ELLP Handbook 2004 05

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Revised 12/04

Clark County School District

English Language Learner Program (ELLP) Procedures Manual

The ELLP is an advocate for English

Language Learner student rights by

providing leadership, services, and

strengthening the capacity of schools,

families, and communities to enhancestudent success.

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TABLE OF CONTENTS

PageSECTION I: PROGRAM OVERVIEW...............................................................................1

A. Clark County School District Commitment to English Language LearnerStudents........................................................................................................1

B. Legal Parameters..........................................................................................1

C. History of English Language Learner Program Models in CCSD ..............2D. English Language Learner Program ............................................................2

SECTION II: IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT, ANDPROGRAM PLACEMENT............................................................................5

A. Identification and Registration of English Language Learner Students ......5B. Initial Assessment of ELL Students.............................................................6

1. Initial Assessment for All Potential ELL Students..........................6a. Special Rule Applicable During School Year.............................7b. Initial Assessment of Students with Disabilities.........................7

2. Additional Initial Assessment Required for Students Enrolled inTransitional Bilingual Education.....................................................73. Steps to be Completed after Initial Assessment...............................8

a. Students Classified as Non-English or Limited EnglishProficient....................................................................................8

b. Students Coded Fully English Proficient...................................8c. Program Placement ....................................................................9

SECTION III: ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELLPRACTICES, AND STUDENT EVALUATION........................................10

A. Program Models.........................................................................................101. Elementary...........................................................................................10

a. Content-Based Integrated and Content-BasedSelf-Contained ESL Programs.......................................................10(1) Description...............................................................................10

(a) Self-Contained ESL Classroom.........................................11(b) Integrated 50/50 ESL Classrooms .....................................11(c) Integrated Group Classrooms.........................................11

(2) Availability ..............................................................................11(3) Entry Criteria ...........................................................................12

(4) Resources.................................................................................12(5) Staff Qualifications..................................................................12b. Transitional Bilingual Education Model........................................12

(1) Description...............................................................................12(2) Availability ..............................................................................13(3) Entry Criteria ...........................................................................13(4) Resources.................................................................................14(5) Staff Qualifications..................................................................14

c. Dual Language Programs...............................................................14(1) Description...............................................................................14

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(2) Availability ..............................................................................15(3) Entry Criteria ...........................................................................15(4) Resources.................................................................................15(5) Staff Qualifications..................................................................16

2. Secondary.............................................................................................16a. Intensive English Model ................................................................16

(1) Description...............................................................................16(2) Availability ..............................................................................17

(3) Entry Criteria ...........................................................................17(4) Resources.................................................................................17(5) Staff Qualifications..................................................................17

b. Sheltered Content ESL Instruction ................................................17(1) Description...............................................................................17(2) Availability ..............................................................................18(3) Entry Criteria ...........................................................................18(4) Resources.................................................................................18(5) Staff Qualifications..................................................................18(6) Student Placement....................................................................18

B. Student Performance Evaluation................................................................18

1. CCSD Grading and Reporting Guidelines...........................................182. Promotion and Retention .....................................................................19

SECTION IV: REASSESSMENT, RECLASSIFICATION, AND MONITORING ........20

A. Reassessment .............................................................................................20B. Reclassification..........................................................................................20C. Methods for Reclassification .....................................................................21

1. Reclassification using LAS............................................................212. Reclassification Using Methods Other than the LAS....................21

a. The Iowa Test of Basic Skills (ITBS)......................................21

b. Nevada High School Proficiency Examination .......................21c. Standards-Based Assessment Program (SBAP) ......................22d. Other ........................................................................................22

3. Classify Students as Fluent-English Proficient with Monitoring ..224. Active Student List ........................................................................22

D. Monitoring Progress of Students Who are Mainstreamed toEnglish-Only Classes.................................................................................22

E. Transfer of ELL Students...........................................................................23F. Withdrawal of ELL Students .....................................................................23

SECTION V: PROGRAM REVIEW PROCESS ...............................................................24

A. Purpose.......................................................................................................24B. Goals ..........................................................................................................24C. Program Review Process ...........................................................................25D. Information Collection Methods................................................................25E. Review and Analysis of Data.....................................................................26F. Plan for Modification/Improvement ..........................................................26G. District Plan ...............................................................................................27

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APPENDICES

A. Effective ELL Practices.............................................................................28B. District Policy-6165...................................................................................29C. Nevada Administrative Code.....................................................................30D. English Language Learner Program Organizational Chart........................34E. Home Language Survey.............................................................................35F. Comprehensive Educational Summary......................................................37

G. English Proficiency Status (EPS) Codes ...................................................38H. Individual with Disabilities Education Act and the Nevada

Administrative Code..................................................................................39I. Determination of Eligibility for Placement of Pupils With Disabilities

and Gifted and Talented Pupils and the Nevada AdministrativeCode...........................................................................................................42

J. Current List of Transitional Bilingual and Dual Language Schools..........47K. Initial Testing Sheet ...................................................................................48L. Parent Notification Letter ..........................................................................49M. Student Assessment Portfolio ....................................................................55N. Stages of Language Acquisition ................................................................56

O. TESL Endorsement Requirements.............................................................58P. Bilingual Endorsement Requirements .......................................................60Q. Transitional Bilingual Education Charts....................................................60R. Suggested High School Course Offerings .................................................61S. Referral for Reclassification/Reinstatement Form.....................................62T. Update Testing Sheet .................................................................................64U. Combined Data Sources Form...................................................................65V. Monitoring Forms for Reclassified Students .............................................66W. Elementary and Secondary Pupil Release and Transfer Forms .................68X. Compliance Checklist................................................................................70

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SECTION I: PROGRAM OVERVIEW

A. Clark County School District Commitment to English Language Learner Students

The Clark County School District (CCSD or the district) Board of School Trusteesrecognizes the multiplicity of racial and ethnic groups attending its schools and believesits educational system should meet the needs of its culturally diverse community. TheBoard is therefore committed to a philosophy of cultural pluralism that includes

recognition and acceptance of the cultural and linguistic differences among the variousracial and ethnic groups represented in the CCSD. This commitment is codified inDistrict Policy 0100, Statement of Educational Principles.

The CCSD also is committed to providing English Language Learner (ELL) studentsequitable access to an educational experience designed to enable them to developacademic skills and concepts at the same level as other students in CCSD, whileacquiring English language proficiency as rapidly as possible. The CCSD believes thatELL students have the right to a comprehensive educational program with high academicstandards provided by a trained and knowledgeable staff. In addition, the District alsohas the responsibility to ensure that administrators and teachers who implement the

educational program for ELL students are skilled in effective instructional practices forELL students. (See Appendix A.)

The District recognizes that parents of ELL students have the right to be informed of thepolicies and programs in the district for ELL students and that the public has the right toknow that ELL students are achieving the necessary academic and language skills toallow them to progress. To carry out this commitment and these beliefs, the CCSDBoard of School Trustees has adopted District Policy 6165, Second Language Program(English Language Learner Program). (See Appendix B for District Policy 6165.)

B. Legal Parameters

Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race,color, or national origin in programs that receive federal financial assistance. This lawhas been interpreted in the public school context as requiring appropriate steps to ensurethat equal educational opportunities are afforded to language minority students who arelimited in their English-language proficiency.

Since 1970, Office for Civil Rights (OCR) policy has recognized the responsibility ofschool districts to take appropriate steps to address the needs of students who are limitedEnglish proficient (LEP). The comprehensive policy of the OCR regarding services forLEP students reflects an overall approach drawn from a major court decision in this area,

Casteeda v. Pickard (5th

Cir. 1981). Under OCR policy, districts are obligated toensure that LEP students are afforded an equal educational opportunity to meaningfullybenefit from the districts educational program. The fundamental principles of the OCRpolicy are:

1. Programs designed to serve LEP students must be based on sound educational theory.2. The OCR does not mandate that any particular theory be employed.

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3. Programs for LEP students must effectively implement the educational theory that thedistrict has adopted, and the district must provide the necessary resources toimplement the program.

4. Programs for LEP students must be regularly evaluated and modified as needed toensure that language barriers to the districts educational program are actually beingovercome and that LEP students are being afforded an equal opportunity to benefitfrom the districts educational program.

Pursuant to the Nevada Revised Statutes, the Nevada State Board of Education isrequired to establish a program to teach English to LEP students and to adopt regulationsto carry out this program. As required by state law, the State Board of Education hasestablished a program to teach LEP students and has adopted regulations to carry out thisprogram. State Board regulations are included in Appendix C. The State Board ofEducations regulations are consistent with federal law and the OCR principles for LEPprograms.

The State Board regulations refer to LEP students as English Language Learners. Thus,throughout the remainder of this handbook, the term English Language Learners or ELLwill be used to refer to students who are non-English proficient or limited English

proficient.

C. History of English Language Learner Program Models in CCSD

Since the 1960s, the CCSD has met its legal obligations to provide equal educationalopportunities for ELL students through implementation of a number of programs forthese students. In 1968, for example, CCSD began serving Hispanic students who lackedadequate English language skills through a federally funded ESEA Title VII BilingualLanguage Development program. The district expanded services to limited Englishspeaking students in 1970 with the initiation of an English as a Second Language (ESL)program model. In 1973, the district first initiated its Transitional Bilingual Education

program model.

Since the early 1970s, the district has continued to expand and modify its ELL programsto meet the needs of increasing numbers of students. Services for the ELL studentpopulation are now provided by using the following approaches at the elementary level:Transitional Bilingual Education; Dual Language; Content-Based Integrated ESL; andContent-Based Self-Contained ESL. At the secondary level, the approaches are IntensiveEnglish Instruction and Sheltered Content ESL Instruction. The district providesTransitional Bilingual Education for students in kindergarten through third grade, whosenative language is Spanish, in selected elementary schools. ESL program models areimplemented at all schools in the district where ELL students are enrolled. See

Section III for a description of Transitional Bilingual Education, Dual Language, andESL program models.

D. English Language Learner Program

To assist the district in ensuring that ELL students are provided the necessary services,the Board established the English Language Learner Program (ELLP). It is the missionof the ELLP to work with site-based administrators, classroom teachers, and parents tobring sound and relevant educational programs to ELL students in the district so that ELL

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students will receive a high quality education. (See Appendix D for Organizational Chartof the ELLP.)

The ELLP supports schools in implementing programs for ELL students by:

1. Ensuring that ELL students are fully integrated into the school and that ELL studentsat each school are held to the same academic standards as other students, in anenvironment that will ensure academic proficiency;

2. Recommending the instructional models to address the language acquisition needs ofELL students at each school;

3. Assisting in the development of supportive/cooperative programs;4. Developing instructional guidelines;5. Assisting with appropriate student placement information by administering language

proficiency assessments and reassessments;6. Collaborating with state and district staff to develop program policies and procedures;7. Assisting in the development of home/school relationships through parent education,

family literacy and teacher training;8. Acquiring local, state, and federal funding resources for program development and

expansion;

9. Coordinating and implementing staff development activities;10. Offering and facilitating classes for Bilingual and Teaching English as a SecondLanguage endorsements;

11. Assisting schools in monitoring ELL students, including those who have beenreclassified and those whose parents have waived ELL services;

12. Providing and assisting in the selection of ESL and bilingual materials; and13. Coordinating the evaluation of the ELL program being implemented in the district to

ensure that language barriers to the districts educational program are being overcomeand that the ELL students are afforded an equal opportunity to benefit from thedistricts educational program.

The English Language Learner Program includes Coordinators who are directlyresponsible to the Director I and Director II, English Language Learner Program.Coordinators will provide educational and technical assistance related to ELL programimplementation, textbook selection, and interpretation of achievement and languageproficiency data for ELL students. In addition, Coordinators will provide professionaldevelopment activities for teachers and administrators. The responsibilities ofCoordinators include:

1. Assisting teachers, principals, program directors, assistant region superintendents,region superintendents, and associate superintendent in English Language LearnerProgram implementation (Bilingual, Dual Language, Content-Based ESL);

2. Organizing and conducting ELL program in-services for teachers, parents, andadministrators;3. Providing teachers with assistance in instructional methodology and materials for

ELL programs;4. Supervising and evaluating support staff personnel;5. Providing direction and assistance in the development of curricular materials for ELL

programs;6. Assisting in ELL program student placement when necessary;7. Assisting in administering and scoring language proficiency assessments;

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8. Serving as a liaison between ELL programs and the schools, parents, and citizens ofClark County;

9. Assisting with data gathering and grant writing; and10. Performing other duties as assigned.

The district has also established ELL Specialist positions. The purpose of this position isto provide enhanced language acquisition support to classroom teachers with ELLstudents. The English Language Learner Specialist will act in the capacity of program

facilitator for all ELL students. The services provided by each ELL Specialist arecoordinated by the site administrator and the ELL Coordinator for the assigned region.This position is reviewed every year. The specific responsibilities of the ELL Specialistinclude:

1. Providing direct assistance to schools and ELL students;2. Serving as a mentor to teachers, including conducting demonstration lessons,

observing students in the educational environment, and conferring with teachers toimplement strategies for addressing the needs of ELL students;

3. Assisting site-based teachers, counselors, and administrators in the implementation offederal, state, and local policies and procedures;

4. Facilitating the placement of ELL students in appropriate classes and classroomconfigurations;5. Serving in a problem-solving capacity with school personnel and parents;6. Providing information to general education teachers on strategies to use for ELL

students in the general education classroom to meet curricular goals;7. Providing assistance in monitoring ELL reclassified students;8. Providing information and recommending strategies to address ELL students needing

additional academic assistance;9. Working effectively with students, teachers, administrators, parents, and community

support agencies to assure student success in the educational environment;10. Providing technical assistance to registrars and counselors; and

11. Performing other ELL-related duties as assigned.

The district has also established Itinerant Tester (IT) positions. The purpose of thesepositions is to perform a variety of duties related to testing. The position is directlyresponsible to the Coordinator who coordinates ELL services at the assigned Region. Thespecific responsibilities of the Itinerant Tester include:

1. Obtaining and securing language testing materials to be used during testing activity;2. Administering oral, reading and writing language proficiency tests;3. Entering test scores and student demographic data on appropriate forms/database;4. Utilizing data and tables to assign English Proficiency Status (EPS) codes according

to standard ELLP English Proficiency status table or other standards as required;5. Creating an ELL Student Assessment Portfolio with required documentation, whichbecomes a permanent part of the students cumulative record;

6. Conforming to safety standards as prescribed; and7. Performing other tasks related to the position, as assigned.

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SECTION II: IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENTAND PROGRAM PLACEMENT

A. Identification and Registration of English Language Learner Students

The State Board of Education regulations require the CCSD to identify the primarylanguage of each student who enrolls in a school within the CCSD for the first time. (SeeNAC 388.620, Appendix C.) According to the regulations, a students primary

language will be deemed to be other than English if:

1 the pupil first spoke a language other than English;2 the primary language spoken in the home of the pupil is not English; or3 the language most often spoken by the pupil is not English.

To meet the State Board requirements, the CCSD requires all parents or guardians ofstudents enrolling in the CCSD for the first time to complete the Home Language Survey(HLS) as part of the registration process. The HLS is included on the top section of theSchool Registration Form Worksheet - Revised (CCF-705). (See Appendix E.) The HLSasks parents or guardians to answer three questions about the primary language of

students. The questions are used to determine whether students potentially need ELLservices.

The principal at each school shall designate the person who is responsible for theregistration at that school as the individual to ensure that all parents or guardiansenrolling students for the first time in CCSD complete the HLS at the time of registration.The person responsible for registration shall be referred to as designated office staffthroughout this manual. If the parent or guardian needs help in completing the HLS orany other part of the registration process, the designated office staff shall seek assistancefrom other staff in the school or shall contact the ELLP for assistance. To assist parents,the district has translated the HLS into Spanish. (See Appendix E.)

Based on the responses of the parents or guardians on the Home Language Survey, thedesignated office staff shall assign all new students one of the following EnglishProficiency Status codes (EPS codes): Pending Assessment (PA) or fully EnglishExclusive (EE). Pending Assessment is assigned if any one of the HLS questions isanswered with Other. EE is assigned if all of the questions on the HLS are answeredwith English.

Once the registration process is completed, the designated staff member at the elementarylevel shall assign all students to class regardless of whether the student has a PA or EEcode. At the secondary level, the counselor will ensure that all students are assigned to

classes regardless of their EPS code.

The District shall not deny students registration and class assignment while thelanguage proficiency assessment is pending.

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When a PA is assigned, the designated office staff member shall:

a. complete the registration form (CCF-705) by writing PA in the EPS box, includingplacing the appropriate language letter code in the Language box (see Appendix E);

b. copy the CCF-705 and the birth certificate and place the CCF-705 and the birthcertificate copies in a file labeled ELL Students - Pending Assessment;

c. place the original of the CCF-705 in the students cumulative folder;d. complete Comprehensive Educational Summary and file in ELL student portfolio

(see Appendix F);e. maintain the ELL Students - Pending Assessment file in the front office for

convenient access by the ELL Specialist and Itinerant Tester; andf. enter the PA code in EPS Field on page two of SASI student atom when other

registration information is entered, as required by the Student Accounting Manual;and

g. request school records from the parent, previous school, or previous school district.

When an EE is assigned, the designated office staff will mark an English (EE) code in theLanguage box of the CCF-705. The designated office staff member shall then place theoriginal CCF-705 in the students cumulative file folder and shall enter EE in the EPS

field on page two of the SASI student atom.

The designated office staff must ensure that either PA or EE is entered into the master fileas part of the registration process. When entering a code for a student in the computerdatabase, the designated office staff should check to see if there is already an EPS codefor that student. If another code is already posted, the designated office staff shallmaintain the original EPS.

B. Initial Assessment of ELL Students

1. Initial Assessment for All Potential ELL Students

Title III of the No Child Left Behind Act (NCLB) requires CCSD to assess theEnglish proficiency of any student coded with a PA within 30 days of thebeginning of the school year. Pending Assessment students enrolling after thestart of the school year must be tested within two weeks of enrollment. SeeNCLB Title III, Sections 3302.a and 3302.d. Nevada state regulations furtherrequire that this assessment must be administered by a person who is proficientin English and who has successfully completed training in the administration andscoring of the examination required for the assessment. (See NAC 388.625,Appendix C.)

The CCSD has designated the Itinerant Tester assigned to each school to do therequired initial assessment and to ensure that this assessment takes place withinthe 30 calendar day time period. If the Itinerant Tester cannot complete theassessment within the 30 calendar day deadline, the Itinerant Tester may requestassistance from the ELLP. The assessment shall take place at the school wherethe child is enrolled.

The ELLP shall assist the Itinerant Tester in ensuring that the initial assessment iscompleted within the 30 calendar day deadline by providing access to

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computerized reports. The ELLP shall provide a weekly update of those studentswith a PA code on the ELLP website. (http://www.ccsd.net/ellp/)

In conducting an initial assessment, the district is required to use an examinationapproved by the State Department of Education and to determine fluency inEnglish as established by the publisher of the examination. (See NAC 388.625.1,Appendix C.) The tests to be administered, and the scores to be used in CCSD fordetermining fluency in English, are outlined below. The tests to be used by CCSD

staff are approved by the Nevada State Department of Education and the scoresfor determining proficiency in English are consistent with the publishers scoringprotocols.

a. Special Rule Applicable During School YearIf a child is pending assessment at the time of placement, the parents willbe apprised of the students language proficiency status and programplacement within two weeks of testing.

b. Initial Assessment of Students with DisabilitiesAs required by the state regulation, once CCSD has assessed and classified

a student whose primary language is not English and a concern is raisedthat the student may have a disability, that student shall be referred forassessment as provided under the Individual with Disabilities EducationAct (IDEA) and the Nevada Administrative Code. (See Appendix H.)Where this occurs, the ELL Specialist shall cooperate with themultidisciplinary team to determine the classification of the pupil. Fordetails of the assessment of students with disabilities, see the StudentSupport Services Division Procedures Manual for additional informationand procedures.

2. Additional Initial Assessment Required for Students Enrolled in Transitional

Bilingual Education.

If a student is deemed eligible for ELL services and is enrolled in a bilingualprogram of instruction, CCSD must assess the proficiency of the pupil tocomprehend, speak, read and write his primary language. The district is notrequired to assess the proficiency of a pupil to read and write his primarylanguage if he is enrolled in kindergarten or the first grade or his primarylanguage is not commonly written. See NAC 388.405, Appendix C. Thisassessment must be conducted by a person who is proficient in the primarylanguage of the pupil and who has successfully completed training in theadministration and scoring of the examination required for the assessment. (See

NAC 388.405, Appendix C. )

As explained in Section III, the district provides Transitional Bilingual Education,as defined by state regulations, for students in kindergarten through grade three indesignated elementary schools. (See Appendix J for current list of selectedelementary schools.)

Elementary schools offering Transitional Bilingual Education and Dual LanguagePrograms are responsible for administering the primary language assessment tostudents enrolled in these programs.

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3. Steps to be Completed after Initial Assessment.

a. Students Classified as Non-English or Limited English Proficient

For students who are coded as non-English or limited English proficient as aresult of the initial assessment, the Itinerant Tester shall ensure that thefollowing steps are completed within the 30 calendar day deadline:

1) Complete the Initial Testing Sheet, including the signature of theItinerant Tester or district-level staff who administered theassessment. (See Appendix K for Initial Testing Sheet.)

2) Classify students who are eligible for ELL services as non-Englishor limited English proficient. The students eligible for ELL serviceswill be assigned an EPS code.

3) Prepare a Parent Notification Letter if a student qualifies for ELLservices. (See Appendix L.) Each school shall send the ParentNotification Letter to the parents or guardians via the child(ren).Once the parent receives the letter, he/she may choose such services.

When the parent or guardian refuses services the Itinerant Specialistand/or school administrator shall contact the parent or guardian toensure that the parent or guardian understands what is being waived.The Itinerant Specialist shall document the parent conference, notifyELLP, and place a copy in the Student Assessment Portfolio.

4) Create a Student Assessment Portfolio for each student classified asnon-English or limited English proficient. (See Appendix M.) Theschool shall maintain the Student Assessment Portfolio, and shallmake it available to the teachers. The Student Assessment Portfoliowill accompany the student throughout placement in the ELLprogram.

The ELL Student Assessment Portfolio will contain:a. a copy of the birth certificate;b. a copy of the Initial Testing Sheet;c. all ELL test protocols, including answer documents;d. Portfolio Activity Log(s);e. Parent Notification Letter, including a waiver section, if

applicable;f. a copy of the School Registration Form Worksheet (CCF-

705); andg. Other relevant documentation.

5) The language proficiency testing information is submitted

electronically to the student database manager at the ELLP in atimely manner.

b. Students Coded Fully English Proficient

For students coded as fully English Proficient, as a result of the initialassessment, the Itinerant Tester shall ensure that the following steps are takenwithin the 30 calendar day deadline:

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1) Complete the Initial Testing Sheet, including the signature of theItinerant Tester or district-level staff who administered theassessment (see Appendix K for Initial Testing Sheet);

2) Assign students who are not eligible for ELL services theappropriate EPS code (see Appendix G);

3) Create a Student Assessment Portfolio for each student classified asnon-English or limited English proficient. (See Appendix M.) Theschool shall maintain the Student Assessment Portfolio, and shall

make it available to the teachers. The Student Assessment Portfoliowill accompany the student throughout placement in the ELLprogram.The ELL Student Assessment Portfolio will contain:

a. a copy of the birth certificate;b. a copy of the Initial Testing Sheet;c. all ELL test protocols, including answer documents;d. Portfolio Activity Log(s);e. a copy of the School Registration Form Worksheet (CCF-

705); andf. Other relevant documentation.

4) The language proficiency testing information is submittedelectronically to the student database manager at the ELLP in atimely manner.

c. Program Placement

Once students are assessed, the principal or the designee at each school, inconsultation with the ELL Specialist, shall ensure that eligible students are providedappropriate ELL services. (See Section III for description of available ELL services.)In addition, principals or the designees shall ensure that ELL students and theirparents or guardians are aware of school activities and other opportunities at theschool in a language they understand. Students who are eligible for ELL services

shall receive these services until it is determined, through reevaluation procedures,that they possess adequate English language and academic skills to allow them toperform satisfactorily in general education classes without special instructionalconsiderations. (See Section IV for reassessment and reclassification procedures.)

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SECTION III: ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELL

PRACTICES, AND STUDENT EVALUATION

A. Program Models

As allowed by State regulation, the CCSD offers Content-Based ESL, Dual Languageand Transitional Bilingual Education programs at the elementary level. At the secondary

level, the CCSD offers Intensive English and Sheltered-Content ESL. The goals of all ofthese programs are: (1) to help ELL students achieve comprehension, speaking, reading,and writing competence in the English language; (2) to enable students to maintain gradelevel status; and (3) to enable students to meet graduation standards. Below is adescription of each instructional program, where the program is available, the resourcesneeded, and the qualifications necessary for staff.

1. Elementary

a. Content-Based Integrated and Content-Based Self-Contained ESLPrograms

(1) Description

As defined by State regulation, an ESL program is one thatprovides instruction in the English language and other courses ofstudy using teaching techniques for acquiring English, and . . .incorporates the cultural aspects of the pupils experience in hisinstruction. The CCSD offers two types of ESL programs at theelementary level Content-Based Integrated and Content-BasedSelf-Contained. (See NAC 388.615, Appendix C.)

The goal of both the Content-Based Integrated and Content-BasedSelf-Contained approaches is the acquisition of English and gradelevel academics so that the ELL student can succeed in an English-only regular classroom. Both approaches have the followingfeatures: all instruction is done in English; when possible, the childs primary language is used to clarify

instruction; English is taught through reading, language arts, math, science,

and social studies; there is a strong English language development (ELD)

component in every lesson (see Appendix N); the acquisition of English takes place in a structured, non-

threatening environment in which students feel comfortabletaking risks; and

lessons include controlled vocabulary while students graduallyacquire the necessary language skills to succeed academicallyand become lifelong learners (See Appendix N for overview ofstages of language acquisition.)

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Many teachers and administrators in the district have receivedintensive training in High Quality Sheltered Instruction (HQSI)strategies and techniques using the Sheltered InstructionObservation Protocol (SIOP) components. The 8 components thatcomprise this best practice ESL instruction are beneficial to theEnglish Language Development of ELL students.

The possible classroom configurations could consist of the

following:

(a) Self-Contained ESL Classrooms

The principal assigns only ELL students to Self-Containedclassrooms. ELL students are grouped together for theircore subjects, but have the opportunity to interact withother students in music, art, physical education, library andlunch. Lessons are planned according to students Englishlanguage proficiency levels.

(b) Integrated 50/50 ESL Classrooms

The principal assigns approximately an equal proportion ofstudents who need ELL services to native English speakers.English is taught to ELL students through content areas byincluding a strong English language developmentcomponent. Emphasis is on cooperative learning and useof English-speaking role models, hands-on activities,visuals, demonstrations, and modeling.

(c) Integrated Group Classrooms

If a school or a grade has a low number of ELL students,the principal shall group students in a classroom at theappropriate grade level and will ensure that ELL strategiesare used in the classroom.

(2) Availability

Depending on the number of ELL students at an elementaryschool, the District shall ensure that one or more of the ESLapproaches described above are available. Based on the guidelines

below, principals will make a determination regarding whichapproach will be used in consultation with the Superintendent orhis designee, the Associate Superintendent of Student SupportServices, and the Director of the English Language LearnerProgram.

Generally, schools or grade levels with a low number of ELLstudents should group students and place them in an integratedgrouped classroom model where ESL instructional strategies areemployed. Schools or grade levels with a large number of ELL

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students shall implement Self-Contained ESL classrooms orIntegrated ESL Classrooms. An Integrated 50/50 ESL classroomshall have an approximately equal number of students who needELL services and students who are native English speakers. Self-Contained classes shall include ELL students only.

(3) Entry criteria

The placement of students who qualify for ELL services in ESLclasses is based on the assessments outlined in Section IIb or onthe reassessments outlined in Section Iva.

(4) Resources

The resources provided for ESL programs fall into two categories,staff resources and supplementary curricular materials. Staffresources include ELLP administrative and support staff and theELL Specialist (if applicable).

(5) Staff Qualifications

All ELL Specialists shall hold either an endorsement to teachEnglish as Second Language (TESL) pursuant to NAC 391.237,Appendix O, or an endorsement to teach a program of bilingualeducation pursuant to NAC 391.242, Appendix P.

All teachers assigned to Self-Contained classrooms shall hold aTESL or Bilingual Education endorsement. The CCSDencourages teachers to pursue a TESL or Bilingual endorsement

and provides the opportunity for teachers to take classes in order toacquire the endorsement. (See Appendix O for TESL endorsementand Appendix P for Bilingual endorsement requirements.) Inaddition, for teachers who teach ELL students, but who are notassigned to a Self-Contained or Integrated classroom, the CCSDshall ensure that training opportunities are available on effectivestrategies for ELL students.

b. Transitional Bilingual Education Model

(1) Description

As defined by state regulations, the CCSDs Transitional BilingualEducation (TBE) model provides a program of instruction for ELLstudents in kindergarten through grade three whose primarylanguage is Spanish. In the Transitional Bilingual Educationmodel, ELL students are taught the English language and thecontent of other courses of study is taught using the pupilsprimary language. (See NAC 388.605, Appendix C.)

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The use of the students primary language is viewed as the linkbetween achieving English language proficiency, Englishacademic achievement, and psychological and social adjustment.In CCSD, the TBE model includes the following features:

Spanish is the medium of instruction. Use of Spanish forclarification is not sufficient. Spanish instruction is notcombined with English nor used alternately with English, for

this prevents the internalization of syntax, intonation and otherstandard structures.

An English Language Development component (ELD), isessential to the students English language development. (SeeAppendix Q.) ELD instruction in grades K-3 will focus onteaching objectives for listening, speaking, reading, and writingthat are appropriate to the students English level ofproficiency.

As the English proficiency of the student increases, instructiontransitions from being predominately in Spanish topredominately in English, with full transition into English as a

Second Language or English-only instruction by fourth grade.

(2) Availability

The District offers the Transitional Bilingual Education approach(TBE) at designated elementary schools. (See Appendix J for thecurrent list of schools offering the Transitional Bilingual Educationapproach.) The Superintendent or his designee, the AssociateSuperintendent of Student Support Services, and the Director ofthe ELLP shall determine if a school is one that shall offer aTransitional Bilingual Education approach. The criteria for

determining whether a school shall offer a Transitional BilingualEducation model are the number of Spanish-speaking ELLstudents and the availability of teachers possessing a bilingualteaching endorsement.

Transitional Bilingual Education schools shall offer a Content-Based ESL program model with Self-Contained, Integrated 50/50or Integrated classrooms in conjunction with Transitional BilingualEducation. ELL students with the highest levels of Spanishliteracy may be placedin Content-Based ESL classrooms.

(3) Entry Criteria

Students considered for placement in a Transitional BilingualEducation program must:

speak Spanish as their primary language, be coded as either non-English or limited English proficient;

and live within the attendance zone of the designated school.

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The District gives priority for placement in Transitional BilingualEducation to students classified as non-English proficient, withsecond priority given to students classified as limited-Englishproficient. (See Section II. and Section IV.)

(4) Resources

The resources provided for Transitional Bilingual Education fall

into two categories, staff and supplementary curricular resources.Staff resources include ELLP administrative and support staff, andthe ELL Specialist (if applicable).

The ELLP shall review the Spanish language textbooks andinstructional materials to be used in the Transitional BilingualEducation programs to ensure that they are aligned with the CEFand that they are compatible with the English-language textbooksand instructional materials used in the ELL and English-onlyclasses at that school. The CCSD shall allocate sufficientoperating funds to ensure that textbooks and instructional materials

are equitable in all classes in a school offering TransitionalBilingual Education.


The State of Nevada requires teachers who teach TransitionalBilingual Education to (i) hold an endorsement to teach in abilingual program and (ii) within 2 years after the issuance of anendorsement, pass an examination approved by the commissionwhich demonstrates oral and written proficiency in the nativelanguage, if such an examination is available. See NAC 391.242,

Appendix P. Therefore, to be in compliance with state regulations,the CCSD requires teachers who teach in a Transitional BilingualEducation program to hold an endorsement to teach bilingualeducation pursuant to Section 391.242 of the NevadaAdministrative Code. (See Appendix P for bilingual endorsementrequirements.) All of the ELL Specialists at schools offering theTBE model shall hold either a TESL endorsement pursuant toNAC 391.237 or a bilingual endorsement pursuant to NAC391.242. (See Appendix P.)

The State of Nevada does not require principals of transitional bilingual schools to hold a TESL

or a bilingual endorsement. In selecting principals for transitional bilingual schools, however,the CCSD shall take into account whether the candidates have training regarding TransitionalBilingual Education and/or an interest in working in a school offering such programs.

c. Dual Language Programs

(1) Description

Dual Language Programs are programs in which native Englishspeakers and English Language Learners are grouped in

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classrooms and learn literacy skills in both English and Spanish.Students are shared between two teachers, one deliveringinstruction in English and the other in Spanish. Students acquireacademic and social vocabulary in both languages.

The goals of the Dual Language Program are:(a) that a student acquires a second language or becomes

bilingual;

(b) that students will become biliterate, developing oral andwritten vocabulary in both languages, which will then beapplied to reading and writing; and

(c) to promote appreciation of other cultures and cross-culturalawareness.

Students in the program are learning language through content-based instruction. English as a Second Language (ESL) strategiesas well as Spanish as a Second Language (SSL) strategies areutilized in the classroom. Academic content core curriculum ispresented through a 50/50 Dual Language Program model with

half of the instructional time delivered in English and half of theinstructional time delivered in Spanish. Lessons are not translatedwhen switching from one language to the other, rather, studentslearn language through content. The classroom environments arelanguage rich, always supporting the language development ofstudents by using realia, manipulatives, graphs, models, visualaides, and technology.

(2) Availability

This program is currently offered in select schools in two regions

(see Appendix J for the current list of schools offering the DualLanguage Programs). The Superintendent or his designee, theAssociate Superintendent of Student Support Services, RegionSuperintendents, and the Director of the ELLP, shall determine if aschool will offer the Dual Language Program.

For schools that do not have the Dual Language Programthroughout all the grade levels, a Content-Based ESL programmodel with Self-Contained, Integrated 50/50 or Integratedclassrooms is offered in conjunction with the Dual LanguageProgram.

(3) Entry Criteria

Students considered for placement in a Dual Language Programmust: live within the attendance zone of the designated school orbe granted a zone variance by the schools principal.

(4) ResourcesThe resources provided for Dual Language Programs fall into twocategories: staff and supplementary curricular resources. Staff

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resources include ELLP administrative and support staff, and theELL Specialist (if applicable).

The ELLP shall review the Spanish language textbooks andinstructional materials to be used in the Dual Language Program toensure that they are aligned with the CEF and that they arecompatible with the Englishlanguage textbooks and instructionalmaterials used in the ELL and English-only classes at that school.

The CCSD shall allocate operating funds to ensure that textbooksand instructional materials are available in all classes in a schooloffering the Dual Language Program.


The State of Nevada requires teachers who teach EnglishLanguage Learner students to hold a Bilingual or TESLendorsement (see Appendices O and P). The State of Nevada doesnot require principals of Dual Language Schools to hold a

Bilingual or TESL endorsement. In selecting principals for duallanguage schools, however, the CCSD shall take into accountwhether the candidates have training regarding Dual LanguagePrograms, Bilingual Education, or TESL and/or an interest inworking in a school offering such programs.

2. Secondary

At the secondary level, two ELL approaches are recommended IntensiveEnglish Model and Sheltered Content Model.

Many teachers and administrators in the district have received intensive trainingin High Quality Sheltered Instruction (HQSI) strategies and techniques using theSheltered Instruction Observation Protocol (SIOP) components. The eightcomponents that comprise this best practice ESL instruction are beneficial to theEnglish Language Development of ELL students.

a. Intensive English Model

(1) DescriptionThe Intensive English Model is an integrated language and contentapproach that focuses on the incorporation of content material into

language classes and on the use of language learning strategies inorder to prepare English Language Learner students for contentarea classes. The Intensive English Model includes extendedperiods of English instruction using a variety of materials. Thesematerials focus on English grammar, reading and writing skills,learning strategies, and literacy concepts. At the high school level,students are able to earn credit toward graduation in required coresubject areas. (See Appendix R for suggested secondary courseofferings.)

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(2) Availability

The Region Superintendent or designee, the AssociateSuperintendent of Student Support Services, the Director of ELLP,and the principal of the school shall determine if a school is onethat shall offer the Intensive English Model.

(3) Entry Criteria

To be eligible for this program, students must be enrolled in one ofthe schools offering the Intensive English Model, and be classifiedas non-English or limited-English proficient.

(4) Resources

Along with the staff and curricular resources provided to allschools, schools using this model shall utilize appropriate texts andinstructional resources as recommended by ELLP.


Teachers using the Intensive English Model must have a TESL orbilingual endorsement.

b. Sheltered Content ESL Instruction

(1) Description

The Sheltered Content ESL Instruction Model is an integratedcontent language approach. The goal of the integrated Sheltered

Content Instruction Model is for ELL students to develop Englishlanguage skills in content classes. Secondary ELL students have alimited time to become academically proficient in English.Therefore, they must learn both English and academic content asquickly as possible. English is taught through content areas byincluding a strong language development component. The purposeof the language development component is to teach Englishlanguage learners to communicate (listen, speak, read, and write)in English. This component takes into account the ELL studentscurrent English language proficiency level and guides the teacherin providing the appropriate instruction for each level. This model

is implemented at the secondary level in both self-contained andintegrated classrooms. A self-contained classroom consists of onlyELL students grouped together for instruction. An integratedclassroom consists of students who need ELL services and nativeEnglish speakers. At the high school level, this model also allowsstudents to earn credit toward graduation in required core subjectareas. Emphasis is on cooperative learning, hands-on activities,visuals, demonstrations, modeling and sheltered vocabulary.

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(2) Availability

Each school with ELL students in grades 6 through 12 should offerthe Sheltered Content Instruction Model.

(3) Entry Criteria

The placement of students who qualify for Sheltered ContentInstruction is based on the assessment in Section II.b.and thereassessments outlined in Section IV.a.

(4) Resources

Schools implementing the sheltered content model will utilizedistrict-adopted texts, as well as approved supplementary ELLresources.


Teachers using the self-contained sheltered content model shallhave a TESL or bilingual endorsement and shall be endorsed intheir content areas. Teachers using the integrated sheltered contentmodel shall be endorsed in their content areas and encouraged toobtain their TESL endorsements.

(6) Student PlacementThe following are recommended guidelines for ELL studentplacement in secondary program models:

Students classified as non-English proficient will receive atleast two periods of Intensive English Language Development(ELD) and two periods of Self-Contained or IntegratedSheltered Content Instruction.

Students classified as limited-English proficient will receivetwo periods of Self-Contained Intensive English LanguageDevelopment (ELD) focusing on academic literacy skills.These students will also receive Self-Contained or IntegratedSheltered English Instruction in the academic content areasappropriate for their grade level.

Academic progress of ELL students placed in mainstreamclasses will be reviewed by ELLP and/or school personnel.

B. Student Performance Evaluation

1. CCSD Grading and Reporting Guidelines

Teachers of ELL students at both the elementary and secondary levels shallfollow the same CCSD policy and guidelines for all students when determininggrades for ELL students. The relevant policies include: (1) CCSD Regulation

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5121, which addresses student progress and grading for grades one throughtwelve; (2) CCSD Regulation 5121.1, which addresses grading for SpecialEducation for grades six through twelve; and (3) CCSD Regulations 5122, 5121,and 5121.1 which address Reporting to Parents. Guidelines for grading andevaluating elementary and secondary ELL students are outlined in the CurriculumEssentials Framework, K-5 (CEF) and Secondary (6-12) Syllabi published by theCCSD Elementary and Secondary Curriculum and Professional DevelopmentDepartment.

Elementary teachers who are working with ELL students are required to teach theobjectives stated in the CCSD CEF. Elementary teachers shall determine gradesof ELL students based on their progress toward, and achievement of, CCSDobjectives.

Secondary teachers working with ELL students are required to teach theobjectives stated in the specific content area syllabus created and approved byCCSD. Teachers of ELL students shall determine grades based on their progresstoward, and achievement of, the CCSD objectives.

2. Promotion and Retention

The principal at each school shall ensure that CCSD Policy 5123 on promotion isfollowed in determining whether an ELL student should be promoted or retained.As with non-ELL students, ELL students may be retained. In the case of an ELLstudent, the principal shall ensure that ELL students are not retained based solelyon the students inability to perform in the English language. In making adetermination of whether an ELL student should be retained, the principal shallensure that careful consideration is given to the range of services and optionsavailable prior to making the decision to retain a student. Adjustments or changesto the students educational program may be necessary in order to avoid retention.

Teachers should contact the schools ELL Specialist/ELLP for assistance.

As with English Exclusive students, retention concerns should be ongoingthroughout the year. CCF-731 Retention Guidelines must be followed. If thedecision is made to retain an ELL student, the principal shall ensure that thestudent receives significantly different services during the year following theretention.

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SECTION IV: REASSESSMENT, RECLASSIFICATION, AND MONITORING

A. Reassessment

State regulations require that the District reassess ELL students every year to determinewhether the pupils proficiency in English is fluent and he is able to succeed in courses ofstudy that are taught only in English. (See NAC 388.645, Appendix C.)

Reassessment by Referral: Another method for reevaluating a student is referral by eithera parent or teacher/counselor to the ELL Specialist. A parent or teacher may make thisreferral at any time during the school year. Such a referral should be based on evidencethat the student could be successful in English-only classes. The procedure forconducting a reevaluation from a teacher or parent referral is as follows:

1. The regular classroom teacher, the parent, or the counselor completes a Referral forReclassification and Reinstatement Form and submits it to the ELL Specialist. (SeeAppendix S for Referral Form.)

2. The ELL Specialist and the teacher meet to discuss the students progress and toreview documentation to support that the student could be successful in English-only

classes. Examples of documents to be reviewed include grades in core subjects, testscores, and writing samples.3. Upon completion of the testing, the Itinerant Tester shall score the test and complete

the Update Testing Sheet. (See Appendix T for Update Testing Sheet.)4. Based on the criteria reviewed in IV.b. below, the student may be reclassified. (See

Section IV.b. below for criteria and procedures for reclassifying students.)5. The Itinerant Tester shall send the updated test scores to the student database manager

in ELLP. The Itinerant Tester shall place a copy of the Update Testing Sheet in theELLP Student Assessment Portfolio.

B. Reclassification

State regulations state that the District may reclassify an ELL student only if:

1. The pupils academic performance and his proficiency to comprehend, speak,read and write English is assessed by his teacher and the teacher documents hisrationale for recommending the pupil for courses of study which are taught onlyin English without further instruction in the English language;

2. The parent or legal guardian of the pupil is (see Appendix S):a. Notified, in the primary language of the parents or legal guardian, that the

pupil is being considered for reclassification;b. Given an opportunity to review the data relating to the performance of the

pupil; andc. Allowed to participate in the determination of whether the pupil should bereclassified; and

3. The school district administers to the pupil an examination selected by the Districtfrom a list of examinations approved by the department to assess the pupilsproficiency to comprehend, speak, read and write English and the pupil obtains ascore on the examination that is equal to or greater than a score for a person whois fluent in speaking, reading and writing English, as established by the publisherof the examination. NAC 388.645.2, Appendix C.

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C. Methods for Reclassification

Consistent with State regulations, the CCSD has determined that ELL students may bereclassified using the recommended language proficiency assessment or by othermethods. Each of these methods is described below.

1. Reclassification Using LAS: ELLP may reclassify a student using the LanguageAssessment Scales (LAS) based on the criteria below:

a. If a student is in first grade and is classified as non-English proficient andthe student obtains a standard score between 62 and 81 on the Pre-LASOral, the student will be reclassified as limited English proficient, and thestudent will remain eligible for ELL services. If a student classified non-English or limited-English proficient scores 82 or higher on the Pre-LASOral, the student will be reclassified as fluent-English proficient withmonitoring.

While the student is considered fluent-English proficient, the school willmonitor the student for at least two school years to make certain that the

student is succeeding in an English-only class. (See Section IV.D. belowfor required monitoring of these students.)

b. ELLP may reclassify students in grades 2 through 12 using the LAS with acombined Oral, Reading and Writing score of 241 or greater. ELLP mayreclassify a student coded limited-English proficient who obtains acombined standard score of 241 or higher as fully English proficient, withmonitoring. (See Section IV.B. above regarding notification to parentsprior to reclassification.) The school shall monitor a student reclassifiedas fluent-English proficient for at least two years. (See Section IV.D.below for required monitoring for students reclassified as fluent-English

proficient.)

2. Reclassification Using Methods Other than the LAS: ELLP also may reclassify astudent as no longer needing ELL services if the student can demonstrateacademic proficiency in reading and writing in English within the average rangefor English-only students.

Thus, the CCSD has determined that reclassification may occur if a combinationof the following criteria are met:

a. The Iowa Test of Basic Skills (ITBS): Students in those grades at which

the ITBS is administered may be mainstreamed to English only if theyscore at or above the 26th percentile on the Reading Composite and theLanguage Composite section.

b. Nevada High School Proficiency Examination: Students in grades elevenand twelve may be exited from ELL services if they score at or abovepassing score(s) on the reading, writing, and math portions of the NevadaHigh School Proficiency Examination.

c. Standards-Based Assessment Program: (SBAP) Students in grade onemay be mainstreamed from program participation if they score at or abovethe 26th local percentile on the reading portion of the (SBAP). Students in

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grades two through five may be mainstreamed from program participationif they score at or above the 26th local percentile on the reading andwriting portions of the SBAP.

d. Other: Students in grades two through twelve may be mainstreamed intoEnglish only if a review of data listed in criteria 1 through 3 above, incombination, indicates that the students are capable of functioningsuccessfully in English-only classes.

This decision can be reached only if it is the consensus opinion of acommittee consisting of at least the principal or administrative designee,the ELLP designee, and the classroom teacher(s). As an example, if astudent scores at level 3 on the LAS reading and at the 26th percentile onthe Language Composite section of the ITBS, the decision may be made toreclassify this student. This decision shall be documented on the EnglishLanguage Learner Student Reclassification Using Combined Data SourcesForm. (See Appendix U for reclassification form.)

3. Classify Students as Fluent-English Proficient with Monitoring: A student isclassified as fully-English proficient with monitoring when a student is

reclassified using criteria 1 and 2 above. (See Section IV.B. regardingnotification to parents prior to reclassification.) The school shall monitor for twoyears any students reclassified as fluent-English proficient. (See Section IV.D.below.) The District also will ensure that reclassified students are appropriatelyplaced in general education classes.

4. Active Student List: The reclassification of students will be reflected on theActive Student List, which is generated weekly and made available by the ELLPdatabase manager. Individual student information may also be found on themainframe computers SASIxp Data Inquiry (Option 19. Data Inquiry Menu).

D. Monitoring Progress of Students Who are Mainstreamed to English-Only Classes

Each school shall monitor all reclassified students for two years. The purpose of thismonitoring is to ensure that the students have no grades below a C in each class and areno longer in need of language acquisition assistance.

This monitoring shall include periodic contact with the students teacher to ascertainstudent progress. The school also shall review the students report card each quarter ortrimester to review the students academic and citizenship grades and attendance andshall note the students progress on the Two Year Monitoring of Reclassified StudentForm. (See Appendix V.) To be considered academically successful, a student should

have no grades below a C in English, math, science or social studies.

If, as a result of monitoring, evidence indicates that the student is not being successful inEnglish-only classes and needs further language acquisition assistance, the school shallinitiate a Referral for Reclassification/Reinstatement Form (see Appendix S) and ELLPshall administer the LAS Oral, Reading and Writing to ascertain if the students Englishproficiency has diminished. If the student obtains a combined standard score of 240 orless, the student shall be considered reinstated into an ELL program or enrolled in anacademic remediation program. If the student scores 241 or higher, the student willremain in English-only classes, and the school shall continue to monitor that student. If

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the student is determined to be academically unsuccessful, the school and the appropriateteachers will seek out other services for the student in order to address any academicdeficiencies. Prior to making any changes, the ELLP designee and the principalsdesignee shall meet with the parents to discuss the recommended changes.

E. Transfer of ELL StudentsThe designated office staff at each school shall ensure that any student transferring fromone school to another within the CCSD has his or her participation in an ELLP program

documented on the Elementary Student Release and Transfer Form (CCF-702) or thePupil Release and Transfer-Secondary (CCF-740). (See Appendix W.)

F. Withdrawal of ELL StudentsIf a student is withdrawing and transferring to a school outside the district, the designatedoffice staff at the school shall ensure that the ELL Student Assessment Portfolioaccompanies the student cumulative folder to the Student Records Center.

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SECTION V: PROGRAM REVIEW PROCESS

A. Purpose

The purpose of the ELLP review in Clark County School District is to assess theeffectiveness of the models of instruction as they relate to the following programcomponents: Educational practices, services, instructional methodologies and resources; Qualifications and training of program staff; Identification of the students eligible for services; Initial and on-going assessment of English language proficiency and student progress;

and Procedures for exiting students from the program and for monitoring their progress in

English-only classes.

The Associate Superintendent of Student Support Services Division, in cooperation withthe ELLP staff, will coordinate the program review. The district shall identify specificgoals that relate directly to the program components listed above.

The program review will consist of data gathering and analysis and of on-site visits toverify those portions of the self-evaluation that need to be observed. Section B belowoutlines the goals that will be assessed in the program review. As part of the annualprogram self-evaluation, the CCSD will review the goal statements for possiblemodifications.

B. GoalsThe ELLP compliance checklist (see Appendix X) incorporates all of the goals listed

below.

1. Students eligible for English Language Learner Program services will be provided

English language development instruction that is: A recognized method of teaching English as a Second Language, as required

by theELLP Procedures Manual; Recognized as educationally sound; Of sufficient scope and quality to meet the English language development

needs of the students; Consistent with identified instructional methodologies that, through research,

have been found to be effective; An adaptation of the existing district curriculum and designed to meet state-

adopted content and performance standards; and Utilizing appropriate resources to meet both the English language

development needs and the curriculum content.2. All instructional staff teaching in Transitional Bilingual Education classrooms

will possess the necessary certification endorsements as required by state statutes.3. Teachers responsible for English language development and content area

instruction will receive staff development to provide them with the necessarytools to meet the unique instructional needs of ELL students.

4. All students, as they enroll in the Clark County School District for the first time,will have a Home Language Survey completed by the students parents orguardians, to determine the possible need for English Language Learner Program

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services, and will immediately be enrolled in school and assigned to aclassroom(s) at the time of registration.

5. All students who, as a result of the responses on the Home Language Survey mayneed ELL services, will be assessed for English language proficiency and placedin the appropriate ELL Program setting within 30 calendar days of enrollment.

6. All students enrolled in ELL programs will be reassessed each year to measureprogress in English language development and determine if students are eligibleto exit ELL programs.

7. At least ten percent of the non-English proficient students who have been enrolledin the CCSD for at least one year will be reclassified as limited-English proficient.

8. At least ten percent of the students reassessed each year will be eligible to exit theprogram and will be monitored for two years.

9. All students who exit the English Language Learner Program based on theassessment of the English language proficiency or on English reading and writingperformance based on norm-referenced or criterion-referenced tests will bemonitored for two years to determine if the students are demonstrating academicsuccess in English-only classes. Following monitoring, a procedure will be put inplace to ensure that the students who have fully exited the program aremaintaining academic success.

10. Students enrolled in the English Language Learner Program will be promoted tothe next grade at the end of the school year at the rate equal to, or within a rangeof five percentage points, the promotion rate of CCSD as a whole.

11. Twelfth grade students, who at anytime during their school careers were enrolledin the ELL Program and were continuously enrolled in the Clark County SchoolDistrict for six or more years prior to their graduation dates, will earn sufficientcredits and pass the necessary state proficiency examinations to enable them toearn a high school diploma at a rate equal to, or within a range of five percentagepoints, the graduation rate for the school as a whole.

12. Ninety-five percent of ELL students enrolled during the testing period in grades3-10, will participate in state-mandated ITBS and Writing Proficiency testing as

defined in the states Guidelines for the Conduct of the Nevada ProficiencyExamination Program.

C. Program Review Process

The initial program review took place during the 1999-2000 school year at eightelementary schools (one bilingual site and seven ESL sites), at four middle schools, andat four high schools. Schools were selected to represent sites with large populations,moderate populations, and small populations of ELL students. For each year after the1999-2000 school year, the ELLP shall select 16 schools to participate in the programreview process.

D. Information Collection Methods

The Director of ELLP , in cooperation with the Instruction Unit and Student SupportServices, will select program review teams. Each program review team will gather bothobjective and empirical data. This data will include, but will not be limited to: Teacher certification records; Records of staff development activities; Student enrollment worksheets;

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Test records from Language Assessment Scales, ITBS, and Standards-BasedAssessment Program;

ELL Student Assessment Portfolios and records of student reclassification; Monitoring records of students who exited ELL Program; Promotion and retention records; and Observation checklists.

The program review teams will use an observation checklist to assess: The types of program models offered, The educational soundness, Scope and quality, Instructional methodologies, Resources used as a part of ELL instruction, and Evidence of adaptation of existing content area curricula.

E. Review and Analysis of Data

The program review teams will gather the data listed above, analyze the data as they

relate to the stated goals in the compliance checklist (see Appendix X), identify goals thatthe school failed to meet, and recommend modifications or corrective actions that theschool should undertake. Each program review team shall write a report of its findings,commendations and recommendations. As discussed more fully in Section F below, theprogram review team will meet with appropriate site-based staff to review their findingsand to assist the school in developing an improvement plan to remedy the findings.

In making findings, the team will include specific information or data regarding eachgoal. For example, for Goal 1 (program) the report will include a description of theprogram or programs offered at a school. For Goal 3 (staff development) the report willdescribe the staff development activities that occurred, how these activities support the

program or programs offered at the school and the staff who participated in the activities.For Goal 4 (Home Language Survey) the report should discuss how many files werereviewed, how many files had the HLS, and how many did not.

F. Plan for Modification/Improvement

Whenever a program review team finds goals that a school has not met, ELLP willschedule a meeting with the school administrative and ELL instructional staff to reviewits findings. If appropriate, the team will make recommendations of corrective actionsthe school may wish to consider. In conjunction with the review process team, the schoolstaff will develop an ELL improvement plan that will address:

Goals the school failed to meet; Corrective actions to be taken; Time in which the corrective actions will occur; and Staff member(s) responsible for ensuring that the corrective actions have taken place.

The school shall implement the plan within the timeline outlined in the plan. Theprogram review team will continue to monitor any school sites in which stated goals werenot attained to ensure that the school implemented its program improvement plan.Schools that were able to meet all of the stated goals will continue to be monitored, but toa lesser degree.

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G. District Plan

Based on the issues or problems identified in the reports for individual schools, the ELLPshall develop a district plan to address any systemic problems or issues found and shallensure that this plan is implemented for the following school year.

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Appendix A: Effective ELL Practices

SHELTERED INSTRUCTION

1. Lesson Preparation

Content Objectives and LanguageObjectives

Supplementary materials for clarity andmeaning (hands-on manipulatives, realia,pictures, visuals, multimedia,demonstrations, related literature, adaptedtext, graphic organizers)

Adaptation of content (graphic organizers,outlines, leveled study guides, highlightedtext, taped text, adapted text, jigsaw textreading, marginal notes)

5. Interaction

Questioning to elicit ideas, opinions, answersand to encourage elaboration

Balance of talk between teacher and students Talk among students pairs, triads, small

groups Wait time for student response Varied grouping configurations that support

the language and content objectives of thelesson

2. Building Background

Concepts linked to the students background Links between past learning and new

concepts Explicit teaching of key vocabulary

6. Practice/Application

Hands-on materials and/or manipulatives for

practice activities to apply content andlanguage knowledge

Activities to integrate all language skills

3. Comprehensible Input

Appropriate speech Explanation of tasks Techniques (modeling, visuals, hands-on,

demonstrations, gestures, body language)

7. Lesson Review and Assessment

Review of key vocabulary Review of key content concepts Regular feedback to students Assess student comprehension and learning of

all lesson objectives throughout the lesson(spot checking, group response)

8. Effective Lesson Delivery

Content objectives supported by lessondelivery

Language objectives clearly supported bylesson delivery

Students engaged 90% to 100% of the time Pacing of the lesson appropriate to the

students ability level

4. Strategies

Metacognitive matching, problem-solving,clarifying

Cognitive individual mental or physicalmanipulation of material for learning

Social/Affective Interaction with a group

Scaffolding

Verbal paraphrasing, think alouds,defining

Procedural explicit teaching, modeling,practice with others, independentapplication

From: Echevarria, Jana, et, al.

Making Content Comprehensible for English LanguageLearners, Allyn and Bacon, 2000.ISBN 0-205-29017-5 haj 10-02

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Appendix B: District Policy-6165

CLARK COUNTY SCHOOL DISTRICT POLICY6165

PROGRAMS AND SERVICES FOR ENGLISH LANGUAGE LEARNER STUDENTS

a. Students whose primary language is other than English cannot effectively participate in

general education instruction until they have developed proficiency in listening, speaking,reading and writing English. To assist these English Language Learner (ELL) studentsin gaining English proficiency, the Clark County School District (District) shallimplement a range of services and programs.

b. All ELL students shall be appropriately identified, assessed, and placed in programs.

c. Any school that has ELL students enrolled shall offer the appropriate services andprograms to ELL students, and each school shall have the qualified staff and theappropriate resources necessary to provide programs and services to ELL students. Theprincipal, in consultation with the English Language Learner Program and the Division of

Instruction, shall determine the services and programs to be offered at a school. Theprogram offered at each school shall be based on research and shall provide age-appropriate levels of English proficiency. In addition, the program shall be: aligned withthe District curriculum; taught using the content strategies and thinking processes thatstudents encounter as they pursue an education in the District; and reflect the manycultural and linguistic backgrounds represented by ELL students enrolled in the District.

d. The Superintendent annually shall review and monitor the programs and servicesprovided to ELL students to determine whether ELL students are being providedappropriate services and programs and whether ELL students are gaining proficiency inlistening, speaking, reading and writing English.

e. The English Language Learner Program Department shall develop procedures toimplement this policy.

Legal Reference: NRS Chapter 388 System of Public InstructionReview Responsibility: Student Support Services DivisionAdopted: [5/26/93]Revised: (11/9/00)Pol gov Rev: 6/28/01

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Appendix C: Nevada Administrative Code

Instruction of Certain Pupils WhosePrimary Language Is Not English

NAC 388.600Definitions. (NRS 385.080, 388.405)As used in NAC 388.600 to 388.655,inclusive, unless the context otherwise requires, the words and terms defined in NAC 388.605,

388.610 and 388.615 have the meanings ascribed to them in those sections.(Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.605Bilingual program of instruction defined. (NRS 385.080,388.405)Bilingual program of instruction means a program of instruction for English languagelearners in which pupils are taught the English language and the content of other courses of studyis taught using the pupils primary language.

(Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.610English language learner defined. (NRS 385.080, 388.405)Englishlanguage learner means a pupil whose:

1. Primary language is not English;2. Proficiency in English is below the average proficiency of pupils at the same age or gradelevel whose primary language is English; and

3. Probability of success in a classroom in which courses of study are taught only in Englishis impaired because of his limited proficiency in English.

(Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.615Program of instruction that teaches En

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