ELL – English Language Learners - Policy and … – English Language Learners - Policy and...

Saucon Valley School District Hellertown, Pennsylvania

ELL – English Language Learners - Policy and Practices

K-12

Revised Summer of 2009

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Pennsylvania’s Laws The education of students whose dominant language is not English is the responsibility of every school district/charter school in the Commonwealth. Title 22, chapter 4, section 4.25 of the curriculum regulations requires that the school district/charter school provide a program for every student who is limited English proficient (LEP) of an English Language Learner (ELL). The regulation states:

“Every school district shall provide a program for each student who's dominant language is not English for the purpose of facilitating the student’s achievement of English proficiency and the academic standards under section 4.12(relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language instruction.”

While ELL programs are mandated parents have a limited right to opt out of such programs. Such requests must demonstrate that a school district’s ELL program/instruction conflicts with the family’s religious beliefs. Section 4.4 (d) (3) of the Pennsylvania State Board of Education regulations, 22 Pa. Code § 4.4 (d) (3), requires school districts to adopt policies that permit parents to have their children excused from specific instruction only in the limited circumstance described below:

“School districts (including charter schools), AVTS’s and Intermediate Units shall adopt policies to assure that parents or guardians have the following: The right to have their children excused from specific instruction which conflicts with their religious beliefs, upon receipt by the school director (including charter schools), AVT’s or Intermediate Unit of a written request from the parents or guardians.”

Foreign Exchange Students and English as a Second Language The United States Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement For Limited English Proficient Students (OELA), issued an official letter to clarify the placement of foreign exchange students in language instructional programs. The letter states that an important goal is to help English language learners who reside in the United States attain English language proficiency in comprehension, listening, speaking, reading and writing English and achieve challenging academic content standards. Foreign exchange students come to our country to experience the American culture and at the same time provide our students with the opportunity to learn from other cultures. Therefore, foreign exchange students are NOT required to:

• Be identified for English as a Second Language instruction based on Pennsylvania's home language survey;

• Be assessed for placement in English language instructional programs; • Be included in the LEP SYSTEM data collection as ELLs or immigrants; • Participate in the annual state English language proficiency assessment.

Philosophy of our ESL Program: Our English as a Second Language (ESL) Programs provide instructional models that promotes the natural abilities of non native speaking students to acquire the English language. They are characterized by creative teaching strategies, which both inspire and challenge students. Our program utilizes the ESL instructional philosophy which is an academic discipline that is designed to teach language learners social and academic language skills as well as the cultural aspects of the English language necessary to succeed in an academic environment and contribute to society. All of our program models involve teaching listening, speaking, reading, and writing at an appropriate and developmental proficiency level with little or no use of the native language. The language instruction of our ESL program models strive to accommodate individual proficiencies by presenting learning activities at the appropriate level of difficulty. Our ESL instructions vary in scope and incorporate content areas into lessons when appropriate and/or necessary. All modalities of cognitive and learning styles are included to make instruction relevant and comprehensible. Our ESL teachers are highly- qualified ESL teachers, trained to provide the most authentic language instruction to create an atmosphere of acceptance and support for the language learner. Positive attitudes of our teachers and researched based approaches to instruction are used so that students will find a freedom to experiment with language and not be afraid to make mistakes.

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Program Description and Goals of Our Program: The Saucon Valley School District utilizes the ESL instructional philosophy instead of the bilingual approach to instruction. English as a second language is an academic discipline that is designed to teach language learners social and academic language skills as well as the cultural aspects of the English language necessary to succeed in an academic environment and contribute to society. It involves teaching, listening, speaking, reading and writing at appropriate developmental and proficiency levels with little or no use of the native language. Our ESL program models include intensive pullout classes and/or push-in services. Students entering our school system come from varied backgrounds, circumstances, and educational experiences. Some are refugees or immigrants while others are native-born Americans with a language other than English dominant in the home. Some have participated in extensive formal education in their native countries, while others have had their education interrupted or delayed and still others come with no formal education. As a consequence, students coming to our schools possess a wide range of language competencies both in their native language and in English. In order to meet the diverse academic and social needs of these students our program goals are derived from the Teachers of English to Speakers of Other Languages Standards (TESOL):

• To use English to communicate in social settings • To use English to achieve academically in all content areas • To use English in socially and culturally appropriate ways

The standards of our ESL program are derived from the Pennsylvania Department of Education’s English Proficiency Standards. They can be further examined and viewed at http://www.pde.state.pa.us/esl/cwp/view.asp?a=3&Q=110015&eslNav=|6449|&eslNav=|6449| Basic Principles: In developing the ESL program certain basic principles are believed:

All students, including language minority students, can learn and are entitled to excellence and equity in their educational program.

ESL is a program designed to facilitate the linguistic, academic, cultural transition of ELL students into the public school system and into society.

ESL takes into account the differences in English proficiency, educational background, life experiences, cultures, mores, and learning styles of ELL students.

The curriculum reflects a balance between teaching basic interpersonal communication skills (BICS) and teaching cognitive academic language proficiency skills. This balance is intended to ease the process of adjustment for LEP students to life in the community and in the school.

While teaching ELL students to understand, speak, read, and write English, the ESL program fosters an appreciation and respect for the richness and diversity of other languages and cultures while further enhancing the individual student’s self esteem.

The curriculum for ELL takes into account the affective and cognitive needs and interests of the students, the mission, goals, and philosophy of the school system, research in the field of second language education and other fields.

The content of the curriculum for ELL is organized around the four basic language skills (understanding, speaking, reading and writing), cultural identity and appreciation, and “survival skills” because this method of organization permits the content of the curriculum to be easily and conveniently observed and measured. This type of organization works with the multi level, multigrade program and reflects the traditional practice of language educators.

The curriculum is holistic in the sense that it takes into account the totality of the students needs, integrates the basic skills in a whole language approach and incorporates language form the subject content areas.

The curriculum is spiral in the sense that if goes from easy to difficult, from concrete to abstract. It also gives consideration to Piaget’s model of psychological development, sensory-motor, preoperational, concrete operational, and formal operational levels of development.

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Aim of the Program: To prepare students to function in the regular class environment and in society while maintaining their cultural identity.

To develop listening skills for comprehending English in conversations and in grade appropriate academic settings

To develop English speaking skills in conversation and in grade appropriate academic settings To develop the ability to read in English for a variety of purposes: information, pleasure, and

academic development. To develop the ability to write in English with unity, coherence, and appropriate structures. To develop understanding and appreciation of the cultural heritage of the other students and to

maintain a growing appreciation of their own cultural traditions and values To develop the ability to participate in the society based on awareness and understanding of basic

concepts of government, customs and traditions. To develop survival skills and language for new language learners to function with responsibility in

society s rapidly as possible.

Enrollment, Identification, and Assessment of PHLOTE Students (Primary Home Language Other than English)

Every child of school age who is a resident of a Pennsylvania school district is entitled to a public school education. This entitlement and the requirements to secure enrollment discussed throughout this BEC apply equally to resident students residing with their parent(s); to non-resident students living with a district resident who is supporting the child gratis and seeking enrollment under 24 P.S. §13-1302; to nonresident students living in a facility or institution; and to nonresident students living in a foster home. Provided that the required enrollment documentation described herein is provided, the school district or charter school must enroll non-resident children and permit them to attend school. A child should be permitted to attend school on the next school day after the day on which the child is presented for enrollment, and in all cases within five (5) business days of the school district’s receipt of the required documentation. 22 Pa. Code §11.11(b). REQUIRED ENROLLMENT DOCUMENTATION Except when a child is homeless, whenever a child of school age is presented for enrollment by a parent(s), school district resident, or any other person having charge or care of the child, our school requires that the following information be documented before enrolling the child and allowing the child to attend school: 1. Proof of the child's age. Any one of the following constitutes acceptable documentation: birth certificate; notarized copy of birth certificate; baptismal certificate; copy of the record of baptism – notarized or duly certified and showing the date of birth; notarized statement from the parents or another relative indicating the date of birth; a valid passport; a prior school record indicating the date of birth. 2. Immunizations required by law. Acceptable documentation includes: either the child’s immunization record, a written statement from the former school district or from a medical office that the required immunizations have been administered, or that a required series is in progress, or verbal assurances from the former school district or a medical office that the required immunizations have been completed, with records to follow. 3. Proof of residency. Acceptable documentation includes: a deed, a lease, current utility bill, current credit card bill, property tax bill, vehicle registration, driver’s license, DOT identification card. A district may require that more than one form of residency confirmation be provided. However, school districts and charter schools should be flexible in verifying residency, and should consider what information is reasonable in light of the family’s situation. See the paragraph on Homeless Students for guidance in that situation. 4. Home Language Survey. All students seeking first time enrollment in a school shall be given a home language survey in according with requirements of the U.S. Department of Education’s Office for Civil Rights. Enrollment of the student may not be delayed in order to administer the Home Language Survey (HLS) (see Appendix i). If on the home

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language survey it indicates that the child speaks, has spoken, or has family members who communicate with another language other than English, the ESOL (English as a Second Other language) teacher will be informed. The original student survey will be kept in the student’s cumulative folder. A copy of the survey will be given to the ESOL teacher indicating a possible need for services. PROHIBITED REQUESTS (Items which may not be requested) For both enrollment and also for residency determinations, a school district or charter school may not request or require any of the following: a social security number; the reason for a child’s placement if not living with natural parents; a child’s or parent’s visa; agency records; or, except in the limited circumstances described in the next section, a court order or records relating to a dependency proceeding. A child’s right to be admitted to school may not be conditioned on the child’s immigration status. A school may not inquire regarding the immigration status of a student as part of the admissions process. Plyler v. DOE, a U.S. Supreme Court decision, held that it is unconstitutional to deny free public education to children who are not legally admitted into the United States. Student Identification for Placement in an Instructional Program for ELLs Based on the responses to the home language survey (HLS), students must be assessed for potential placement in a program unless they meet the criteria outlined below. There are certain scenarios that may preclude assessment if a student can demonstrate English language proficiency (ELP). Students should meet two of the following three criteria to be exempted from a formal ELP assessment. Student records for children from other states or school systems can be considered as part of the criteria. – Final grades of B or better in core subject areas (Mathematics, Language Arts, Science and Social Studies); – Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA; – Scores of Basic in Reading, Writing and Math on the PSSA or an equivalent assessment from another state. Newly enrolling students without academic records must be assessed for their ELP. Students who are assessed use the WIDA ACCESS PLACEMENT TEST (W-APT) to assess students for placement in language instructional programs for ELLs. The W-APT results are one of the indicators for placement our ESL program and will be used in combination with the above multiple criteria, if available, to determine placement in an ESL program. The instructional placement of ELLs will be age and grade appropriate. Additionally, ELLs will be given equal access to all educational programs, opportunities, and extra curricular activities in the same manner as for all students. Parent permission to assess IS NOT REQUIRED. Parent notification of student assessment results and placement in an ESL/Bilingual program is required. Additionally, ESL services must begin within 30 days of registration at the start of the school year and services must begin 14 days if the child is enrolled after the start of the school year. According to the results of the W-APT test, the students will be identified a level of English proficiency according to the PA’s Language Proficiency Levels.

-1- Entering

NES, NER, NEW New language learning student

-2- Beginning

LES, NER, NEW Starts to use English in speaking, reading, and

writing

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-3- Developing

LES/FES, LER, LEW Processes, uses, and practices the English

language

-4- Expanding

FES, LER/FER, LEW/FEW Cognitively understands and applies the

English language in all areas

-5- Bridging

FES, FER, FEW Student has attained the state academic

content standards

A letter of eligibility for services will inform the parents/guardian of their child’s qualification for services as well as their level of language proficiency. The ESOL teacher and the classroom teacher will set up a schedule for the student to receive ESL services at a time when the student will not miss major core subjects. The ESOL and regular classroom teacher will continue to communicate to provide suggestions and accommodations for use in the content area classes. After a student has been identified as qualifying for services the district, the ESL teacher will conduct an orientation with parents during open house. This orientation will occur within the first month of school or the first two weeks after identification during the school year. The orientation will include basic school information, a description of the program, what content area classes the student will attend, what special programs are available, homework and attendance policies, discipline policies, and district wide assessment practices and procedures. Documentation of the W-APT test and proficiency level will be maintained in the student’s permanent and ESL file. The ESL teacher maintains ESL files and will be responsible for the placement of appropriate documentation in the permanent file. At the beginning and end of every year students who receive services will be tested to determine their adequate yearly progress in language acquisition and to ensure continuity of and appropriate placement of each student. Multiple measures should be used for determining progress. Measures may be informal, formal and may include curriculum-based assessments, teacher observations, portfolios and standardized tests among others. Assessment will reflect the academic standards and instruction and will consider listening, speaking, reading and writing skills as well as academic progress. Parents’ Limited Right to Opt Out of ESL/Bilingual Programs 22 Pa. Code § 4.4(d)(3) of the Pennsylvania State Board of Education regulations requires school entities to adopt policies that permit parents to have their children excused from specific instruction only in the limited circumstance described below: (3) The right to have their children excused from specific instruction that conflicts with their religious beliefs, upon receipt by the school entity of a written request from the parents or guardians. Consequently, a parent may not seek to have his or her child excused from the ESL program unless the instruction conflicts with the family’s religious belief. PHLOTE A list of all PHLOTE students, whether in the ESL program or not, and their Language Arts/English placement will be developed and kept on record. When needed, it will be disseminated by the ESL teacher to the regular classroom teachers so appropriate accommodations and grading practices can be applied. Planned Instruction for English language acquisition (ESL) classes The Saucon Valley School District’s philosophy is that students should remain in a language rich environment as much as possible and be exposed to language rich experiences found throughout our school’s programs. Our planned instruction in ESL, whether push in or pull out, includes listening, speaking, reading, and writing at different levels of proficiency. The ESL Standards are incorporated and the objectives are developed and differentiated for each need of the student in the ESL group. Instruction in the content areas is modified and

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adapted to the English linguistic ability of the ESL student. However, some ELL students will receive services through a pullout ESL program. Non English and Limited English speaking students may be pulled out of their Language Arts class for an accommodated English language instruction given by the ESL teacher. Furthermore, ESL may replace language arts/English instruction at the elementary and intermediate level and can be for credit toward graduation at the secondary level. Fluent English students, who still require ESL services, will receive standard English/Language Arts classes. The ESL Teacher will work collaboratively with the English/LA teacher to provide accommodated and adapted material for the ELL. (see accommodation list appendix ii-iii) Direct English language instruction of ESL does not take place during other content classes which are required under 22 Pa Code § 4. Planned Instruction in the ESL Program includes daily instruction supporting the program model of push in and pull out ESL services. The language instruction is commensurate with the student’s proficiency level (i.e. students at levels 1-3 require a greater amount of language instruction than students at levels 4 and 5). This includes both direct language instruction and adaptations to instruction/assessment in all content areas. Exact hours of direct language instruction by proficiency level must be determined based on student need and program/instructional delivery model. Guidelines we consider when planning direct instruction of ESL: – Entering (level 1) / Beginning (level 2) students: 2 hours – Developing (level 3): 1-2 hours – Expanding (level 4): 1 hour – Bridging (level 5): up to 1 hour or support dictated by student need Monitor students – may require support that can be provided 2 or 3 times per week as needed. Planned Instruction in Academic content areas (content area classes) The language instructional program also provides ELLs with meaningful, comprehensible access to instruction in all content areas required by Pennsylvania academic standards. The PA ELPS PreK–12 are an overlay to the academic standards and are incorporated in planned instruction for ELLs by all teachers. The ESL program supports instructional planning and evaluation efforts between the ESL teacher and the content-area teachers by providing common planning time as appropriate. Teachers must always adapt courses of study to meet student needs (see appendix ii-iii). Emphasis on important vocabulary, visuals, and hands on practices are examples of effective modifications. Testing ELL students with the same classroom test as their peers is not appropriate. All ESL students receive specials, related arts and elective course opportunities consistent with their grade level peers. Each ESL student is placed in a regular homeroom setting with his or her peers. ESL students are included in all homeroom activities such as lunch, field trips and other special event. Additional after school activities such as sports, chorus, intramural, instrumental groups, yearbook etc. are available for participation by all students including ESL. For the purpose of instruction in ESL, students may be grouped according language proficiency levels. Grade level groupings should not be greater than a three-year grade span. Instruction is always grade and age appropriate. Curriculum The standardized curriculum and texts for the ELL student seeks to define the structured learning experiences or content for the teaching at the various levels of English Proficiency and school grade levels. It is intended to form the basis for the instructional planning by the ELL teacher. The Saucon Valley School District uses Scott Foresman ESL program (K -8) and the Scott Foresman’s Reading Street Series ELL resources, for elementary and intermediate students. For high school students in levels 1-2, our ESL pull out program utilizes the Bridges to Literature Series (2008) by McDougal Littel. This high interest, age appropriate curriculum series is a transitional reading program that uses engaging literature selections, combined with strategies and skills instruction, to help less-proficient readers and writers prepare to read on-level literature and to write topics at a basic level. All of these instructional texts accelerate English language learning through the use and application of the following principles: thematic units, balanced skills and the cognitive academic language proficiency learning approach (CALP skills in the academic classroom include problem solving, inferring, analyzing, synthesizing and predicting), learning strategies, cooperative learning, integrated curriculum, home/school connections, multicultural understanding, authentic literature, authentic assessment and self esteem.

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The curriculums have been developed thematically. They are not entirely textbook driven, but utilize a variety of materials both commercially produced and teacher made, to achieve the desired outcome. Organization of the curriculum is differentiated depended on student(s) needs and levels. Materials for ESL students are age and grade appropriate, sufficient in quality and quantity and comparable to those provided to non-ESL students. Materials are ordered for each individual building on a yearly basis. The ESL programs are equipped with technology comparable in quality and quantity to that provided to non-ESL students. Facilities and services of ESL will try to be provided to ESL students are located in the students home building. The district tries to provide students with space that is comparable to the non-ESL students who meet on a pullout basis. Where space is limited, the district explores options based on current resources. Staffing All ESL teachers are ESL program specialists, Pennsylvania certified teachers. Staff development opportunities are provided and encouraged by the district. All new teachers receive ESL training as a part of the induction process. Staff development for regular classroom teachers on ESL issues are addressed thorough the district’s staff development process. ESL staffing needs are reviewed on a yearly basis. The projected ESL enrollment is reviewed and individual buildings make staff requests accordingly. The district also provides instructional assistants and translators when available in the student’s home language. Communication with Parents Communication with the parents of English language learners, who may be English language learners themselves, must be clear and presented in a mode and/or language they understand. It is the responsibility of the school district to ensure that parents are aware of al the options, programs, policies and procedures that effect them while in the district. The district maintains a list of all community contacts that are able to act as translators or interpreters. When a staff member needs to contact a parent who does not speak English, assistance is sought through an interpreter. Sufficient notice needs to be given to assist with the communication process with the parent. Grading Guidelines ELL students are in a time of transition. Those who come in contact with LEP students need to be flexible, understanding and encouraging. Accommodations, modifications, and adjustments must be made for ESL students in all content areas. With that in place, all ELLs must be graded using the same grading system as all other students. Accommodation/Modifications Checklist (appendix ii-iii) A Classroom Adaptations and Accommodations checklist (see appendix ii-iii) should be completed for every ESL student. This checklist will be used for all content areas. The Adaptations and Accommodations Checklist will be used to show what accommodations are recommended for the ELL in that class. It will then be used to show which accommodations were successful. The ESL teacher will confer with the general education teacher in order to identify which accommodations are recommended for the ELL student. At the end of the academic experience the general education teacher and ESL teacher will examine the most effective strategies that were employed with the student. This information will be recorded on the checklist and will be used to communicate information to the next teacher (s) working with that student. Promotion/Retention Student with limited English proficiency participating in the ESL program shall be evaluated for promotion or retention by the principal in consultation with the ESL teacher, the regular classroom teacher and the parents. To warrant retention in grade, this consultation will have to determine if a student has made insufficient progress in both English proficiency and academic development. If lack of English proficiency is what delays the mastery

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of academic objectives then age appropriate placement will be the determining factor for movement within and between grade levels and instructional levels. If there is a severe gap in any academic or language gain the student should be considered for further evaluation or testing to determine the cause. If an ELL is retained in a grade, the LEA must be able to demonstrate that all appropriate modifications were made to instruction and assessment in order to allow ELLs meaningful access to the general curriculum as well as to promote second language learning. Lau v Nichols, 414 U.S. 563 (1974) Assessment ELL students will either receive a pre-test or post-test yearly to document their progress in the development of English language skills. The ESL teacher will complete testing using the Wida Access Placement Test (W-APT). The W-APT testing includes speaking, listening, reading and writing. Once a student in fluent in a proficiency, that proficiency is not assessed again unless requested by professional staff or parent. Students will be assessed for achievement throughout the year. The system for reporting progress includes quizzes, tests, running records, DIEBELS, written reports, 4 Sight benchmark assessments, and progress reports. The reports will reflect progress within the ESL class and the content area classes. All ELL students will also be tested annually through ACCESS. The Pennsylvania Department of Education has adopted ACCESS for ELLs Assessment as a measure of ELL proficiency. This large-scale test of English language proficiency is based on the English language development standards that form the core of instruction and assessment for English Language in grades K-12. The ACCESS of ELLs Test assesses students’ English language proficiency in five areas: Social and Instructional Language, English Language Arts, Mathematics, Science, and Social Studies. It is a secure assessment given annually during a specific testing window determined by the state. PSSA All ELL students are required to participate in the Mathematics PSSA, with accommodations as appropriate. However, LEP students in their first year of enrollment in U.S. schools have the option of taking the Reading and Writing PSSA. A student’s enrollment in a school is Puerto Rico is not to be considered as enrollment in a U.S. school. If it is determined for a first year student to participate in the Reading and Writing PSSA, their performance level results will not be included in the AYP calculations for the school/district. Exiting ESL Students Determining when an ESL student is ready to exit from an ESL program to the regular classroom is best done by the use of multiple measures that provide information of the student’s listening, speaking, reading and writing proficiency. Thereafter the exit of the ESL program, the student’s progress with their listening, speaking, reading, and writing proficiencies, will be monitored for two years.

Exit Criteria for Pennsylvania’s English Language Instructional Programs for English Language

Learners The exit criteria provided below for English Language Learners (ELLs) represent valid and reliable evidence of a student’s English language proficiency to exit from an English language instructional program. Every LEA must include the following exit criteria in the LEA Program Plan for ELLs. In order to meet the required state exit criteria for Pennsylvania’s English language instructional programs for ELLs, LEAs must use both of the required exit criteria listed below. In addition, LEAs must ensure that students meet one of the two additional exit criteria provided below to exit from an English language instructional program: Required Exit Criteria:

1. Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA).

SPECIAL CIRCUMSTANCES:

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• For students transferring from other states, out-of-state academic achievement assessment

results may be considered when the academic proficiency level is comparable to BASIC on the PSSA.

• For students that are in a grade that is not assessed with the PSSA, LEA’s must use each of the

remaining criteria listed below to exit students.

2. Scores of 5.0 on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility)

A. Following the scoring criteria in the table below, the W-APT may be administered between April

and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.

NOTE: The W-APT may ONLY be administered to a student once in any school year.

Grade Level ACCESS Score Required W-APT Scores* K-5 4.6-4.9 5.0 in each domain 6-8 4.7-4.9 5.0 in each domain 9-12 4.8-4.9 5.0 in each domain

* A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used.

B. A score of PROFICIENT on the reading PSSA can be used along with all other required criteria

outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.

Additional Exit Criteria:

1. Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies).

2. Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.

When a student is ready to exit the ESL program, an exit form (see appendix vi & v) signed by the building principal and ESL teacher will be use to represent valid and reliable evidence of a student’s English language proficiency. This form will be filed in the student’s permanent file by the ESL teacher. In addition, a copy of this form will be sent home for parents’ notification. Monitoring Prior to entering the regular classroom setting the ESL teacher will meet with the content area teacher to discuss the student’s prior academic history and to establish proper expectations for the student. The ESL teacher will serve as a resource to the content area teacher on ways to adapt and modify material and instruction to accommodate the newly exited student. In addition, the ESL teacher will familiarize the content area teacher with the document that will monitor the student’s performance (see appendix vi- xii). A student who has exited the ESL program will be monitored a minimum of two full school years. ESL teachers may offer support to monitored students as they would for any student seeking additional assistance with classroom work, instruction, or assessment. Additionally, the ESL teacher and classroom teacher will be responsible for monitoring the ESL student. Student monitoring will documented formally (see appendix vi-xii) at the end of each marking period and informally through teacher to teacher collaboration throughout the school year. Monitoring consists of following student progress in: grades, assessment scores, performance, and teacher observations. If monitoring reveals continued limited English proficiency, non-remedial academic deficits, or other indications that the student was exited too soon, the ESL teacher will meet with the classroom

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teacher and re-evaluate the students’ needs. A plan of action will be formulated the may include that the student remain in the regular classroom setting with additional modifications, or the student return to the ESL program for continued support with academic language skills. Special Education The Saucon Valley School District does not place any student in a special education program based on his/her limited English proficiency. The guidelines and timeframes for special education are the same for both ESL and non-ESL students in accordance with the Individuals with Disabilities Education Act. Newly entered ELL students should be in the district’s ESL program for at least one year before any testing for special services are considered unless there is an immediate evident need for additional services. District psychologists administer the test when appropriate. Bilingual psychologists may be necessary to administer the test in the student’s native language to determine the child’s eligibility for special education services. Student referrals are made in collaboration with the ESL teacher and the regular classroom teachers. The special education process is to be explained or translated to the parent in their native language to ensure awareness of the process and parental rights. Parents are notified of the results of the Evaluation Report (ER) through translation or in their native language. Based on the results, when an ESL student has been determined to need special education instruction and IEP is written for that student. The services will address the student’s language needs. The team, which develops the IEP, may consist of the following people: an ESL teacher, a special education teacher, parents/guardian, a counselor, and a regular education teacher, a psychologist and LEA. At the meeting a translator may be needed to assist the parents in understanding the process as sell as enable the parent to have input in the IEP decision process. In determining the student’s needs, IEP teams must consider both special education services and ESL instruction simultaneously, as appropriate. An ESL student identified as special education may continue to receive ESL services as determined by the student’s IEP. The ESL teacher provides ESL instruction, and the appropriately qualified special education teachers give special education services. The IEP team It is highly recommended that the IEP team for an ELL with disabilities include an ESL professional familiar with the student’s language needs as well as the nature of his/her disability or, at a minimum, that the IEP team receive input from an ESL professional when appropriate. If a student is identified as an ELL, then the IEP team will check the Limited English proficiency under special considerations on Part I of the IEP. Any special considerations identified must be addressed in the IEP. The academic program Our ESL program is identified in The Pennsylvania School Code of 1949, Chapter 4, Section 4.26, as general curriculum. The academic program for an ELL with a disability must consider ESL just as it must consider any other general curriculum services available to non-disabled students. Programmatic decisions regarding ELLs with disabilities should be made by the IEP team with appropriate representation. It is not appropriate for an ELL with a disability to be denied access to general curriculum including an English language instructional program as defined above. Special education services do not replace an English language instructional program. Requirement for annual English language proficiency assessment Students will IEP will participate in the annual Language Proficiency Assessment, ACCESS. Even though ELLs with disabilities may always achieve depressed scores in particular domains of language as a result of their specific disability, they must be given the opportunity to demonstrate their level of proficiency in English and be included in the annual state ELP assessment in all domains. For WIDA ACCESS for ELLs® accommodations guidelines, refer to the information contained on the following website: http://www.wida.us/FAQs/accommodations.aspx Program exit for LEP students In accordance with federal guidance outlined in the document, Questions and Answers Regarding Inclusion of Limited English Proficient Students with Disabilities in English Language Proficiency Assessments and Title III

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Annual Measurable Achievement Objectives, U.S. Department of Education, March 2006, the LEP designation cannot be removed from a student unless that student has met all of the required state exit criteria. Speech Bilingual students may be provided with speech and language services but having a second language, incorrect semantics, an accent or dialect concerns does not qualify a student for speech. It is recommended that the bilingual student be in the regular education environment for a minimum of ninety days prior to pursuing a speech and language evaluation. Vocational- Technical Education The participation of English Language learners in vo-tech education classes and programs is not determined by their level of English language proficiency. ELLs may not be denied access to participate in programs at AVTSs/CTCs based solely on English language proficiency English language learners should have access to any course of study available. It is the responsibility of the program to make the necessary accommodations. ELLs participating in vocational programs must be provided ESL instruction appropriate to their level of proficiency and properly adapted content-area instruction. Comprehensive AVTS/CTC schools are responsible for providing ESL programs and staffing for students identified as ELLs as outlined in this document. Options for High School ELL Students A number of secondary school age students who have limited English proficiency are older than their English-speaking peers. For some of these students, the earning of the required academic credits for graduation (27) frequently can not be realized with the normal four-year high school program. Yet, in order to be employable, proceed to post secondary schooling, or to gain entry in to the Armed Forces, a student must have completed a program of study yielding either a diploma or graduation from an accredited high school or must have completed the program of study and have successfully passed the examinations for the GED diploma. English language learners are expected to meet the requirements for graduation. Students may attend until the age of 20 to complete the necessary course requirements. The district has the discretion to determine how the students will meet the requirements. As with placement, curriculum based assessments and a variety of formal and/or informal measures may be used to determine student proficiency and mastery of the standards and content.

Appendix

i

SAUCON VALLEY SCHOOL DISTRICT

Home Language Survey

Student Name Date Date of Birth Age Grade Parent/Guardian Name Telephone Country of Origin Other Countries of Residence (please list) 1. What was the first language your child learned to speak? 2. What language(s) does your child speak most often at home?

3. What language(s) does your child read? 4. What language(s) does your child write? 5. What language(s) do you use when speaking to your child?

6. What language(s) is spoken most often in your home? 7. Other than the languages studied in school, does your child fluently speak any

languages other than English? Which ones?

8. What language(s) do you (parents/guardians) read? 9. Do your (parents/guardians) read/write English? 10. Is this the first year of enrollment for your child in a U.S. school? (Enrollment in

Puerto Rico is not considered as enrollment in a U.S. school). Yes No

11. Has your child ever received Bilingual or ESOL services?

Survey completed by:

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SAUCON VALLEY SCHOOL DISTRICT Classroom Adaptations and Accommodation

Student _____________________________________________ Grade______________________ Subject_______________________________________________ Semester_____________________ ESL Teacher__________________________________________ Date ________________________

Classroom Teacher ____________________________________ Date ________________________

Lesson Presentation

___ provide visual aids ___ pair visual with auditory ___ use visual, auditory, tactile/kinesthetic approach (i.e. manipulatives) ___ use concrete comparisons to explain ideas ___ pair students to check work ___ provide peer tutoring ___ provide peer note taker ___ use cooperative learning ___ use small groups ___ use alternative materials ___ alternate active and passive activities ___ break long presentations into shorter segments ___ use direct instruction: (model, lead, do together, test independently) ___ provide mnemonic devices ___ develop content vocabulary ___ preview strategies ___ provide skeletal outline ___ utilize mapping/webbing/graphic organizers ___ use computer assisted instruction ___ utilize game format ___ utilize repetition/overlearning ___ allow student to tape record lessons ___ have student review key points orally ___ provide study skills strategies ___ structured format

Assessment

___ allow open book tests ___ give exam orally/read test items aloud ___ test in a small group ___ allow student to read aloud test question ___ limit # of options on multiple choice questions ___ allow extra time for tests ___ give a second chance to recheck answers ___ retake tests ___ allow students to tape record answers ___ use more objective items/reduce essay items ___ give frequent short quizzes/avoid long tests ___ provide written outline/study guide ___ allow alternate means of demonstrating knowledge ___ allow the use of bilingual dictionary

___ give extra time to complete tasks ___ simplify complex directions ___ shorten assignments ___ break work into shorter parts ___ limit number of items per page ___ reduce homework assignments ___ allow use of computer for written assignments ___ write assignments on board in a consistent place ___ allow alternate assignments ___ reduce reading level of assignments ___ enlarge written assignments/workbook pages/etc. ___ use high interest materials ___ modify grading criteria ___ do not grade handwriting/spelling in content areas ___ provide structured routine in written/picture form ___ remind student to recheck work ___ allow use of calculator/multiplications tables ___ use self-monitoring chart ___ allow extra time for processing information (speak slower give more “wait time”) ___ increase the amount of modeling, demonstration and guided practice ___ accommodate written output difficulties: ___ allow extended time to complete written work ___ allow oral responses ___ permit student to dictate responses ___ allow someone else to transcribe ___ reduce written requirements ___ allow parent to sign-off homework after student has spent specified amount to time on task ___ limit board copying ___ provide student with outline or overview of lesson ___ allow student to tape record assignments ___ provide student with audio cassette of text ___ highlight key points in text

Assignments/Worksheets

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This checklist represents a set of recommended instructional adaptations and accommodations for the ELL Student and it is used as a guideline for the delivery of instruction.

___ preferential seating:(seat up front, close to teacher, back of room, etc.) ___ give student extra work space ___ seat student near positive role model ___ stand near student when presenting verbal stimuli ___ avoid distracting stimuli (door, fan, pencil sharpener, etc.) ___ use of study carrels or privacy boards during seat work and test taking ___ increase distance between desks ___ provide alternative work location

Physical Arrangement

Organization

___ provide voluntary peer assistance with organization skills ___ design reward system for work completion ___ provide long term assignment calendar with check points ___ clear desk prior to starting new assignments ___ monitor student’s organizational skills in note book, desks, calendar ___ provide consistent routines in the class ___ use graph paper to organize math problems ___ end of the day clarification of assignments reminders by teacher ___ end of day check by teacher or student buddy for expected books and materials to go home ___ color code books, notebooks and materials ___ limiting the amount of material on student’s desk ___ send home daily or weekly progress reports ___ assist student with use of homework book or assignment sheet ___ daily or weekly home/school communication to be signed by parents and teachers ___ daily schedule written clearly on the board/card on desk ___ assignments written clearly on the board ___ student repeats directions ___ provide bin or crate for storing materials in classroom

Self Esteem - Behavior

___ clearly define expectations and consequences ___ frequent review of expectations and consequences ___ allow student to participate in selection of rewards and consequences ___ praise specific behavior ___ mark correct answers not mistakes ___ give extra privileges or rewards ___ ignore inappropriate behavior not drastically outside classroom limits ___ increase immediacy of feedback/rewards

___ establish eye contact prior to giving directions ___ use self-monitoring strategies (written format) ___ keep classroom rules simple and clear ___ allow short break between assignments ___ cue student to stay on task (verbally-nonverbally) ___ implement formal classroom management program___ implement individual behavior management program ___ implement timeout procedures ___ supervise closely during transitions, unstructured time field trips ___ use non-confrontational language (i.e. - make a good choice is that safe, etc.) ___ class meeting ___ assigned buddy peer ___ role play

District Support Services

___ Remedial Instruction—Title I Reading, Academic Core, Basic Classes ___ Sonday ___ HS remedial programs

Additional Comments

iv

Saucon Valley School District ESL Program

ESL EXIT FORM

Student’s Name:___________________________________ Date:_____________________________

School: __________________________________________ Grade:____________________________

This student is being recommended to exit the school district’s ESL Program. The student will be monitored for two years following exit from the program. In order to meet the required State exit criteria for Pennsylvania’s English language instructional programs for ELLs, Saucon Valley must use both of the required exit criteria listed below. In addition, Saucon Valley must ensure that students meet one of the two additional exit criteria provided below to exit from an English language instructional program.

Required Exit Criteria:

Student’s Score Comments

1. Score of Basic on the annual Pennsylvania System of School Assessment (PSSA).

Special Circumstances: • For students transferring form other states, out of state

academic achievement assessment results may be considered when the academic proficiency level is comparable to Basic on the PSSA.

• For students that are in a grade that is not assessed with the PSSA, Saucon Valley must use each of the remaining criteria listed below to exit student

2. Score of Proficient (Bridging) in he areas of Listening, Speaking, Reading, and Writing on the annual state English language proficiency assessment. The Proficient (Bridging) score will be based on the total composite assessment results.

ACCESS criteria for exit • For the 2006-2007 school year, a student with a composite

score of 5.0 on a Tier B assessment or 5.0 or higher on a Tier C assessment may be exited after meeting the other PA exit criteria previously described. For subsequent years, only scores above 5.0 on a Tier C assessment will be acceptable for exit.

• Kindergarten

The maximum overall composite language proficiency score that a student taking the Kindergarten form of ACCESS can receive is 3.7.

To be considered for exit, a kindergarten student must, at a minimum:

* have an oral language score of 3.8. * have a composite proficiency score of 2.7.

Beginning in the 2007-2008 school year, the ACCESS kindergarten assessment score range will be 1.0 to 6.0 and the same exit criteria as all other grade level clusters will apply.

Additional Exit Criteria:

v

1. Final grades of C or better is core subject areas (Mathematics, Language Arts, Science and Social Studies).

2. Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA. (Benchmark assessments)

Signatures indicate approval for this student to exit the ESL Program ESL Teacher:________________________________________ Date:____________________________________ Principal:___________________________________________ Date:____________________________________

vi

Post-Exit ELL Monitoring Form (Elementary)

Pages 1 and 3 to be completed by the appropriate ESL/Bilingual Education Staff

Student Name

Grade in 1st year of monitoring Academic Year

Name of classroom teacher (1st year of monitoring)

Name of classroom teacher (2nd year of monitoring)

The classroom teacher is responsible for completing this form at quarterly intervals and returning it to the ESL/Bilingual Education teacher for review.

Name of ESL/Bilingual Ed teacher (1st year of monitoring)

Name of ESL/Bilingual Ed teacher (2nd year of monitoring)

The ESL teacher is responsible for reviewing this form each time that it is completed by the classroom teacher.

ESL Coordinator (Responsible for ensuring that this form is completed each quarter and maintained in the student’s academic record)

Exiting ACCESS for ELLs® Results:

Composite Listening Speaking Reading Writing Literacy Comprehension Oral Language

PSSA Results (Below basic, Basic, Proficient, Advanced):

Reading Mathematics Writing 1st Year of monitoring

2nd year of monitoring

1st year of monitoring

2nd year of monitoring

Is the student receiving any special services? (any academic services/programs in addition to the standard academic program) NO YES NO YES

If yes, describe the services (1st year):

If yes, describe the services (2nd year):

Report Card Results:

1st year of monitoring 2nd year of monitoring

1st 2nd 3rd 4th 1st 2nd 3rd 4th

LA

Math

Science Social Studies

vii

Student Name: ______________________________

1st Year of Monitoring

Teacher’s Initials:

1st

______ 2nd

______ 3rd

_____ 4th

______

Quarter

Rate the student’s performance in each of the following areas (1 = never 2 = seldom 3 = sometimes 4 = often 5 = always)

1st 2nd 3rd 4th

1. The student completes assignments on-time. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2. The student communicates effectively with teacher. - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3. The student participates effectively in class projects.- - - - - - - - - - - - - - - - - - - - - - - - - - - - 4. The student participates effectively in class discussions. - - - - - - - - - - - - - - - - - - - - - - - - 5. The student is able to work independently. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6. The student attends class regularly. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7. The student displays effort and enthusiasm in class. - - - - - - - - - - - - - - - - - - - - - - - - - - - 8. The student requires additional assistance with assignments. - - - - - - - - - - - - - - - - - - - - - 9. The student shows evidence of difficulty with language. - - - - - - - - - - - - - - - - - - - - - - - - - 10. The student has discipline problems that interfere with his/her academic progress. - - - - - - 1st 2nd 3rd 4th Have ESL strategies been implemented to respond to the language needs of the former ELL?

Do you recommend that this student be considered for reclassification as an ELL?

If you have additional comments, attach them to this form when you return it into the ESL teacher. Make sure you identify which monitoring year and quarter you are commenting on.

2nd Year of Monitoring

Teacher’s Initials:

1st

______ 2nd

______ 3rd

_____ 4th

______

Quarter


1st 2nd 3rd 4th

1. The student completes assignments on-time. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2. The student communicates effectively with teacher. - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3. The student participates effectively in class projects.- - - - - - - - - - - - - - - - - - - - - - - - - - - - 4. The student participates effectively in class discussions. - - - - - - - - - - - - - - - - - - - - - - - - 5. The student is able to work independently. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6. The student attends class regularly. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7. The student displays effort and enthusiasm in class. - - - - - - - - - - - - - - - - - - - - - - - - - - - 8. The student requires additional assistance with assignments. - - - - - - - - - - - - - - - - - - - - - 9. The student shows evidence of difficulty with language. - - - - - - - - - - - - - - - - - - - - - - - - - 10. The student has discipline problems that interfere with his/her academic progress. - - - - - -

1st 2nd 3rd 4th Have ESL strategies been implemented to respond to the language needs of the former ELL?

Do you recommend that this student be considered for reclassification as an ELL?

If you have additional comments, attach them to this form when you return it into the ESL teacher. Make sure you identify which monitoring year and quarter you are commenting on.

viii

Student Name: ______________________________

To be completed by appropriate ESL staff

1st year of monitoring 1st 2nd 3rd 4th I received and reviewed this form.

(ESL staff member initials)

__________

__________

__________

__________

Complete the following items only if the information on this form indicates that the former ELL is struggling:

I have collaborated with the classroom teacher to incorporate instructional strategies to respond to the language needs of the former ELL. (if the answer is “Yes”, describe the collaboration in the comments section)

1st Yes No Comments:

2nd Yes No Comments:

3rd Yes No Comments:

4th Yes No Comments: requirement

NOTE: A student may not be recommended for reclassification if collaboration between the ESL and classroom teacher has not taken place.

1st 2nd 3rd 4th I recommend that this student be reclassified as an ELL.

If a recommendation is made to reclassify, have the parents been notified? YES NO

2nd year of monitoring 1st 2nd 3rd 4th I received and reviewed this form.

(ESL staff member initials)

__________

__________

__________

__________



1st Yes No Comments:

2nd Yes No Comments:

3rd Yes No Comments:

4th Yes No Comments:


1st 2nd 3rd 4th I recommend that this student be reclassified as an ELL.


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Post-Exit ELL Monitoring Form (Middle/Secondary)

Pages 1 and 4 to be completed by the appropriate ESL/Bilingual Education staff

Student Name

Grade Academic Year

Monitoring Year (circle):

1st year | 2nd year

Name of Language Arts teacher

Name of Mathematics teacher

Name of Science teacher

Name of Social Studies teacher

The classroom teacher is responsible for completing this form at quarterly intervals and returning it to the ESL/Bilingual Education teacher for review.

Name of ESL/Bilingual Ed teacher The ESL teacher is responsible for reviewing this form each time that it is completed by the classroom teacher.

ESL Coordinator (Responsible for ensuring that this form is completed each quarter and maintained in the student’s academic record)

Exiting ACCESS for ELLs® Results: Composite Listening Speaking Reading Writing Literacy Comprehension Oral Language

PSSA Results (Below basic, Basic, Proficient, Advanced):

Reading Mathematics Writing

Is the student receiving any special services? (any academic services/programs in addition to the standard academic program) NO YES

If so, describe the services:

Report Card Results: 1st Comments 2nd Comments 3rd Comments 4th Comments

LA

Math

Science

Social Studies

x

Student Name: _______________________________ Monitoring Year (circle): 1st year | 2nd year

Language Arts Teacher’s Initials:

1st

______ 2nd

______ 3rd

_____ 4th

______

Quarter


1st 2nd 3rd 4th

11. The student completes assignments on-time. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12. The student communicates effectively with teacher. - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13. The student participates effectively in class projects.- - - - - - - - - - - - - - - - - - - - - - - - - - - - 14. The student participates effectively in class discussions. - - - - - - - - - - - - - - - - - - - - - - - - 15. The student is able to work independently. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 16. The student attends class regularly. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 17. The student displays effort and enthusiasm in class. - - - - - - - - - - - - - - - - - - - - - - - - - - - 18. The student requires additional assistance with assignments. - - - - - - - - - - - - - - - - - - - - - 19. The student shows evidence of difficulty with language. - - - - - - - - - - - - - - - - - - - - - - - - - 20. The student has discipline problems that interfere with his/her academic progress. - - - - - - - - - - - - -

1st 2nd 3rd 4th Have ESL strategies been implemented to respond to the language needs of the former ELL? Y N Y N Y N Y N

Do you recommend that this student be considered for reclassification as an ELL? Y N Y N Y N Y N

If you have additional comments, attach them to this form when you return it into the ESL teacher. Make sure you identify

which monitoring year and quarter you are commenting on.

Mathematics Teacher’s Initials:

1st

______ 2nd

______ 3rd

_____ 4th

______

Quarter


1st 2nd 3rd 4th






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Science Teacher’s Initials:

1st

______ 2nd

______ 3rd

_____ 4th

______

Quarter


1st 2nd 3rd 4th






Social Studies Teacher’s Initials:

1st

______ 2nd

______ 3rd

_____ 4th

______

Quarter


1st 2nd 3rd 4th






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To be completed by appropriate ESL staff

1st 2nd 3rd 4th

I received and reviewed this completed form. __________

(Initial) __________

(Initial) __________

(Initial) __________

(Initial)



1st Yes No

Comments:

2nd Yes No

Comments:

3rd Yes No

Comments:

4th Yes No

Comments:


1st 2nd 3rd 4th I recommend that this student be reclassified as an ELL. YES NO YES NO YES NO YES NO

Additional Recommendation(s):


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