immunization – This is not required for enrollment, but parents are asked to submit a State of Alabama Certificate of Immunization as soon as possible. Parents are informed that a State of Alabama Certificate of Immunization (Blue Slip) is available at the County Health Department or a physician’s office.

• Social Security Number – A Social Security number is not necessary for enrollment or for school lunch forms. If a student does not have a Social Security card, the appropriate school office staff will assign an identification number

• Home Language Survey (HLS) - This is a survey to determine the student’s home language. It is used as an identification tool for potential LEP students and is a part of the enrollment process. The Home Language Survey should be signed by the parents of students in grades K-6, but it can be signed by the students or parents in grades 7-12. This form identifies the first language spoken by the student, the language spoken in the home, and the language the child speaks most often. This form will be filed in the permanent record or cumulative files of each child in the system. If any other language other than English is marked, the registrar submits a copy of the home language survey to the ESL teacher immediately to ensure proper assessment of language proficiency and possible placement within the ESL program. However, the presence of a language other than English does not automatically signify that the student is not a competent and proficient speaker of English.

The Home Language Survey contains these questions:1. Is your child’s first learned or home language anything other than English?

If you responded “YES”, please answer the following questions: 2. Which language did your child learn when he/she first began to talk?3. What language does your child most frequently speak at home?4. What language do you most frequently speak to your child?

Federal and state laws require the following information be collected about the primary and home language of every student upon enrollment in the school district. Please complete a survey for each child you are enrolling in the school district.I. What language did your child learn when he/she first began to talk? ____________II. What language does your child most frequently speak at home? _______________

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III. What language is spoken by you and your family most of the time at home? ______________If a language other than English is indicated for any of the above questions, the schooldistrict will test your child’s English language proficiency to determine eligibility for initial and continuing placement in an English language development program. You will be notified about the results of this testing.IV. If available, in what language would you prefer to receive information from the school?

___________________________________________________________________ _______________________Parent or Guardian’s Signature DateWhen all responses on the HLS indicate that English is the only language used by the student and by individuals in the home, the student is considered an English-only speaker. Procedures established by the school system for placement in the general student population should be followed.

• Former School Records - OCS request parents or guardian to provide former school records, report cards, and/or transcripts. If the requested information is not available, the parents or guardians should submit information about the former school so that OCS may pursue the obtainment of these documents.

• Employment Survey – Each student has a copy of the employment survey on file at the central office. This form assists the LEA in identifying migrant families. These forms are sent to the Supervisor of Federal Programs. The Supervisor of Federal Programs sends the completed forms to the migrant recruiter/home liaison for follow-up.

• Proof of Residence – A signed and notarized copy of a lease, rental, or purchase agreement for a residence, indicating the address of the residence is accepted as proof. A copy of a utility bill mailed to the residence is also acceptable. If the student is determined to be homeless, this requirement is waived. Enrollment may not be delayed if proof of residence is not available.

The registration and health forms should be completed by the parent/guardian, who may be assisted by an interpreter if necessary. All information is necessary including home and emergency telephone numbers. Registration forms are also available in Spanish.

School lunch forms should be completed for each student wishing to apply for free or reduced- priced lunches or breakfasts. Forms are available in Spanish as needed. Names and social security numbers of all adults living in the household should be listed. “Not issued yet,” may be written in the space provided for Social Security numbers. “Unemployed,” may be written in the space provided for income, as appropriate.

Enrollment Policy All language minority students must be allowed to attend school, regardless of their ability to produce a birth certificate, social security number, or immigration documentation. Children may not be excluded from school because they do not have a social security number (Plyler v. Doe).

See Appendix ESL Identification & Placement Flowchart. See Appendix Enrollment Forms.

WIDA-ACCESS PLACEMENT TEST (W-APT)

Initial Language Proficiency Assessment and Program Placement21

The SDE has adopted the World-Class Instructional Design and Assessment (WIDA) - Accessing Comprehension and Communication in English State to State for ELs (ACCESS) Placement Test (W-APT) to help determine eligibility for placement in the LEA’s English language development program. The W-APT assesses English language proficiency in all four domains of language development–listening, speaking, reading, and writing–as well as comprehension to ensure that students' language needs are properly identified and addressed through the LEA’s educational program. Initial assessment of English language proficiency must be conducted by appropriate staff members who have completed the appropriate assessment training and certification to administer the ACCESS Tests to determine the level of English proficiency and to facilitate appropriate instructional and program placement decisions. This test is the W-APT/Screener which is the only instrument used to determine the level of English Language Proficiency. However, if the student has transferred from any of the WIDA Consortium States, the current ACCESS Score (annual state testing) will be used. Language minority students identified through the HLS during registration at the beginning of the school year must be assessed for English language proficiency within thirty (30) days of enrollment. Language minority students who register after the beginning of the school year must be assessed within ten (10) days of enrollment. The LEA will record the registration date as “original entry date” on STI or “date first enrolled” when completing the demographics page of the ACCESS for ELs English proficiency test.

The W-APT yields an overall composite score based on the language domains tested. The following guidelines must be adhered to in determining eligibility for placement in the English language instruction educational program:

1. Any student scoring an overall composite score of 4.7 or below on the W-APT must be identified as limited English proficient and will require placement in an English language instruction educational program.

2. Any student scoring an overall composite score of 4.8 or above on the W-APT may be identified as NOMPHLOTE.

The W-APT should be considered as only one piece of evidence in the decision making process regarding placement. Teacher judgment, other assessments, and extenuating circumstances, such as the student’s age and amount and quality of previous schooling, should be factored into the decision.

The W-APT and the ACCESS for ELs measure speaking, listening, reading, and writing across the WIDA English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12 (2007). The standards are:

1. English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

2. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

3. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

4. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

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5. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

See www.WIDA.com for standards and further information.

The W-APT and ACCESS for ELLS will be administered in grade level clusters as follows: Kindergarten Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12

The W-APT is administered on an individual basis after a student has been initially identified as a potential EL upon enrollment. The score from the W-APT facilitates the ESL Committee’s discussion and decision of whether a student receives ESL services because it indicates the student’s language level. The result also facilitates the placement of a student into a Tier for the administration of the ACCESS for ELs. The chart below demonstrates five of the six language levels and demonstrates how each level corresponds with a tier. Level 6 is exit.

Understanding the ACCESS for ELs Test Tier Placement

TIER A is most appropriate for English language learners who:

have arrived in the U.S. or entered school in the U.S. within this academic school year without previous instruction in English, OR

currently receive literacy instruction ONLY in their native language, OR

have recently tested at the lowest level of English language proficiency. Tier A includes Levels 1, 2, and 3.

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TIER B is most appropriate for English language learners who:

have social language proficiency and some, but not extensive, academic language proficiency in English, OR

have acquired some literacy in English, though have not yet reached grade level literacy. Tier B includes Levels 2, 3, 4, and 5 depending on the individual child’s ability and need.

TIER C is most appropriate for English language learners who:

are approaching grade level in literacy and academic language proficiency in the core content areas, OR

will likely meet the state’s exit criteria for support services by the end of the academic year. Tier C includes Levels 4, 5, and 6.

The ACCESS for ELs is administered each spring in accordance to the testing calendar set forth by the Alabama State Department of Education. All Kindergarten students are assessed individually. Students in grades 1-12 take the speaking test individually and the listening, reading and writing in small groups with students of the same tier.

Students scoring less that a 4.8 composite score will participate in the ESL program based on their level of proficiency and grade level in accordance with the decision of the ESL Committee.

W-APT, ACCESS for ELs, State Assessments, and any other available norm referenced test scores, in addition to prior academic record information will be noted on the ESL Plan by the ESL staff. The ESL Committee will review all available information to make a recommendation for the most appropriate placement decision. All assessments, recommendations, and placements should be completed immediately after identification.

All students (including all EL students) will participate in all aspects of the State Assessment Program according to state and federal guidelines. LEP students in their first academic year of enrollment in U.S. schools receive special consideration regarding their participation in state assessments, as outlined in a memo from Dr. Joseph Morton, State Superintendent of Education.

ESL COMMITTEE PLACEMENT

The ESL Committee at each school directs the ESL Program placement at Oneonta City Schools.

The ESL Committee shall convene within ten (10) school days from the date of the student’s enrollment to review the ESL Plan for a potential ELL student. The ESL Committee shall consist of at least three of the following - Local Education Agency (LEA) representative, content area teacher, parent, ESL Teacher, Guidance Counselor, Translator and others depending on the need. A conference between needed participants and the ESL Staff will take place for anyone unable to attend the initial ESL Committee meeting as soon as possible to inform the absentee of the ESL Committee’s decisions regarding the EL’s placement in the ESL Program. Parents leave the meeting understanding the right

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to accept or refuse ESL services at any time. The parent also has the right to request information regarding their child’s school performance and behavior at anytime.

The ESL Committee will:

Make recommendations concerning the placement of each student in an age appropriate grade; in the ESL Program and/or other related services; in the regular education program without accommodations or special services if scoring 4.8 and above on ACCESS.

Provide written notice to the parents of the Committee’s recommendation for the child to participate in the ESL Program. According to Title III, Part C, Section 3302(a), each LEA shall, “not later than thirty (30) days after the beginning of the school year, inform a parent or the parents of an LEP child identified for participation in, or participating in” an ESL Program, about the details of the program as instructed in the parental notification section of this document. If identification of a student for participation in an ESL Program has not been determined prior to the beginning of the school year, the LEA must carry out the parent notification requirements within 10 days of a student’s placement in such a program. Parents are not required to respond affirmatively to the notification for the student to participate in the ESL Program. Upon receipt of written instructions from the parent, however, the ESL Committee must withdraw the student from the formal ESL Program. The teachers and school are still obligated to provide appropriate, informal strategies to assist in ensuring success for that student’s academic needs.

Recommend and monitor the participation of eligible ELs in any other applicable program; i.e., Title I, gifted, at-risk, homeless migrant, etc.

Make recommendations for the ELs academic needs Observe all rules and laws governing the EL student’s ESL Program placement and academic

needs. Assure that ELs are eligible to participate in all academic and special programs on the same

basis as the native English-speaking students. Review the ELs progress in language acquisition annually and academic achievement on at

least a quarterly basis. Reclassify and recommend exiting the ESL Program when ELs become proficient in English

and have met exit criteria. Monitor the academic progress of students who exit the need for the ESL classroom for a

minimum of two (2) years and reclassify students who are not academically successful, due to language proficiency, back into the ESL Program or into other appropriate program(s).

Determine, according to state guidelines, an EL’s participation in the State Assessment Program.

Suggest the best class schedule for the EL. Suggest accommodations/special services for use in the regular content area classes. Determine best grading procedure for the EL. Lend emotional support and encouragement to the EL as he/she adjusts to life in the new

school. Work with parents to ensure maximum benefit from the school program. Make recommendations for staff development regarding meeting the needs of ELs in the

classroom. Make recommendations for parent involvement and parent education for the academic needs

and support of their child. Understand the confidentiality of information concerning individual students.

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Oneonta City Schools will use the ESL Committee for placement in the ESL Program. In the event an EL student is not passing with the ESL accommodations afforded the student because of his or her LEP status, the ESL Committee determines if the academic failure is due to the LEP status. If the LEP status is not a factor in the failure, there will be a referral to Problem Solving Team (PST).

B. IDENTIFICATION AND PLACEMENT PROCEDURES3) Include the LEA’s method and procedures for exiting students from the English

language instruction educational program and for monitoring their progress for a period of at least two years, and at a minimum, follow SDE exiting requirements for ELs. The State established exit criteria as a composite score of 4.8 on the ACCESS for ELs®.

ESL PROGRAM EXITING PROCEDURES

ELs will be included in the LEP subgroup for the purpose of accountability until they score a language proficiency level of 4.8 (Composite Score) on ACCESS for ELs® which is the state English language proficiency test exiting criteria.

The ESL Committee duties for exiting an EL from the ESL Program are as follows:

The ESL Committee shall make a recommendation for exiting a student from the ESL Program based on the above stated criteria.

The ESL Plan FLEP 1 marked Exit shall be completed and filed.

The following is the ESL Committee’s Recommendations for FLEP 1 and FLEP 2 status students.

The student has completed the Exit Testing Criteria for the ESL Program. The student will be monitored for two consecutive years. The ESL teacher will monitor mid-term grades and report cards. The Content Area Teacher will notify the ESL Teacher if the student is struggling in the classroom. Collaboration among mainstream teachers and the ESL teacher is ongoing. If the FLEP1 or FLEP 2 student becomes an At– Risk student, the student in question

will go through RTI procedures. At this time, if the PST decides that the student is At-Risk due to a language proficiency issue, then the ESL Committee will meet to approve ESL Accommodations.

ESL PROGRAM MONITORING PROCEDURES FOR EXITED ELS

Students who are exited from ESL services are placed on monitoring status for two academic years. During the monitoring time, the ESL teacher and the classroom teacher(s) collaborate regarding individual needs to ensure that the exited student is functioning in the mainstream classroom without ESL support. The ESL teacher monitors the student’s mid-term grades and report cards for each quarter. The content teacher notifies the ESL teacher of academic challenges in the classroom. The criteria used to determine success includes subject area grades, standardized test scores, attendance, teacher comments, parent comments, and student comments. If these reports indicate that the student is

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experiencing difficulty in the regular program, the ESL Committee will review the student’s case to determine the reason for lack of success and will make a recommendation to administration. The ESL Committee may recommend that the student return to the ESL classroom if it feels that the lack of progress is due to English proficiency. If the lack of progress is not due to English proficiency, the ESL Committee will make recommendations to meet the needs of the student. These recommendations may include tutoring, counseling, or other available resources.

Students are classified as Former Limited English Proficient Monitoring Year 1 (FLEP1) during their first year of monitoring, and Former Limited English Proficient Monitoring Year 2 (FLEP2) during their second year of monitoring. Upon successful completion of two years of monitoring, ELs are classified Former Limited English Proficient (FLEP) and they are no longer included in the LEP subgroup for accountability purposes.

C. PROGRAMS AND INSTRUCTION 1) Describe the programs and activities that will be developed, implemented, and

administered to ensure that ELs acquire academic language as part of the core ESL program.

Process the district uses to conduct a Comprehensive Needs Assessment Rationale for selecting the particular ESL program/s and how they are based

on scientific research

COMPREHENSIVE NEEDS ASSESSMENT The SDE does not prescribe the type of ESL program model for LEAs to implement. Decisions concerning the instructional program model must be made by each LEA.

Not all program models are suitable for an LEA’s particular situation; therefore, the SDE encourages LEAs to select a program after conducting a Comprehensive Needs Assessment. When conducting a needs assessment, LEAs should collect and analyze data from various sources that will help inform program selection. A Comprehensive Needs Assessment allows LEAs to set data driven goals and strategies for meeting those goals.

OCS conducts an annual Comprehensive Needs Assessment. The results from this assessment, ACCESS, and mandated state assessments serve to evaluate, select, and implement the ESL Program.

Castañeda v. Pickard

The court case Castañeda v. Pickard established a three-pronged test for evaluating programs that serve ELs. The SDE has developed a model to provide LEAs with technical assistance to comply with this law (see Figure 1).

Figure 1

27Program Selection

Program Implementation

Program Evaluation

EvaluationEvaluation Needs AssessmentNeeds Assessment

Castaneda v. Pickard

PROGRAM DEVELOPMENT AND IMPLEMENTATIONOCS primary ESL Program selection is based on individual school needs. Oneonta Elementary School (OES) does an ESL Program that provides services to all ELs in grades K-6 through ESL pull-out. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a Second Language. Oneonta High School (OHS) does an ESL Program that provides services to all ELs in grades 7-12 through ESL class periods. Students receive ESL instruction during a regular class period and receive elective course credit for the class. Grouping for instruction is primarily made by grade level. Instruction in the classroom is based on individual English proficiency. Sheltered English or content-based programs are considered each year based on school needs and resources.

The ESL instruction enhances the student’s acquisition and mastery of English as rapidly as possible. The amount of time of service is based on ACCESS exit criteria first. An EL is given the opportunity to participate in mainstream education opportunities based on individual need and what the student will benefit from the most. As the student’s proficiency increases, ESL instruction decreases. The ESL Committee makes the decision concerning appropriate time spent in the ESL class.

ELs are mainstreamed the remainder of the school day in regular academic classes and/or special programs. Content area teachers accommodate instruction to meet individual EL needs. Accommodations training provided to classroom teachers in strategies for accommodating occurs periodically in large group and ongoing between the ESL teachers and regular education teachers on a daily basis. Some of these accommodations include oral rather than written assignments or tests, extended time to complete assignments, shortened assignments, alternative assignments, and tutoring. All Oneonta City Schools’ teachers receive training in Makes Sense Strategies through Lee vs. Macon training. All elementary teachers have received Alabama Reading Initiative (ARI) training. All Oneonta City Schools’ certified teaching staff completed training regarding the use of WIDA Standards developed by the WIDA consortium and sanctioned by the Alabama State Department of Education.

C. PROGRAMS AND INSTRUCTION 2) Describe how language instruction educational programs will ensure that ELs develop

English proficiency. Practice of continuous improvement and use of data to improve the rate of

language acquisition for ELs

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Support the LEA provides each school with respect to continuous improvement practices

LEA integration of the World-class Instructional Design and Assessment English language proficiency (WIDA ELP) standards with the curriculum

Teacher integration of the WIDA ELP Standards in lesson plans

ENGLISH AS A SECOND LANGUAGE CURRICULUM AND INSTRUCTION

Alabama Courses of Study and World-Class Instructional Design and Assessment English Language Proficiency (WIDA ELP) Standards Like all students at OCS EL students are provided with access to the Alabama courses of study and district curriculum and are administered accommodations upon individual need during instruction to master those standards.

ELs at OCS receive instruction that makes content comprehensible, which accelerates acquisition of academic language proficiency and literacy. As an EL attains fluency in English, fewer variations or accommodations in classroom activities are necessary.

English Learners must simultaneously learn English and content. The WIDA ELP Standards facilitate the design of language development objectives that support, guide, and develop content knowledge and skills at the appropriate level of English proficiency.

By implementing the WIDA ELP standards in the classroom, teachers are able to provide ELs with meaningful access to local curriculum as they progress through the stages of language acquisition (to access the WIDA ELP Standards) see Appendix A, Online Resources, Item 10. Teachers have been trained on how to incorporate the integration of the WIDA-ELP standards in their lesson plans.

The ESL Staff does annual reviews of the following items with each EL’s teacher.

WIDA Standards Using Bloom’s Taxonomy Parts I and II Sample Lesson Plan ESL Plans (annually) ACCESS – Teacher Report EL – LEP Accommodations OES EL Schedule OHS Best Practices for Adolescent Literacy APLA Report for administrators and specific teachers

Students who are acquiring a new language undergo five stages of language development: Entering, Beginning, Developing, Transitioning, and Bridging until they attain English proficiency. (See Table 2 for the WIDA Consortium’s description of the Performance Definitions.)

Table 2 WIDA CONSORTIUM PERFORMANCE DEFINITIONSWIDA LANGUAGE PROFICIENCY LEVELS AND PERFORMANCE DEFINITIONS

At the given level of English language proficiency, English language learners will process, understand, produce, or use:

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5-Bridging

The technical language of the content areas. A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse,

including stories, essays, or reports. Oral or written language approaching comparability to that of English proficient peers when presented

with grade level material. 4-Expanding

Specific and some technical language of the content areas. A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related

paragraphs. Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede

the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support.

3- Developing

General and some specific language of the content areas. Expanded sentences in oral interaction or written paragraphs.

Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support.

2-Beginning

General language related to the content areas. Phrases or short sentences.

Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support.

1-Entering

Pictorial or graphic representation of the language of the content areas. Words, phrases, or chunks of language when presented with one-step commands, directions,

WH-questions, or statements with visual and graphic support.

C. PROGRAMS AND INSTRUCTION 3) Include the specific components of the LEA’s program of English language

acquisition and academic services for ELs.

ESL MATERIALS AND RESOURCES

The EL attends ESL classes that address language development at the EL student’s needs level based on their yearly ACCESS scores. The goal is for the EL student to reach proficiency in English on the ACCESS (4.8) so that they become independent of ESL services and support in doing the work that is necessary for the content area classroom expectations. To reach the goal of English proficiency comparable to that of a native speaker of the same age and intellectual ability, ESL materials are used that stress the development of communications skills.

Curriculums, books, computers, relevant software, tape players, CD players and CDs, listening centers, pictures, video players and tapes, DVD players and DVDs, games, and numerous printed materials utilized by ESL personnel and shared with regular program instructional staff help develop the EL’s English language. Resources are used to design lessons in the ESL classroom to develop the skills needed by the ESL class and individuals.

The below materials, curriculums, and resources are utilized to meet objectives in the ESL Classroom based on the WIDA Standards and AL Course of Study but are not limited to the following. K-2Language for LearningLanguage for ThinkingLanguage for WritingReading Street Books for ELs

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ARRosetta Stone-Computer Program Classworks-Computer ProgramLexiaMainstream classroom supportMainstream classroom supportMainstream classroom supportBooksTapesComputersWebsites (www.starfall.com , www.usalearns.org and Websites related to topics covered in ESL class)

3rd – 6th Language for WritingReading Street Books for ELsARRosetta Stone-Computer Program Classworks-Computer Program Lexia for Older Students-Computer ProgramACCESS NewcomersMainstream classroom supportEnglish/Spanish DictionariesBooksTapesMainstream classroom supportComputersWebsites (www.starfall.com , www.usalearns.org and Websites related to topics covered in ELL class)

7th – 12th Rosetta Stone – computer programJamestown Education Literature an adapted readerACCESS NewcomersClassworks – computer programReasoning and WritingNew Oxford Picture Dictionary Spanish/English DictionariesMainstream classroom supportElectronic TranslatorsBooksTapesComputers (assignments that relate to topics and enhance computer skills)STAR and ARWebsites (USA Test Prep; USA Geography (map practice); OHS ELL Website; Websites related to topics covered in ELL class);www.usalearns.org

The ESL Staff continually seeks additional resources and equipment to enhance the system’s ESL Program. ESL materials and resources are high quality and support the district’s goal for high academic achievement for all students.

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C. PROGRAMS AND INSTRUCTION 4) Describe the grading and retention policy and procedures; ELs cannot fail or be

retained if language is the barrier.

GRADING AND RETENTION POLICY AND PROCEDURES FOR ELS

The following guidelines assure that fair practice is taking place and consideration of ELs’ language proficiency is not being discriminated against. Retention of ELs shall not be based upon level of English language proficiency (Section I, Part G, and Guidelines to Satisfy Legal Requirements of Lau v. Nichols).

Note: Each EL student in grades K-12 has been administered the W-APT/Screener and/or ACCESS to determine his/her English proficiency level. Assigning letter or numerical grades is recommended based on his/her ACCESS score.

1. A grade of “F” cannot be assigned to an ELL student without full documentation of accommodations having been made to assure the student full access to the content of the academic program.

2. Lack of ability to read and write in English cannot be the basis for an “F.” It is against the law to fail a student because he/she is not proficient in English.

3. The opportunity given to earn credits toward graduation is for 9th through 12th grade students. Student grades reflect work done with accommodations and are noted in the comment section of the report card.

Traditional procedures for assigning grades to students may not be appropriate for ELs. The same methods and criteria applied to their English speaking age and/or grade peers should not be the same as to assess students who lack English language proficiency. Teachers are encouraged to maintain high expectations for student learning and are to accommodate and adapt lessons and assignments so that ELs can progress. Accommodated assessments help ELs demonstrate their knowledge and skills.

Teachers follow these guidelines:

ELs must receive accommodation of content work when needed. Base grading on accommodated work upon individual needs The lack of English language proficiency cannot be the basis for an EL

receiving an “F.” Grades placed in a student’s cumulative folder must reflect the student’s

academic achievement on grade level academic content and student academic achievement standards.

Assign an achievement grade to students demonstrating knowledge and skills in a particular subject, i.e., math.

Prior to considering retention of an EL, the following points should be addressed by the EL Committee.

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What is the student’s level of English language proficiency? Has an ESL Plan been implemented to document classroom accommodations and student

progress? To ensure meaningful participation, are classroom accommodations being made in the areas of:

- teacher lesson delivery?- activities and assignments?- homework?- formal and informal assessments (e.g., quizzes and tests)?

How much individual English language development instruction is the student receiving during the school day?

Has an alternate grading strategy been implemented (e.g., a portfolio, checklist, teacher observation, or rubric assessment on content and language objectives)?

Has the student’s classroom teacher been adequately trained with instruction and assessment strategies specifically designed for students learning English?

Do the teachers note accommodations on the report cards for parent information only?

ELL students should be placed at the age-appropriate grade or level, unless specific documentation is available to indicate lack of academic readiness for that level. Lack of proficiency in English is not the determinant for retention or placement below grade level. The parents are advised of their child‘s eligibility in the ESL program; The ESL Plan is signed by the parent or guardian. This notice is also kept in the students’ EL folder. ESL students at the secondary level are to be placed in less language dominant classes but not necessarily less challenging classes.

C. PROGRAMS AND INSTRUCTION 5) Include the specific staffing and other resources to be provided to limited English

proficient students under the LEA’s English language instruction educational program. As with other instructional personnel, ESL staff must be qualified with academic preparation in English as a Second Language, as stipulated in the 1991 Office of Civil Rights (OCR) Memorandum.

Qualified personnel (ESL licensure) ESL staff development Content teacher and administrator staff development

QUALIFIED PERSONNEL

The number of staff employed in the district in the ESL Program will be based on several criteria. The number of ELs, the level of English proficiency of the ELs, the achievement level of the students, the grade level of the students, and other programs in effect at the individual schools are the major considerations for determining ESL Staff employment.

Oneonta City Schools will strive to employ educated personnel who have formal training teaching language learners to implement the ESL Program. All teachers in the ESL Program are fluent in English. Recruitment of certified teachers in the area of ESL is a priority. ESL paraprofessionals are highly qualified.

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ESL Staff is responsible for English language instruction for ELs. In addition, they provide assessment, tutoring, and monitoring to ELs as needed.

All ELs will receive their primary education from certified teachers through the regular academic program. The priority of the ESL class is language instruction. Other class support and tutoring is addressed based on the student’s needs.

OCS has currently in place two ESL teachers and an instructional aide/translator.

PROFESSIONAL DEVELOPMENT

Professional development opportunities for all personnel are available.

Additional professional development opportunities and training occur to address specific areas of need as required. Opportunities to view relevant videos, attend related workshops, conferences, and/or through contracted consultants provide professional development opportunities.

Regular content area program teachers receive training in the instruction of second language learners through workshops, conferences, and/or through contracted consultants. Teachers are encouraged to request assistance from the ESL Department on how to make accommodations for the EL on an ongoing basis. ESL Program goals and activities are included in the district’s Professional Development Plan. ESL Teachers review ACCESS Scores, State Mandated Test Scores, WIDA Standards, Accommodations, Monitoring Procedures, ESL Plans for each individual student once a year or as needed.

C. PROGRAMS AND INSTRUCTION 6) Describe how the LEA will collect and submit data in accordance with SDE

requirements. How schools are trained to use STI or INOW to code ELs and enter reliable

and accurate data

STATE CODES FOR ENGLISH LEARNERS AND DATA COLLECTION Upon identification and placement, students are given a code in the Software Technology Incorporated (STI) Program. The ELs demographics page in STI is marked accordingly by the registrar. In addition the registrar must also mark the English as a Second Language box for ELs. The registrar and the ESL Teacher work closely to insure this information is marked correctly annually or at any time an EL is identify. The table below contains codes used by State Student Assessment and STI along with a definition of codes. For state assessment and accountability purposes, the SDE uses one coding system for ELs. Similar codes are also used by the SDE for data collection from STI. See Table 1 for a list of comparison of codes. The registrar has been trained on how to use STI.

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English Learners whose parents have waived supplemental Title III services must be assessed on the ACCESS for ELs® English language proficiency test until they are proficient in English with a composite score of 4.8 or above. Students are coded on the ACCESS for ELs® test as having waived services.

C. PROGRAMS AND INSTRUCTION 7) Include the LEA’s method for evaluating the effectiveness of its program for limited

English proficient students (including those enrolled in non-public schools) LEA engagement in the continuous improvement cycle

ESL PROGRAM EVALUATION

The instructional goals of the Oneonta City Schools ESL Program as stated at the beginning of this document are as follows:

The ESL Program allows the EL to increase his or her English language proficiency to the degree necessary to allow successful independent functioning in the regular school program.

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Table 1-COMPARISON OF CODES FOR ENGLISH LEARNERSCodes for State Assessments STI Codes Definitions of Codes

Non-ELs 0 Students whose home language surveys do not indicate a language other than English spoken in the home. These are not students classified as NOMPHLOTE

LEP Year 1 1 Limited English Proficient students who are in their first year in a U.S. school.

LEP Year 2 or more 2 Limited English Proficient students who are in their second year or more in a U.S. school.

FLEP Monitoring Year 1 3 Students who have exited the ESL program and are in their first year of systematic monitoring. These students no longer take ACCESS for ELLs® English Language Proficiency test.

FLEP Monitoring Year 2 4 Students who have exited the ESL program and are in their second year of systematic monitoring. These students no longer take ACCESS for ELLs®.

FLEP 5 Former Limited English Proficient students who have successfully completed two years of monitoring and are no longer LEP.

LEP Waived Services 6 Students who are LEP yet parents have refused supplemental Title III services.

NOM PHLOTE 7 National Origin Minority Student Whose Primary Home Language is Other Than English. These students have a non-English language background but are fluent in English and do not require ESL services. Parents, however, may need information in their home language.

The ESL Program also provides the EL the opportunity to reach his or her full potential in the process of obtaining a high school education and to further his or her education beyond high school.

The system will utilize both formal and informal evaluation of the program in order to determine progress in meeting these goals. Evaluating the ESL program involves collection and analysis of data from the Comprehensive Needs Assessment, ACCESS scores, state mandated testing scores, Compilation Report, AMAO Report, and APLA Report. The evaluation will be an ongoing process.

COMPILATION REPORT

A formal evaluation of the ESL Program conducted at the end of each school year called a compilation report done for the state department shows a picture of the program. This evaluation will consist of data collected from the individual schools concerning the following:

General Information

Student population, by race and national origin for each school Number of limited English proficient students at each school, by grade level,

and by language spoken.

Identification and Assessment

Number of Home Language Surveys currently on file. Number of students having a primary or home language other than English who

are not receiving services (NOMPHLOTE). Number of students whose parents/legal guardian waived English language

instruction educational program student services. Number of newly identified students (during school year) assessed for English

proficiency Number of new students enrolled (during school year) in the LEA’s English

language instruction educational program.

Progress within the Program

Determined through the annual APLA

Program Exit Information

Number of students who exited the program Number of exited students who returned to the English language instruction

educational program Number of students who received passing grades without transitional services or

classroom accommodations Number of ELL students first year in U.S. schools

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Number of ELL students in Year 2 or more Number of FLEP Year 1 Monitoring Number of FLEP Year 2 Monitoring Number of FLEP Additional requirements for exiting the ESL Program. Transitional services the LEA provided to students who have exited the ESL

Program

Staffing

Number of certified teachers who teach ESL Number of ESL certified teachers Number of teachers highly qualified to teach ESL (certified in Foreign

Language or Elementary Ed. – (not including teachers named above) Number of certified teachers teaching ESL (certified in a field other than that

above but trained for ESL teaching Procedures used to allocate ELL teachers to schools Number of paraprofessionals that assist in the ESL program Number of highly qualified ESL paraprofessionals

Training

Number of personnel who received professional development training related to ESL

Examples of professional development activities that were effective

Participation in Other Programs

Number of students referred for special education evaluation Number of students who qualify for special education Number of students enrolled in special education Number of students referred for a gifted program Number of students currently enrolled in gifted program Number of students enrolled in career vocational education programs (high

school) Number of students participating in extracurricular activities (sports, clubs) Number of students receiving honors/awards Number of students being served with Title I

Communication

How many interpreters provide assistance to LEAs in parent/guardian communications

Languages the LEA is able to interpret Location above list is maintained Describe community activities conducted and list resources in the community

that are available to provide services

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Describe efforts and activities to involve parents/guardians in the educational process

Research-based ELL materials utilized to implement the ESL Program Describe and give examples of how programs and activities are effective

General Comparison Information

Number of truancy petitions issued for students in the LEA Number of seniors who graduated Number of students in Grades K-2 who participated in DIBELS Number of students in Grades 5, 7, & 10 who participated in the Alabama Direct

Assessment of Writing Number of students who participated in the AHSGE (using same test

administration date as for items above) Number of students in the 11th grade who passed the AHSGE Number of students in the 12th grade who passed the AHSGE Number of students receiving supplemental educational services Number of students prohibited or excluded from extracurricular activities based

on grades Number of high school students using elective credit for ESL classes

C. PROGRAMS AND INSTRUCTION 8) Include LEA’s method of identification and referral of ELLs to Special Education.

Note that the ESL Plan must describe how the school will communicate with the child and parent in their native language.

PROBLEM SOLVING TEAM (PST)

1. The PST process plays a central role in implementation of Response to Instruction (RTI). The purpose of RTI is to combine core instruction, assessment and interventions within a multi-tiered system in order to increase student achievement and to reduce behavior problems. The role of the PST is to help guide general education intervention services for all students who are at risk of failure academically or behaviorally. (At-Risk definition: core grades below C, stanines 1, 2, 3, or 4 on standardized tests, chronic behavior referrals, etc.)   Although it is a required step before special education testing, it is not used only for pre-special education testing purposes. English Learners may be referred to the PST only after differentiated instructional strategies have been provided for them for a reasonable amount of time in Tier I and there is data showing that this instruction has been unsuccessful. ELs cannot be referred to the PST if language is the barrier to achievement. PST committees may not have the specialized training needed to write appropriate strategies or accommodations for students whose primary language is other than English.

2. If an EL student is being discussed for possible special education issues and language is clearly not the issue, then PST is the appropriate vehicle, provided ELs staff member(s) are part of the team.  Once language has been eliminated as the barrier to achievement, ELs students must be served in the same way as all other students.

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3. The EL and PST committees are separate entities but may include some of the same members. In smaller school districts, there are a limited number of personnel available for these important roles. The issue is not the duplication of personnel on the committees; it is the purpose of the committees. Appropriate personnel to serve on the EL Committee include content-area or general classroom teachers of ELs, assessment specialists, school administrators, school counselors, and ESL staff.

EL students may be referred to the RTI team provided they have been and are currently being served with appropriate instructional and assessment strategies determined by the ELL Committee, but continue to demonstrate risk of failure. (An EL cannot be referred to the RTI team if language is the barrier to achievement. Once language has been eliminated as the barrier to achievement, EL students must be served in the same way as all other students.)

SPECIAL EDUCATION

OCS will provide a translator in order to communicate with the ELs parent in their native language for any education concern. English Learners (ELs) served by the system’s ESL Program will receive special education on the same basis as native English speaking students. The Problem Solving Team (PST) at the EL’s school receives referrals with academic difficulties, not related to their LEP status. Careful evaluation of an EL student precedes a special needs referral to the PST.

ELs following normal developmental patterns for learning a new language are not eligible for the referral of special education services. Cultural and linguistic backgrounds cause ELs to have special instructional needs. These needs will not serve as a basis for referral for a special education evaluation.

Prior to the acceptance of a referral for special education, evaluation of the EL’s efforts must be made to meet the student’s needs within the context of the regular education program including ESL classes and documentation of assessments, accommodations, and interventions. Specific indicators, which validate the need for special education evaluation, include:

Poor communicative proficiency in the home as compared to siblings and age peers in bilingual environments, especially deficiencies noted by parents.

English language development appears to be significantly different from that of peers who are speakers of other languages.

Consideration of the amount of time the EL takes in developing the other language.

Developmental delays or other at-risk conditions observed of the EL.

Based on the review of the submitted documentation, the PST, the ESL teacher/specialist and homeroom teacher or general education classroom teacher will recommend the referral of an EL student to special education for evaluation after the exhaustion of all other avenues and after the conclusion reached that the regular education program failed to meet the EL’s academic needs.

Referral information may indicate the necessity of a structured developmental history to evaluate the student’s problem. The information gained from this history would be helpful in determining that the

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student’s limited English proficiency or a lack of instruction in reading and math affected a student’s eligibility for special education services. The information recorded should remove all doubt that socio-cultural factors are the primary contributors to the student’s learning or behavior problems. Essential factors needed to make this determination may be beyond the referral information required for non LEP students. Additional pertinent information regarding the EL referral form may include but not be limited to:

Identification of a proficient use of native language (e.g., Home Language Survey/Identification, ACCESS or W-APT).

The extent to which the EL has received native language instruction and/or English language instruction prior to the referral.

Experiential and/or enrichment services for students for diverse cultural and experiential backgrounds.

The school’s efforts to involve parents prior to referral. The amount of time and extent of services in an academic program for students

who have had little or no formal schooling. Length of residency of the referred student in the United States and prior school

experience in the native country and in an English language school system. Attempts to remediate the student’s performance prior to referral, including any

supplementary aids or support services provided for this purpose.

Tests which will be administered to the ELs, will be determined by the IEP Team. Presentation of the test in the native language of the student presents a clearer picture to the psychometrics. There will be provisions for an interpreter, if needed. Personnel trained in the test administration will administer all tests.

Upon completion of all evaluation material and information, the IEP Team will meet to determine if the student qualifies for special education services. ELs are eligible for all special education services on the same basis as the native English speaking students. The special education specialist is the primary administrator responsible for the provision of services to all special education students.

A. Procedures for a New Referral

1. Follow EL procedures for identification.2. Typically, a student will have participated in an appropriate ESL Program for a

minimum of one year.3. Documentation of assessments, accommodations, and interventions submitted to

the PST.4. The PST will submit collected, documented information to the system ESL

Program area specialist or the EL resource teacher for review and recommendations for additional support or intervention strategies.

5. The PST accepts a recommendation made by the ESL Program area specialist after the documentation of an additional support or intervention strategies.

6. The IEP team will review the referral and ESL Staff providing input to the team.7. All IDEA procedures guide the referral and evaluation process.

B. Criteria for Assessment

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1. The IEP team will determine with input from the ESL Staff evaluations and assessments and secure parental permission for evaluation.

2. The instrument of choice for intellectual functioning is the Universal Nonverbal Intelligence Test (UNIT).

3. Native language evaluations and testing with an interpreter help the student access a fair testing environment.

4. Eligibility for Special Education.

C. Development of the Individual Education Program (IEP)

ESL Staff will participate in the eligibility meeting. ESL Staff will assist upon requests and review the initial development of the IEP and in subsequent IEPs until the student exits from the ESL Program.

PARTICIPATION IN OTHER PROGRAMS

English Learners (ELs) are welcomed into Oneonta City Schools and are entitled to the same facilities, programs and activities as all other students.

ELs have equal access to the full range of district programs, including special education, gifted and talented programs, career technical education, Title I, homeless, At-Risk, and non-academic and extracurricular activities. Students and parents receive notification of such programs available through newsletters, telephone calls, handouts, and informational meetings for parents (with interpreters available). ESL and mainstream teachers also encourage ELs to participate in extracurricular and non-academic activities.

Gifted and Talented

ELs qualify for the Gifted and Talented Program by the same standard native English-speaking students qualify. The EL’s academic performance in the first language is also a consideration for ELs.

The general education classroom provides services for high-end learners at Oneonta City Schools. Trained teachers differentiate the curriculum to meet the students’ needs. Gifted and Talented students are those students who perform at high levels in academic or creative fields when compared to other students of their age, experience or environment. The designated Gifted and Talented Program Teacher/Coordinator screens student referrals for the Gifted and Talented Program by teachers, parents/guardians, or any other individual with knowledge about the student’s abilities. The coordinator gathers information in the three areas of aptitude, performance, and character for each referred student.

D. ASSESSMENT & ACCOUNTABILITY1) Describe how the LEA will encourage and hold schools accountable for annually

measuring the English proficiency of limited English proficient students and for participating in the state-administered testing program.

Coordination with the LEA Student Assessment Director Communication of assessment and accountability requirements to schools

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PARTICIPATION IN STATEWIDE ASSESSMENT PROGRAM

All students in Oneonta City Schools will participate in state assessments (as appropriate for grade level and program placement). Administration of all student assessments will be in compliance with the Alabama Student Assessment Program Procedures for Students of Special Population, Bulletin 2003, No. 11.

All ELs must participate in the statewide assessment program for accountability purposes. ELs, during their first academic year of enrollment in U.S. schools, will not be required to participate in the reading subtest of the Alabama Reading and Mathematics Test (ARMT), the reading subtest of the Stanford Achievement Test (Stanford 10), or the reading subtest of the Alabama High School Graduation Exam (AHSGE). However, if these students participate, their scores will not be included in accountability determinations for reading. An academic year cannot exceed 12 months or allow more than one exemption from the state reading assessment regardless of the date of enrollment.

For purposes of participation in the assessment program, ELs, during their first academic year of enrollment in U.S. schools, will use the English language proficiency assessment if they do not participate in the reading subtests described above. This English Language Proficiency assessment, ACCESS for ELs®, is administered each spring. Students in their first academic year of enrollment in U.S. schools and who take ACCESS will be counted as participants toward meeting the Adequate Yearly Progress (AYP) 95 percent participation requirement of reading.

English Learners, during their first academic year of enrollment in U.S. schools, must take the appropriate mathematics portion of the ARMT, the Stanford 10, or the AHSGE, with accommodations as necessary, but their scores will not be included in accountability determinations. These students will be counted as participants toward meeting the 95 percent participation requirement for AYP purposes.

All ELs, whether they receive or waive supplemental Title III services, must be tested annually on ACCESS for ELs® state English proficiency test.

The Federal Programs Director and staff will evaluate ESL Compilation Data, monitor state assessment results for each school in the system and the data of disaggregated populations (including ELs and former ELs), and communicate results with other stakeholders. In addition, the progress of individual students is monitored by the regular classroom teacher, the ESL teacher, and/or at-risk personnel at least once every nine (9) weeks. The information obtained is used to make data driven decisions regarding instructional plans and practices (at the classroom, school, and district levels), professional development, and changes to the ESL District Plan. The objective of every decision and change is to ensure that students make yearly progress on standardized evaluations and reach the highest possible levels of English language and academic proficiency in the shortest time possible.

ACCOMMODATIONS FOR ELS ON STATEWIDE ASSESSMENTS

Decisions regarding appropriate accommodations for EL students must be made on an individual basis by the ESL Committee. For an approved accommodations checklist, refer to the ESL Participation Documentation form which can be found in Alabama Student Assessment Program Policies and Procedures for Students of Special Populations. The ESL Committee should consider the content and

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nature of each specific assessment and the level of the student’s language proficiency when making decisions about appropriate accommodations for assessments and the students’ instructional program.

D. ASSESSMENT & ACCOUNTABILITY2) Describe how the LEA will hold schools accountable for meeting proficiency and

Annual Measurable Achievement Objectives (AMAOs). Monitoring and evaluating school engagement with continuous improvement

plan

Oneonta City Schools use the AMAOs and ACCESS District, School and Students reports, Compilation Report, and APLA Reports to evaluate and monitor each school’s progress. These reports are used by each school in developing objectives on our Continuous Improvement Plan (CIP).

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ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) (Title III, Section 3122)

What do AMAOs mean in terms of accountability regarding English Learners (ELs)? AMAO-A: Making annual increases in the number or percent of children making progress in

learning English (APLA) AMAO-B: Making annual increases in the number or percent of children attaining English

proficiency (EP) each school year AMAO-C: Making Adequate Yearly Progress (AYP) as defined by the State (1111(b)(2)(B))

How are AMAOs for ELs determined?They must: Know the proficiency levels of the ELs. Targets for annual increases in English proficiency and attainment of English using a baseline. Consistent methods and measurements to indicate progress in English proficiency and attainment

of English Proficiency (in Alabama, WIDA ACCESS for ELs®).

Establishing Title III Annual Measurable Achievement Objectives (AMAOs) Title I and Title III of NCLB require the assessment of all ELs’ English language proficiency (ELP) and the establishment of Annual Measurable Achievement Objectives (AMAOs). An analysis of ACCESS for ELs® student assessment data was written to provide guidance and support to states in the establishment and refinement of AMAOs (see Issues in the Development of Annual Measurable Achievement Objectives for WIDA Consortium States by H. Gary Cook, 2007).

AMAO A: How to determine if the LEA met AMAO ATable 4 displays annual AMAO A growth targets for districts across a ten year span. The table shows the proportion of ELs within a district that must make at least a 0.5 overall composite proficiency level (CPL) gain in order to make APLA beginning in 2010. Each year the proportion of students in a district expected to make a 0.5 CPL gain increases until 2019.

Table 4: Alabama AMAO A Targets 44

TABLE 3: ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES HAVE THREE PARTS:

TITLE III Annual Measurable Achievement Objectives (AMAOs)

How Progress is Measured

AMAO A: Percent of ELs making Adequate Progress in Language Acquisition (APLA)

ACCESS for ELLs®State English Language Proficiency Test

AMAO B: Percent of ELs attaining English language proficiency

ACCESS for ELLs® State ELP Test

AMAO C: Meeting AYP requirements for the EL subgroup.

95% participation % Proficient in

Reading and Math

AMAO A Example:Table 5 depicts a district with 1000 EL students and demonstrates the targets for AMAO A based on those students making at least .5 overall CPL gain based on 2009 baseline data.Table 5: AMAO A ExampleYear Targets Number making at least

.5 overall CPL gain to meet target

2009-Baseline 10002010 42% 4202011 44% 4402012 46% 4602013 48% 480

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2010 2011 2012 2013 2014 2015 2016 2017 2018 201930%

35%

40%

45%

50%

55%

60%

65%

AL AMAO A Target at 0.5 CPL Gain

Perc

ent i

n Di

stric

t Mak

ing

Prog

ress

AMAO B: How to determine if the LEA met AMAO BAlabama has defined ELP as a composite proficiency level of 4.8. The cohort for analysis includes all EL students. The goal is to have 100% of students attaining proficiency in five years or less. To make AMAO B, each LEA is required to improve the percentage of students who have attained proficiency by the percentages illustrated in Table 6.

Table 6: Alabama AMAO B Targets

AMAO B TargetsYear Targets2010 11%2011 13%2012 14%2013 16%2014 17%2015 19%2016 21%2017 22%2018 24%2019 25%

AMAO B Example:Table 7 depicts an LEA with 200 students in a program for five years or more, and 40 have attained proficiency on the most recent test, AMAO B is 80%. Each LEA or school’s baseline is established with 2009 data.

Table 7: AMAO B ExampleAMAO B TargetsYear Targets Students attaining proficiency2009 Baseline 200 students in program for more than five years2010 11% 222011 13% 262012 14% 282013 16% 322014 17% 342015 19% 382016 21% 422017 22% 44

How to determine if the LEA met AMAO C:AMAO C is the AYP status of the LEP subgroup in Reading and Mathematics.

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2010 2011 2012 2013 2014 2015 2016 2017 2018 201910%

12%

14%

16%

18%

20%

22%

24%

26%

28%

AL AMAO B Targets

Perc

ent A

ttai

ning

Pro

ficie

ncy

in D

istric

t

Other Factors Minimum Number of 40. AMAOs will apply to all LEAs accepting Title I or Title III funds. Number of students achieving proficiency each year will be shown on the report AMAOs will apply first at the school level and then be rolled up to the LEA level.

Accountability (3122) (b)Improvement Plan:If the State Educational Agency (SEA) determines, based on AMAOs,

That an eligible entity has failed to make progress toward meeting such objectives for two consecutive years, the agency shall require the entity to develop an improvement plan that will ensure the entity meets such objectives.

The improvement plan shall specifically address the factors that prevented the entity from achieving such objectives.

Technical Assistance:During the development of the improvement plan and throughout its implementation, the SEA shall—

Provide technical assistance to the eligible entity Provide technical assistance, if applicable, to schools served by such entity under subpart 1 that

need assistance to enable the schools to meet the AMAOs. Develop, in consultation with the eligible entity, professional development strategies and

activities, based on scientifically based research, that the agency will use to meet such objectives.

Require each entity to utilize such strategies and activities. Develop, in consultation with the entity, a plan to incorporate strategies and methodologies,

based on scientifically based research to improve the specific program or method of instruction provided to ELs.

Accountability:If the SEA determines that an eligible entity has failed to meet AMAOs described for four consecutive years, the agency shall:

Require such entity to modify the curriculum, program, and method of instruction. Make a determination whether the entity shall continue to receive funds related to the entity’s

failure to meet such objectives. Require such entity to replace educational personnel relevant to the entity’s failure to meet such

objectives.

E. PARENT INVOLVEMENT1) Describe how the LEA will promote parental notification and parental and

community participation in programs for limited English proficient students. Eight requirements for parent notification regarding program placement Separate notification to parents regarding failure of the LEA or school to meet

Annual Measurable Achievement Objectives (AMAOs) within the specified time limit

PARENT NOTIFICATION

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According to NCLB Title III, Part C, Section 3302 (a) requirements, parents must be notified within 30 days from the beginning of the school year or 10 days of enrollment during the school year that their child has been identified for participation in an English Language Instruction Education Program. The Home Language Survey and Assessment (s) by the W-APT or ACCESS determine the student’s English Language Proficiency. Parents are invited to participate in the ESL Committee meeting concerning the placement of their child. Program details are provided to parents (orally and/or in writing) in a language that they can understand about the following:

1. The process of identifying a student as LEP and in need of placement in the ESL Program

2. The child’s level of English proficiency. a. How such level was assessed.b. The status of the child’s academic achievement.

3. The method of instruction used in the program. 4. How the program will meet the educational strengths and needs of the child.5. How the program will specifically help their child learn English and meet

age appropriate academic achievement standards for grade promotion and graduation.6. The specific exit requirements for such program, expected rate of transition from such program

into the regular education classroom, and the expected rate of graduation from secondary school.

7. In the case of a child with a disability, how the program meets the objectives of the Individualized Education Plan (IEP) program of the child.

8. Information pertaining to parental rights that includes written guidance detailing:

The right of the parents to have their child immediately removed from supplemental Title III programs upon request.

The options that parents have to decline to enroll their child in such supplemental Title III programs or to choose another program or method of instruction if available.

The various programs and methods of instruction if more than one program or method is offered by the eligible entity.

The right to know whether the staff members who work with their children are “Highly Qualified”

The notice to parents is in English and/or the parents’ primary language. Parents are not required to respond affirmatively to the notification for the student to participate in the ESL Program. Upon receipt of written instructions from the parent however, the ESL Committee must withdraw the student from the formal ESL Program. The teachers and school are still obligated to provide appropriate, informal strategies to assist in ensuring success for that student’s academic needs. These students are also included in the annual ACCESS for ELs testing.

SEPARATE NOTIFICATION REGARDING ACCOUNTABILITY FOR ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOS)

In addition to providing the above information, OCS provide written notification to parents of failure to make progress on the annual measurable achievement objectives (AMAOs) for any school year. This notification separately informs a parent or the parents of a child identified for participation in the

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ESL Program, or children currently enrolled in the program, of such failure no later than 30 days after such failure occurs.

If a child enrolls in school after the beginning of the school year, OCS notify parents of the failing school’s language instruction educational program within two weeks of the child being placed in such a program. Parent notifications must be communicated in a language and/or manner that the parents can understand.

Acceptable parent notification forms are available in 22 languages online at TransACT. These parent notification forms, along with general education and NCLB compliance forms can be downloaded at www.transact.com.

PARENT PARTICIPATION

Parents who speak a language other than English are invited and encouraged to participate in all programs and activities offered in the local school and district as native English speaking parents would be encouraged to participate. These include parent teacher conferences, parent workshops, Parent Teacher Organization, State Wide Parenting Day, a range of other special activities including sports. A soccer program is established at OCS to embrace the ELs and their families in the school culture. We encourage parents to be active participants in assisting their children to learn English, to achieve at high levels in core academic subjects, and to meet the same challenging state content and student achievement standards as all children are expected to meet. We make every effort to provide school information in Spanish and translation services both oral and written. We help parents understand report cards, assessment data, and student handbooks, STI home, etc.

We encourage parents to be active participants in the formulation of policies and plans which affect their children. Parents of EL students will be invited and encouraged to participate on their child’s ESL Committee, ESL District Advisory Committee, and other policy and decision making groups at the system and local school levels. Parents are encouraged to offer their input to the local school and to the ESL Program area specialists or staff for suggestions to improve the overall ESL Program that will generate success for their children in school.

COMMUNITY PARTICIPATION

Oneonta City Schools will continue to work closely with community organizations to improve communication between EL parents and school staff (Blount County Literacy Counsel, Oneonta Public Library, HOPE House, Adult ESL-through Wallace, Salvation Army, etc…).

F. TITLE III SUPPLEMENTAL SERVICESThis section should be completed if the LEA receives Title III supplemental funds.1) Describe how the LEA uses Title III funds to supplement the core ESL program.

All Alabama students benefit from high quality, research based materials and supplies necessary to achieve local, state, and national standards and courses of study. Programs to be purchased include Rosetta Stone, Language for Learning, Language for Writing, and other items may be purchased to enhance the delivery of these programs in the ESL classroom. Continue to employ .68 FTE bilingual instructional assistant for support of EL students most ask risk in reading, mathematics, and language

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acquisition. Pay for substitute while the instructional assistant is on leave of absence. To reimburse the general fund for costs that has been incurred for joint or common purposes. Purchase computers, printers for teacher and student use in order to implement computer components of scientifically research based intervention programs.

F. TITLE III SUPPLEMENTAL SERVICESThis section should be completed if the LEA receives Title III supplemental funds.2) Describe the method the LEA uses to initiate contact with non-public school officials

to engage in timely and meaningful consultation regarding services available to ELs in non-public schools that are located within the geographic boundaries of the LEA.

How ELs are identified How needs of ELs are identified How, when, where, and what services will be provided How the services will be assessed The amount of funds/services available

NON-PUBLIC SCHOOL PARTICIPATION AND TITLE III - LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENT

At this time non-public schools within geographic boundaries of Oneonta City School do not choose to receive any Federal Funds. However, if they are to choose in the future the following procedures will be taking into consideration.

The OCS ESL District Guide is based on the following resources.

Alabama State Department of Education. Instructional Service Division - Federal Programs Section. English Learners (EL) Policy and Procedures Manual -2010 edition – This document is in compliance with the Office for Civil Rights (Compliance Review #04-98-5023) for providing services to students who are English Learners (ELs). It incorporates requirements and applicable references to Title III of the No Child Left Behind Act of 2001 (NCLB).

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Glossary ACCESS for ELS – Assessing Comprehension and Communications in English State to AMAOs – Annual Measurable Achievement Objectives (Measure Annual gains on ACCESS)APLA – Adequate Progress in Language Acquisition ARI – Alabama Reading Initiative BICS – Basic Interpersonal Communication Skills CALP – Cognitive Academic Language Proficiency CNA – Comprehensive Needs Assessment EL - English LearnerELP – English Language Proficiency ESL – English as a Second Language, refers to program ESL Liaison – Contact person at each school ESL Plan – Individual English Language Plan ESOL – English to Speakers of Other Languages FEP – Fluent English Speaking FLEP – Former Limited English Proficient FLEP1 – Monitoring Status – Year 1 FLEP2 – Monitoring Status – Year 2 Immigrant - The term immigrant children and youth means individuals have not been attending one or more schools in any one or more states for more than 3 full academic years who: (a) are aged 3-21; (b) were not born in any state; (c) State for English Language Learners LEA - Local Education Authority LEP- Limited English Proficient MPIs – Model Performance Indicators NCLB - No Child Left Behind NEP – Non-English Speaking NOM PHLOTE – National Origin Minority student whose Primary Home Language is Other than English OCS – Oneonta City SchoolsOES – Oneonta Elementary SchoolOHS – Oneonta High SchoolPHLOTE – Primary Home Language Other than English PST – Problem Solving TeamRTI - Response to Intervention SDE – State Department of EducationSI - Sheltered Instruction W-APT – WIDA – ACCESS Placement Test WIDA – World Class Instructional Design and Assessment Consortium

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APPENDIX

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English Language Learner Identification, Placement, and Assessment Flowchart

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Student Arrives

Complete Enrollment FormsHome Language Survey

Language other than English?YES

Notify ESL Teacher Immediately

Place in regular classroom Until level is determined

1. Use ACCESS Results or Administer W-APTA score of 4.7 or lower qualifies student for ESL Services

2. ESL Committee Determines Eligibility 3. Notify Parent(s) of ESL Classes

LEP2-2nd or more years

LEP-WParent Waived ESL

Services – State mandates student takes ACCESS

annually until he reaches a score of 4.8+

Place in ESL Program LEP1 -1st year in U.S. Schools

Language other than English?NO

General Education

NOMOPHLOTEStudent does not qualify for

ESL Services W-APT Score 4.8+

Exit StatusFLEP1-Monitor Year 1

Exit StatusFLEP2-Monitor Year 2

FLEP

Struggling ELs may be re-evaluated for ESL Services

if Language is an Issue

Students who transfer from a different district or state and have already exited from an ESL program are FLEP. Registrar will gather previous school ACCES Records as soon as possible if available to determine level.