HANDBOOK - PGCPS. Kathy Andrews, ... We hope this handbook serves as a resource to ... German...

HANDBOOK

DEPARTMENT OF PUPIL SERVICES AND GUIDANCEOFFICE OF GUIDANCE AND COUNSELING SERVICES

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLSUPPER MARLBORO, MARYLAND 20772

Dr. André J. Hornsby, Chief Executive Officer

PGIN 7540-8043MISC-284 (2/05)

INTERNATIONAL STUDENTGUIDANCE OFFICE

BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY,MARYLAND

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Beatrice P. Tignor, Ed.D, ChairHoward W. Stone, Jr., Vice ChairJohn R. (Jack) Bailer, MemberAbby L. W. Crowley, Ed.D,Charlene M. Dukes, Ed.D,Robert O. DuncanJudy G. Mickens-MurrayJosé R. MoralesDean Sirjue, MemberMorgan A. Shepard, Student MemberAndré J. Hornsby, Ed.D., Secretary/Treasurer and Chief Executive Officer

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DIVISION OF STRATEGIC PLANNING AND SCHOOL SUPPORT

Dr. Wesley L. Boykin, Chief Administrator

DEPARTMENT OF PUPIL SERVICES AND GUIDANCE

Dr. Kathy Andrews, Director of Pupil Services and GuidanceMs. Terry Hamlin, Coordinating Supervisor of Pupil Services

and Guidance

INTERNATIONAL STUDENTGUIDANCE OFFICE

http://www.pgcps.org/~isgo/index.html

JUDY HOYER FAMILY LEARNING CENTER8908 RIGGS ROAD

ADELPHI, MD 20783Phone: (301) 445-8460

Fax: (301) 445-8464

International Student Guidance Office Staff

Beverly Pariser-Foster, International Student SpecialistSilvia Hoke, International Student CounselorHector Aguiñiga, International Student CounselorPatricia Chiancone, International Student CounselorDoris Rodgers, Outreach CounselorMary Nieter, Outreach CounselorJohn Haslinger, Outreach CounselorEstella Auchter, SecretaryVilma Bascope, ISGO Parent Liaison

Revised February 2005

TABLE OF CONTENTS

Introduction 1

Definitions 2

Services 4

Location 6

Admission Information 7

Enrollment Process 9

Enrollment Information for Parents 10

Enrollment Information for Parents (Spanish) 11

Guidelines for Grade Placement of International Students 12

Exchange Students 16

Prince George’s County High School Students 20 Participating in Exchange Programs

English Language Proficiency Tests 21

ISGO Resources for School Personnel 22

English for Speakers of Other Languages (ESOL) 23

ESOL Centers 27

Testing Policy for ESOL Students 28

Middle School ESOL Courses 30

High School ESOL Courses and Credits 31

ESOL Resources 33 Parent Involvement Specialist

ESOL Crisis Resource TeacherDual Language Assessment Team (DLA Team)

Interpreter /Translator ServicesAccessing Interpreter Service through Pupil Services 34

General Guidelines for Foreign Language 35Interpreters

Procedures for Enlisting Interpreter Services 36Translations on the Web 37Counselor Guidelines for Facilitating a Conference 38

with an Interpreter

Appendix A - Policies and Procedures Plyler v. Doe 39Related Administrative Procedures 40

Appendix B - Forms

IntroductionMaryland is often described as “America in miniature” because of its geographic variety. The state alsohas a long tradition of cultural diversity. Established in 1635 as a refuge for English Catholics fleeingreligious intolerance, Maryland became a major destination for immigrants from Germany, Ireland, andItaly in the 1800s. From 1820-1920, Baltimore was the nation’s largest port of embarkation, welcomingmore than 1.4 million newcomers from abroad (Maryland Office of New Americans, 1994). Today,Maryland continues to attract newcomers. Although a relatively small state (19th in population), it ranks10th among states with the highest immigrant populations according to the 2000 United States CensusReport. Approximately 17, 000 new immigrants settle in Maryland each year and Montgomery andPrince George’s counties receive the largest numbers of newcomer families in Maryland (MarylandOffice of New Americans 2001).

The International Student Guidance Office enrolls over 5,000 new students each year. In addition to newimmigrants, the international population in Prince George’s County Public Schools includes the childrenof exchange professors and researchers, university students, embassy employees, and refugee families.Our international population is very diverse with our students representing 148 countries and 140languages. Many of these students come from school systems that are quite different from our own.These school systems may have different beginning and ending dates for their school year, lengths ofrequired years of attendance, teaching approaches, curriculum content, grade systems and quality ofinstruction. Some of our students come with interrupted education due to political situations in theircountries and some come from very competitive school systems.

International students have many adjustments to make upon entering a new school system. Thecounselors at the International Student Guidance Office (ISGO) help international students and theirfamilies make a smooth academic and cultural transition to their new schools in Prince George’s County,as well as providing resource services to school staffs.

This handbook has been prepared to update school personnel on the admission policies and proceduresfor international students, to explain the role and services of the ISGO, to offer practical suggestions forworking with international students, and to list resources available for providing a variety of services toour newcomer students and families.

As our community becomes increasingly diverse, our schools face the challenge of welcoming allchildren, and helping them attain their personal best. We hope this handbook serves as a resource toassist schools in reaching these goals with our international population.

“It is not our purpose to become each other, it is to recognize each other, to learn to see the other and honor him for what he is”.

Herman HesseGerman author, poet and recipient of the

1946 Nobel Prize for Literature

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DEFINITIONS

United States Citizen: A person who was born in the United States or on United States propertyoverseas. A child may be a U.S. citizen even if the parents are not. A person may become a UnitedStates citizen through a process known as naturalization.

Naturalized Citizen: Lawful permanent residents are eligible to apply for U.S. citizenship through aprocess called naturalization. The person must reside in the U.S. for 5 years, be 18 years old or older,and go through a series of requirement procedures set by the U.S. government. In some cases, minorchildren of naturalized citizens may become citizens automatically.

Immigrant: A foreign-born individual who has been admitted to reside permanently in the United Statesas a lawful permanent resident. He/she is issued an Alien Registration Receipt Card.

Non-Immigrant: An individual who enters the United States for a limited period of time. He/she isissued a nonimmigrant visa, valid for a specified length of time. The term also includes those who enterwithout a nonimmigrant visa or documentation.

Refugee: A person outside of the United States who seeks protection on the grounds that he/she fearspersecution in his/her homeland.

Asylee: A person already in the United States who has asked to remain here because he/shefears persecution in the home country.

International Student: Any student in Prince George’s County Public Schools who was not born in theUnited States or has a primary language other than English.

Foreign Student: A student who is not a U.S. citizen, including all immigrants and non-immigrants. Thestudent’s status is based on where he or she was born, and not the citizenship of the parents.

Foreign Exchange Student: A high school student who is part of a United States Department of Staterecognized exchange program and who is attending our schools for one year for a cultural, educational,and social experience.

ESOL Program: English for Speakers of Other Languages. The Program in Prince George’s CountyPublic Schools that teaches English as a second language to students who have a primary language otherthan English.

NEP/LEP: Non or Limited-English Proficient. A student who:• was born outside of the United States and whose native language is not English;• comes from an environment (in or outside of the United States) where a language

other than English is dominant; or

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• is an American Indian or Alaskan Native and comes from an environment where a language other than English has had a significant impact on his/her level of

English language proficiency; and has sufficient difficulty reading, writing, or understanding the English language and whose difficulties may deny the student the opportunity to learn successfully in classrooms where the language of instruction is English.

Language Minority Student: A student who meets one or more of the first three criteria stated above.When evaluated in listening, speaking, reading, and writing English, the student may or may notdemonstrate a need for instructional assistance in English.

English Language Learners: A newer terminology replacing the term Language Minority Student.This term also refers to a student who meets one or more of the first three criteria stated above underNEP/LEP. When evaluated in listening, speaking, reading, and writing English, the student may or maynot demonstrate a need for instructional assistance in English.

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Prince George’s County Public SchoolsInternational Student Guidance Office

Services Available

It is the mission of Prince George's County Public Schools to ensure that all students acquire knowledgeand develop skills and understandings that will enable them to become productive citizens andlifelong learners in a technological, diverse society.

The mission of the Prince George’s County Guidance and Counseling Program is to assist and encourageself-understanding and responsible self-direction in all students, from kindergarten through satisfactorycompletion of diploma requirements. As such, the Guidance and Counseling Services Program serves aunique and necessary function in the educational process. It is a coordinated effort involving home,school, and community.

The International Student Guidance Office supports this mission by offering the following services to ourinternational families and school staffs:

1. Register and place all students not born in the United States and all U.S. Citizen students who have English as a second language.

2. Counsel foreign and language minority students with social, academic and other concerns.

3. Register, schedule, and place all foreign exchange students.

4. Evaluate foreign transcripts for secondary students.

5. Consult with school teams (SIT, SST, SSST) and the Dual Language Assessment (DLA) Team when culturally and linguistically diverse students are referred for assistance.

6. Provide educational and/or cultural information about international students to school personnel.

7. Provide information to “newcomer” families about our school system and its programs. Conduct “newcomer groups” for students as a follow-up to registration.

8. Maintain statistical data on the number of international students, countries and languages represented.

9. Conduct workshops/in-services on cross-cultural communication and other multicultural topics for the school system.

10. Work with school based counselors to provide crisis intervention to international and language minority students and their families.

11. Act as a liaison between the school system and community organizations such as the Health Department, Department of Social Services, Department of Protective

Services, the Spanish Catholic Center, Refugee Services, Bureau of Citizenship andImmigration Services, CASA de Maryland, etc.

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12. Provide resources and referral information to international and language minority students and their families, including information to parents about Head Start, Adult Education, Prince George’s Community College and other institutions outside the school system.

13. Assist, in conjunction with the ESOL Program, in the training of interpreters and in matters relating to the translation of school system documents.

14. Provide information to schools and workshops for students on special testing requirements for language minority students in the college admissions process.

15. Conduct financial aid and college preparation workshops in Spanish for parents of studentsplanning to attend post-secondary institutions.

16. Maintain the “Verification” and payment process for sign and foreign languageinterpreters.

Outreach Counselors

Outreach Counselors work in collaboration and through consultation with schools to assist EnglishLanguage Learners (ELLs) in achieving Prince George’s County Public Schools Priority Goals and theOffice of Guidance and Counseling Services’ Priority Goals.

Outreach Counselors:

Serve as a resource to school-based counselors. They work in collaboration with counselors and ESOLteachers to identify issues of concern relating to English language learners, and in conjunction withschool staff, work to implement solutions.

Conduct newcomer groups for educational and cultural adjustment support as a follow-up to registrationat the International Student Guidance Office. Work in collaboration with schools to provide workshopsfor parents/guardians of ESOL students on topics such as study skills, accessing school and communityservices, transitioning through school levels and preparing for post secondary education.

Advocate for ESOL students and their families at service providing agencies in the community.

Support services initiated by the International Student Guidance Office such as college fairs, financial aidworkshops in Spanish, test preparation for language proficiency tests used for college admissions, etc.

Provide a comprehensive and planned weekly schedule, maintaining a daily log of all contacts, anddocumenting outcomes of services provided at ESOL Center schools.

Assist new counselors at ESOL Center Schools in developing competencies and resources for workingwith language minority students.

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LOCATIONINTERNATIONAL STUDENT GUIDANCE OFFICE (ISGO)

JUDY HOYER FAMILY LEARNING CENTER8908 RIGGS ROAD

ADELPHI, MARYLAND 20783PHONE: 301-445-8460

New Hampshire Ave. FAX: 301-445-8464 Exit 28 B

Powder Mill Rd.

Oakview Drive Mt. Pisgah

Adelphi Rd. Riggs Road

Northampton Metzerott Rd.

Cool Spring E S

New Hampshire Ave. Riggs Rd.

ISGO University Blvd.

Directions From The South: Exit Beltway (Rt. 495) at New Hampshire Ave. South, Takoma Park (Exit28B). Merge into the left lane. At the fourth traffic light turn left at Metzerott Rd. At first light, turnright on Riggs Rd. The Judy Hoyer Family Learning Center is on the right, adjacent to Cool SpringElementary School. The International Student Guidance Office is on the second floor, Room 266.

Directions From The North: Enter Rt. 95 South towards Washington. Take Exit 29B – Calverton. Thisis Rt. 212, Powder Mill Rd. After 3 miles, Powder Mill Rd. becomes Riggs Road (bear to the left). Justafter crossing Metzerott Rd., the Judy Hoyer Family Learning Center is on the right, adjacent to CoolSpring E. S. The International Student Guidance Office is on the second floor, Room 266.

Direcciones Viniendo Del Sur: En el Beltway (rt. 495) use la salida 28B, New Hampshire Ave. South –Takoma Park. En la cuarta luz de tráfico sobre la New Hampshire Ave. doble a la izquierda en laMetzerott Rd. En la primera luz de tráfico doble a la derecha en la Riggs Rd. El edificio Judy HoyerFamily Learning Center está al lado derecho, al lado de la escuela Cool Spring. La oficina de ISGO estáen el segundo nivel, Salón 266.

Direcciones Viniendo Del Norte: Entre en la ruta 95 South hacia Washington. Tome la salida 29B –Calverton. Esta es la ruta 212, Powder Mill Rd. Después de 3 millas, esta carretera se convierte en RiggsRd. Al atravesar Metzerott Rd., el edificio Judy Hoyer Family Learning Center estará al lado derecho, allado de la escuela Cool Spring. La oficina de ISGO está en el segundo nivel, Salón 266.

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ADMISSION INFORMATION

The admission of international students to Prince George’s County Public Schools is similar to theadmission of students who have U.S. citizenship status. The Board of Education Policy No. 5111provides, among other things, for the enrollment, free of charge, of any student between the ages of fiveand twenty years, whose parent or court appointed guardian is a “bona fide resident” of Prince George’sCounty, except students who have already received a diploma or a certificate from an accredited highschool, Special Education Center or Vocational School.

If a parent or court appointed guardian, who is legally responsible for a student, establishes “bona fideresidence” in Prince George’s County, the child is eligible for free public education regardless of thepupil’s country of origin or immigration status. This position is consistent with the Supreme Court’sdecision on PLYLER V. DOE 457 US 202 (1982). See Appendix A.

A. Enrollment Categories

Students for Pre-K -12 and evening high school in the following categories arerequired to enroll through the International Student Guidance Office (ISGO) beforebeing admitted to their local schools: (Pre-k students may register at their boundary schools. Theinformation needed by the ISGO will be forwarded to the ISGO Office.)

• Students who are not U.S. citizens, regardless of their previous school. This includes other U.S. school systems, including neighboring counties.

• Students who are U.S. citizens but have a primary language in the home otherthan English.

• Students who are U.S. citizens but have been attending schools abroad, and have foreign transcripts or records. (This does not include Department

Of Defense Schools)

This ensures that all information on documents from other countries is recordedcorrectly and that all students with a primary language other than English

receive an English language proficiency screening as required by Federal Regulations.

B. Transfers

Students may transfer schools within the County without going through the InternationalStudent Guidance Office a second time. However, when an ESOL student changes his/heraddress to another boundary, the school should check the “School Finder” or call the ISGO tolocate the appropriate ESOL center school for the new address.

C. Questions and Concerns

If there are any questions pertaining to whether or not a student should enroll through the ISGO, please contact the office at (301) 445-8460.

Special circumstances or problems should be directed to the ISGO so that the needs of thispopulation can be met. In some cases, alternate means of registration may be worked out iftransportation is a problem.

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D. Appointments Required

Families should not be sent to the International Student Guidance Office to enroll unless someone has called for an appointment.

A school representative or a family member should call first to ensure that a counselor will be available (301-445-8460). This will avoid unnecessary trips to the

ISGO since transportation may be difficult and cause a hardship for the family.

A copy of the ISGO Brochure or the ISGO “Enrollment Information for Parents” flier should be given to the family. Both documents have enrollment requirementsand maps. The information is also available on the ISGO web site.

E. Immigration Questions

When families have questions pertaining to immigration, do not recommend that they go directlyto the United States Citizenship and Immigration Services (USCIS). Please refer the families tothe ISGO. The Citizenship and Immigration Services guidelines are complicated and changefrequently. The ISGO maintains a list of referral sources for families who may need furtherassistance.

F. Request for Student Visas (F-1)

Foreign students who come to the United States for the purpose of completing aprogram of studies are required by the United States Citizenship and Immigration Services

(USCIS) to obtain a Certificate of Eligibility of Nonimmigrant (F-1) Student Statusfrom an American educational institution. This document is commonly know as the Form I-20and can be signed only by designated school officials registered with the

USCIS. Prince George’s County Public School System does not participate in this program.However, the counselors at the International Student Guidance Office are familiar with F-1regulations and any inquires about the Form I-20 should be directed to the ISGO.

All good people agreeAnd all good people say,All nice people, like us, are WeAnd everyone else is They.But if you cross over the sea,Instead of over the way,You may end by (think ofit!) looking on WeAs only a sort of They!

-Rudyard Kipling “We and They”

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ENROLLMENT PROCESS

Please request that families call for an appointment before coming to the International Student Guidance Office (ISGO).

A. Information Required

. Families must provide the following documents when registering studentsthrough the ISGO.

1. Birth Certificate 2. Passport, alien registration card (green card) or I-94, optional3. Previous school records, if available

4. Immunization records, if available5. Proof of residence in Prince George’s County6. Parent identification

B. Information Sent to Schools

The following information from the ISGO must be taken to the assigned school by the student once the enrollment process is complete:

1. “ISGO High School or Elementary/Middle School International Student Record and Placement Approval” Form (PS 12 or PS 12B). It is important that school staff copy the student’s name and birth date as it appears on these forms. The ISGO reviews birth certificates and entry documents and records all information as it should consistently appear on all school records.

2. “Prince George’s County Student Registration Form” (PA 14)

3. “Affidavit of Disclosure Form”(PA 15) - If the lease/contract is not provided at the ISGO registration, the family will be directed to take this document to the school. The ISGO will not sign the “Affidavit of Disclosure” or the County Registration Form without proof of address. The school’s registrar will sign the forms when proof of address is presented.

4. A copy of immunization records, if available - If records are not available, information about Health Department Immunization Clinics is given to the

family. The family should show the immunization record from the Health Department at the school prior to completion of the registration process.

5. ESOL testing information and ESOL placement level – If ESOL placement is necessary, the packet will include Form PS 88, “Language Minority Students’ Initial Instructional Assessment” and ESOL Form 17 or 25, “ESOL Teacher Information Forms” (Secondary and Elementary).

6. A Transcript Evaluation - School records cannot always be evaluated during the ISGO appointment. If high school records are available, they will be evaluated for the awarding of credits as soon as possible and will be forwarded to the registrar when completed.

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International Student Guidance Office8908 Riggs Road

Adelphi, Maryland 20783301-445-8460

INTERNATIONAL STUDENT GUIDANCE OFFICEENROLLMENT INFORMATION FOR PARENTS - ENGLISH VERSION

In order to register a student in the Prince George’s County Public Schools, the following is needed:

1. Proof of Residency:

* A house contract, lease agreement or resident manager’s letter is acceptable. If the family is living in the residence of a friend or relative, the homeowner/lease holder must provide a notarized statement signed by both the parent and the homeowner regarding the fact, in addition to the lease. Schools may require additional documentation within 30 days.

2. Proof of Birth/Citizenship:

* Birth certificate - required

* Passport, alien card or I-94 (arrival/departure record), optional.

* Students must be accompanied by the person with whom they live, either a parent, court appointed guardian or legal custodian. Please bring parental/guardian identification.

Information about legal custody may be obtained from the Family Court (301-780-8000)or the Register of Wills (301-952-3250) in Upper Marlboro.

3. Evidence of Up-to-Date Immunizations:

* Maryland law requires every student to be immunized against DPT (diphtheria, pertussis, tetanus), polio, measles (rubella and rubeola), and mumps (MMR). Younger students (1997and after) are also required to have Hepatitis B and Varicella (Chicken Pox) vaccines. Physician documented history of chicken pox disease is acceptable in lieu of vaccine history. Complete dates (day, month, year) for every dose of each immunization are required.

* The Prince George’s County Health Department provides free immunizations. Call (301) 883-7230 for times and locations of clinics.

4. Documentation of Previous Educational Program:

* School records/original transcripts in the native language and official translations are required for high school students. School records for elementary and middle school students should be presented, if available.

PLEASE CALL FOR AN APPOINTMENT BEFORE BRINGING YOUR CHILDREN FOR REGISTRATION.COUNSELORS ARE NOT AVAILABLE EVERY DAY.

December 2004

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Adelphi, Maryland 20783301-445-8460

INTERNATIONAL STUDENT GUIDANCE OFFICEENROLLMENT INFORMATION FOR PARENTS - SPANISH VERSION

Para registrar estudiantes en las escuelas públicas del Condado de Prince George, se necesita lo siguiente:

1. Prueba de Residencia en el Condado:

* Un contrato, prueba de arrendamiento, o carta del arrendador. Si la familia vive con amigos o familiares, una carta notarizada y firmada por los dueños de casa y los padres es necesaria, además del contrato. La escuela puede pedir documentación adicional dentro de 30 días.

2. Prueba de Nacimiento/Ciudadania:

* La partida de nacimiento (requerido )

* Pasaporte, tarjeta de residencia, o I-94, no es requerido, opcional

* Los estudiantes deben ser acompañados por uno de los padres o la persona que tenga custodia legal. Padres/ guardianes deben traer alguna forma de identificación.

• Información sobre custodia legal puede ser obtenida en la Corte Familiar (301-780-8000) o Register of Wills(301-952-3250) en Upper Marlboro

3. Certificado de Vacunación:

* El estado de Maryland requiere, de acuerdo con la ley, que todo estudiante esté vacunado contra D.P.T. (Difteria, Tosferina, Tetano), polio, sarampión (rubela y rubeola), y paperas. Además, vacunas contra hepatitis B y varicela son requeridas de niños nacidos en el año 1997 o después. Si el niño tuvo varicela, es aceptable traer documentación médica de la enfermedad. La fecha completa de cada aplicación debe ser incluida con día, mes y año.

* El Departamento de Salud del condado de Prince George tiene clínicas para aplicación de vacunas. Llame al (301) 883-7230 para hacer una cita.

4. Certificado de Educación Previa:

* Record de la escuela o libreta de calificaciones original, y una traducción oficial es requerido para los estudiantes de la escuela secundaria. Para estudiantes de primaria, presente Certificados escolares si los tiene.

POR FAVOR LLAME POR TELEFONO PARA HACER UNA CITA ANTES DE REGISTRARA SUS HIJOS. LOS CONSEJEROS NO ESTAN DISPONIBLES TODOS L0S DIAS.

December 200411

GENERAL GUIDELINES FOR GRADE PLACEMENT OF INTERNATIONALSTUDENTS

The general philosophy regarding grade placement of international students is that whenever possible,the student should be placed with the peer group. This is especially important when the student’s primarylanguage is other than English. An English Language Leaner (ELL)) student who is placed far below hispeers will not benefit from social interaction which is the primary form of learning English.

During the registration process, the International Student Guidance Office (ISGO) counselor considersthe following information in recommending grade placement: the actual number of years of schoolingcompleted, school records presented, interview information from the parent and student, the student’sage, physical development and social needs, and the structure of the educational system where the studentattended school. After reviewing all of the information, the student is placed in the equivalent gradeunless there is a discrepancy of two years or more with the United States school system. These studentsmay be upgraded when they enroll at the International Student Guidance Office to a grade level closer totheir peer group.

International students who come from countries where the scholastic year ends during our school yearwill be continued in the same grade for the remainder of the year.

Generally, students who have completed their 13th birthday are placed in middle school regardless oftheir previous educational background. Students who have completed their 15th birthday may likewise beplaced in the ninth grade.

Grade placement in grades 9 through12 is based on credits earned and not by age. Students who seekenrollment in secondary school beyond grade nine must show some evidence of having completedsecondary course work in their country or they must be placed in ninth grade regardless of age. Nostudent is granted senior status unless he/she can fulfill all graduation requirements within oneyear.

All students who have not completed their 21st birthday by the first day of school are eligible forenrollment, according to State of Maryland law. It is recommended that the older ELL students (eighteento twenty years of age), who have been out of school for several years, be given the opportunity to attendpublic high school regardless of their graduation potential. This would afford them the opportunity tospend the day in an English speaking environment where they can learn American culture, social normsand of course, the English language, in a structured, non-threatening atmosphere.

Students who have graduated from the secondary system in their country are not eligible forenrollment (Administrative Procedure 5111).

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GUIDELINES FOR MAKING GRADES K - 8 PLACEMENTRECOMMENDATIONS

Maryland law requires that students must be at least 5 years old between November, 1, 1999 andSeptember 30, 2000 for the 2005-2006 school year, October 1, 2000 and September 1, 2001 for the 2006-2007 school year, and September 2, 2001 and September 1, 2002 for the 2007-2008 school year(September 2 to September 1 dates continue hereafter) of the year in which they apply for entrance inkindergarten. Six year old enrollment in grade one follows the same pattern but one year later. Six yearold ELL students who have never been to school may be placed in grade 1 if they are coming fromoutside the state of Maryland. However, placement in full day kindergarten is recommended formost ELL students in this situation. Students six years of age who have not attended kindergarten willbe placed in kindergarten if they have been residing in Maryland and have not attended a state approvedalternate program.

Students who have had uninterrupted schooling in their country and start in Prince George’s CountySchools at the beginning of the school year are usually recommended for a grade equivalent to the one towhich they had been promoted in their previous educational system.

Students transferring from other school systems in the United States at the elementary and middleschool levels will be continued in the same grade level indicated on the records from the sendingschool. Any promotion due to the student’s age must be handled at the school level followingAdministrative Procedure 5123.2

Students who are 13 years old are usually assigned to middle school.

Students requiring ESOL services that are not available at the assigned comprehensive boundary schoolwill be assigned to the ESOL boundary school for that address.

GUIDELINES FOR MAKING HIGH SCHOOL PLACEMENT RECOMMENDATIONS

Students of high school age (15 years and older) are placed according to the number of years of schoolingcompleted and the number of credits earned after grade 8.

During registration at the International Student Guidance Office (ISGO), parents, guardians, and studentsare informed of state and local requirements for grade placement, promotion, and graduation, includingcompletion of four years of secondary studies beyond grade 8, required courses and elective requirementsfor credits, service learning and state mandated test requirements.

Recommendation for 10th, 11th or 12th grade placement is only made when students present officialschool records. Records are evaluated by the ISGO and the evaluation is recorded on form PS -12,“Evaluation of International Student Record and Placement Approval”, or they are sent at a later date onform PS-86, “Evaluation of Secondary School Records”, to the registrar at the assigned high school.

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Evaluation of school records by the ISGO is final and cannot be changed unless evidence of additionalcredits is presented. However, any questions or concerns may be discussed with the ISGO counselors atthe family’s or school’s request.

Students who do not present official school records at the time of enrollment may be recommended for aTemporary Grade Placement (PS 126) based upon the information gathered during the ISGO in-takeconference. Parents and students are requested to submit missing school records within a reasonable timeafter enrollment. The ISGO will send an aerogramme to the student’s previous school if the student or theparent requests that service and can provide the name and address of the school. Records must bereceived prior to the end of the school year. The ISGO will notify the appropriate Prince George’sCounty school when/if records arrive. Families are informed that records are not accepted after one year.If records fail to arrive by the end of the school year, the student’s counselor should adjust the grade levelto be consistent with only the credits earned during that school year.

If students bring foreign transcripts to the school instead of the ISGO at a later date, please submit themas soon as possible to the ISGO for evaluation.

English credit is awarded to students arriving from other countries based on the results of ESOL Englishproficiency testing at the time of enrollment and the number of years of English studied at the 9th gradelevel or above. If a student places at the ESOL I level, Foreign Language credit will be given for anyEnglish appearing on the transcript (English - F.L. 800000) if English had been studied at grade 9 orhigher in the native country.

If a student places at the ESOL 2 level, one English credit will be awarded for English studied and passedin grade 9 of or above in the native country. Additional English studied at the 9th grade level and abovewill be awarded a Foreign Language credit.

If a student places at the ESOL 3, two credits of English will be awarded for English studied and passedin grade 9 or above.

If a student places at the Transitional, or Independent levels, all English studied and passed in the nativecountry at the 9th grade level or above will be awarded English credit.

Mathematics course placement for international students is done through the administration of the testdeveloped by the Prince George’s County Mathematics Department. The “MATHEMATICSPLACEMENT TEST FOR ESOL AND INTERNATIONAL STUDENTS” is administered during thescheduling of the student at the assigned high school. Math course placement is determined by testresults. For conversion guidelines of previous mathematics course credits received in the home countryand recorded on an ISGO evaluation as Math (500000), see Administrative Bulletin PS-05-97(Appendix A).

Marks and letter grades awarded by foreign schools are converted to the Prince George’s County PublicSchool’s grading system using documented resources such as the NAFSA Handbook, the “BritishCouncil International Guide to Qualifications In Education”, the UK NARIC web site, and otherprofessional documents. The ISGO counselors do not make any determination about the level or qualityof courses studied in other countries, but they do interview students concerning the general content ofcourses such as history or home economics.

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Students coming from a school system with 10, 11, or 13 years of schooling are placed according to thenumber of years of schooling completed starting with the 1st grade. For example, a student who hascompleted 10 years of schooling in Brazil will only need one additional year to finish high school in thatcountry. However, this student would be placed in grade 11 in Prince George County with appropriatecredits awarded for grades 9 and 10, since he/she has only completed 10 years of schooling. Credits aregranted only for the course work completed beyond the 8th year of schooling in Brazil. Students fromItaly who have not graduated from secondary school and come to Prince George’s County at thebeginning of their 13th year of schooling are usually recommended for 12th grade if they can completeall diploma requirements in one year.

Students with the potential to graduate before their 21st birthday will be placed in a highschool program. Students who are not likely to complete graduation requirements before age 21 will begiven information about evening high school, adult education, and/or the General EducationalDevelopment (GED) programs whenever appropriate. However, all students are eligible for publicschool enrollment if they are not 21 on the first day of the school year (Bulletin S-37-98).

The staff at the ISGO makes every attempt to place students in the appropriate grade level. Many factorsare taken into consideration. If, for any reason, the receiving school does not agree with the gradeplacement, the principal or counselor should contact the ISGO so that an alternative placement can bediscussed and records at the International Student Guidance Office can be adjusted, if necessary.

15

EXCHANGE STUDENTS

Foreign exchange students may be accepted as tuition-free nonresident students in the PrinceCounty Public Schools if they have not completed the equivalent of a high school program in theircountry. The sponsoring exchange organizations must be approved by the United States Department ofState, Bureau of Educational and Cultural Affairs and be members of the Council on Standards forInternational Educational Travel (CSIET). The exchange organization must have local representatives inthe Washington metropolitan area for the placement of students. The local representative bears theresponsibility for the program and its participants.

The Chief Executive Officer shall have the right to annually determine the number of foreign exchangestudents admitted to the school system and the high school principal shall have the right to determineannually the number of exchange students admitted to the school with generally no more than fourstudents nor more than two of the same nationality in a single school. Preference may be given tostudents whose host family has a student presently attending the selected school.

Exchange students may be awarded a Maryland High School Diploma if they request anevaluation of their official school records by the International Student Guidance Office for that purposewhen the exchange representative completes the “Application for the Admission of Exchange Students inPrince George’s County Public Schools” and official records are received prior to the student’senrollment. The student must be able to complete all of the Maryland graduation requirements duringhis/her two semesters of attendance. Students are not eligible for a diploma if they will earn one upontheir return home. A “Maryland International Student Certificate” will be awarded to foreign exchangestudents who successfully complete the school year and who are not earning a diploma.

Exchange organization representatives must agree to follow the Prince George’s County Public Schools’Administrative Procedures for the “Registration, Withdrawal, and Transfer of Foreign ExchangeStudents” and all United States Department of State, Bureau of Educational and Cultural Affairsregulations in order to place students in our high schools. (Administrative Procedure 5112)

The International Student Guidance Office will be the liaison between exchange organizationrepresentatives and the schools. The following steps comprise the procedures for the acceptance andregistration of students.

Acceptance Process

1. The exchange organization representative will complete the “Application for the Admission of Exchange Students in Prince George’s County Public Schools” and send it to the International Student Guidance Office between February 1 and July 30 for the next school year.

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2. The exchange organization must document that the student has demonstrated the ability to function academically in English without the support of English for Speakers of Other Languages (ESOL) classes.

3. The staff at the International Student Guidance Office will contact the appropriate high school principal/designee for approval of the exchange student placement.

4. The International Student Guidance Office will notify the exchange representative when the placement has been approved or denied.

5. An appeal of a denied placement may be lodged with the Chief Executive Officer or his/her designee, whose decision will be final.

6. If approved, the International Student Guidance Office Specialist will sign the exchange organization’s placement authorization form required by the Department of State and mail it to the local exchange organization representative.

7. The exchange representative will send the International Student Guidance Office Welcome Letter to the exchange student after receiving the signed authorization. The exchange representative will also give the host family the Host Family Exchange Student Packet, which explains registration procedures, gives directions to the office, and includes registration forms, the Code of Student Conduct, a school year calendar, and a Prince George’s County Schools’ Course Description Booklet.

8. The International Student Guidance Office will forward appropriate information concerning the exchange student to the Guidance and Counseling staff of the assigned school.

Registration Process

1. The International Student Guidance Office requires copies of the student’s exchange program application, official school transcripts, immunization records, and English proficiency scores before an evaluation can be made concerning final grade placement or qualifications for a diploma.

2. The host family will contact the International Student Guidance Office for an appointment to enroll the student in school, once the student arrives.

3. At the time of enrollment, the following information must be provided:

• Final school records for the term prior to enrollment. These must be official records with anotarized translation if the student is seeking a diploma.

• Additional immunization records if needed for enrollment.• Student’s passport with the I-94.• Proof of the residence for the host family.• Registration papers (included in the Host Family Exchange Student Packet).

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4. The foreign exchange student will be given the appropriate enrollment forms by the International Student Guidance Office to take to the assigned school for completion of the enrollment process.

5. All foreign exchange students are required to enroll in a full year of English and United States History classes.

Diploma Requirements

1. In order to be awarded a high school diploma, the foreign exchange student must meet all graduation requirements established by the Prince George’s County Public School System and the state of Maryland in one academic year.

2. If a diploma is requested, the student’s official transcript beginning with the equivalent of grade nine and accompanied by a notarized translation must be received two weeks in advance of the student’s arrival in order to be evaluated and to have appropriate credits towards graduation awarded. The official transcripts must include the name of each course, the number of times the class met in a week, and the length of each class period.

3. The student will be notified during the registration process of the courses and tests he/she will be required to pass and other requirements needed in order to earn a diploma.

4. The student will receive a Prince George’s County high school diploma if he/she passes all of the stipulated required courses and tests, and meets all other graduation requirements.

Other Requirements

1. Class rings and yearbooks may be purchased by foreign exchange students on the same terms as they are by other students.

2. Participation of non-diploma exchange students as guests during awards ceremonies and graduation is at the discretion of the high school principal.

Transfers and Withdrawals

1. Host families wishing to request a transfer for the exchange student to a school outside their assigned boundaries must follow established school system transfer policies.

• Form ST-1, “Student Transfer Request”, must be submitted between January 1 and July 1to the Office of Student Transfers.

• The International Student Guidance Office will not request placement approval from thereceiving high school principal until the Office of Student Transfers has approved or deniedthe transfer request.

• Acceptance at an alternate high school approved by the Student Transfer Office does notpermit a foreign exchange student to be enrolled in a magnet or special program at thatschool.

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2. The exchange organization representative will notify the International Student Guidance Office if a foreign exchange student withdraws from the school system during the school year.

3. The exchange organization representative will notify the International Student Guidance Office if a foreign exchange student changes his/her host family during the school year.

4. Exchange organization representatives will provide the International Student Guidance Office with a copy of the exchange organization’s original student placement approval form when requesting a transfer to a Prince George’s County high school for an exchange student previously in another school system.

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GUIDELINES FOR PRINCE GEORGE’S COUNTY HIGH SCHOOL STUDENTS PARTICIPATINGIN FOREIGN EXCHANGE PROGRAMS

The International Student Guidance Office (ISGO) recommends that Prince George’s County students who have beenaccepted in an exchange program follow the guidelines below:

1. Students must request a waiver of attendance from their high schools.

• Each student must write a letter to the Director for Curriculum and Instruction, stating that he/she has beenaccepted as an exchange student with (organization) to attend an accredited high school in (country) as a fulltime student and requesting a waiver of attendance.

• Copies of this letter should be forwarded to the high school principal, the school’s Guidance and CounselingServices Office, and the International Student Guidance Office (ISGO).

• When students leave for the exchange program, they are withdrawn from school for attendance purposes andneed to re-enroll when they return.

2. Students should attempt to enroll in courses that will fulfill Prince George’s County’s graduation requirements. Therefore, they should study English in addition to other courses recommended by their counselor.

3. A list and description of courses the students will study should be forwarded to their counselors and copies sent to the ISGO as soon as they are available.

4. After completion of the exchange program, the students are required to submit an official transcript of courses and grades, along with notarized translations, to the ISGO for evaluation. If grades and credits are not awarded, the foreign school’s name and the year of attendance will be recorded on the student’s permanent record card with the statement that credits were not awarded during the exchange program year.

• Transcripts should be submitted immediately upon return to the U.S. to ensure correct scheduling at the student’shigh school for the coming year.

• The ISGO is open all summer and students should call for an appointment.• The ISGO will forward a copy of the evaluation with credits awarded to the student’s high school.• Credits cannot be awarded unless the hosting foreign school system awards grades for the subjects studied.• The transcript should also indicate the number of times per week each class meets. If this

information is not on the transcript, the school should provide a separate document.

5. If students are participating in the exchange program during their senior year and intend to receive a Maryland High School Diploma, the parents/guardians of each student should:

• meet with the school counselor to determine what subjects the student must take to fulfill graduationrequirements.

• notify the school that the student’s name should be placed on the diploma list at the high school.• let the school know whether the student will participate in graduation ceremonies and request information about

rehearsals and purchasing a cap and gown.• provide official transcripts (and a notarized translation) to the ISGO for evaluation before the scheduled

graduation.

6. The ISGO recommends that the parents/guardians of the student contact the International Student Specialist as soon as they have been accepted in a foreign exchange program. This will ensure a smooth transition. Parents and/or students may call the ISGO at any time if they have questions regarding participation in an exchange program (301-445-8460).

6/1/2004

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ENGLISH LANGUAGE PROFICIENCY TESTS FOR COLLEGE ADMISSIONS

(Each college or university has its own set of admission requirements for students who have a primarylanguage other than English. Students must read school catalogs to determine which, if any, Englishlanguage proficiency test is required).

TEST OF ENGLISH AS A FOREIGN LANGUAGE (TOEFL)

The purpose of the TOEFL is to evaluate the English proficiency of students whosenative language is not English. It is a computer-based test that measures skills in the areas of listeningcomprehension, structure, writing, and reading comprehension.

TOEFL scores are required for purposes of admission by more than 2,300 colleges and universities in theUnited States and Canada.

Students needing to take the TOEFL may obtain a copy of the “Bulletin of Information and Registration”from the high school guidance office, the International Student Guidance Office (ISGO) or online atwww.toefl.org. This bulletin describes registration procedures, lists the test centers, and provides aregistration form.

Fee reductions are available for the TOEFL for students who qualify. Fee reductions may only be usedby seniors in high school and are only given one time. Students should see their guidance counselor toobtain a fee reduction voucher. Counselors may call the ISGO for information about the procedures forfee reductions.

SAT II: English Language Proficiency Test (ELPT)

The purpose of this test is to measure the understanding of spoken and written standard AmericanEnglish and the ability to use English in the classroom and daily life. This test is designed for studentswho: attend American high schools, are not native speakers of English, and have completed two to fouryears of English language instruction in an English as a Second Language Program or in Englishenrichment courses. It is also appropriate for students whose best language is not English, and/or whousually speak a language other than English at home.

Students needing to take the SAT II - ELPT may obtain a copy of the registration bulletinin high school guidance offices or online at www.collegeboard.org. The bulletin describes registrationprocedures, test centers, fees, and provides registration forms. Please make sure that the college to whichthe student is applying accepts the SAT II English Language Proficiency Test.

The Michigan Test of English Language Proficiency

This test is a measure of students’ ability to answer questions about English grammar, vocabulary, andreading comprehension. It is a multiple-choice test and is used by Prince George’s Community Collegeand Montgomery Community College as a part of their admissions process for students who have aprimary language other than English. Registration for the test is made directly with the institution thestudent wishes to attend. Sample tests are available in high school guidance offices and at the ISGO.

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ISGO RESOURCES FOR SCHOOL PERSONNEL

“A Resource Directory for Counselors Working with International Students” A listing of over 95 resources for counselors in the areas of advocacy, counseling, education, employment, health, hot line, government, legal, mental health and social services.

“International Student Guidance Office Library Resource List”A listing of over 130 books and videos in the areas of American culture, new Americans, classroom orcounseling group activities, cross-cultural communication, cultures of other countries, higher education,and multicultural education. These are available for use by school personnel on a sign-out basis.

“English as a Second Language Program List for Adults” A listing of area public and private programs that teach English as a second language.

“Test Preparation Summary Handouts” Short reviews for preparing for the TOEFL, SAT II - ELPT and Michigan tests.

Resources providing information on foreign school systems and transcript evaluation are alsoavailable.

ADDITIONAL INFORMATION

Work Permits

Not every international student has permission to receive a work permit. Non-immigrant students maynot work unless they are granted permission by immigration. Students who are permanent residents(have alien registration or “green cards”), asylees, refugees, or students who have work authorizationcards, have permission to work. Call the ISGO with any question pertaining to work permits.

“Teachers are given a great opportunity to positively impact the lives of children. Day by day,interaction by interaction, teachers can employ cross-cultural skills to build a classroom climate ofrespect, validation, and expectation. This climate directly impacts student success. When students feelthat they have a place, they will learn. Providing appropriate models and engaging students in positiveinteractions from day one promotes a positive classroom climate.”

The Amazing English! How-To HandbookTeresa Walter

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ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

Consistent with requirements of both Federal and State regulations, all students who were born outside ofthe United States or who come from a home in which a language other than English is spoken, must beidentified upon enrollment in Prince George’s County Public Schools and must have their Englishlanguage skills assessed. Those students evaluated as non - or limited - English proficient must beoffered English for Speakers of Other Languages (ESOL) instruction and their English language skillsmust be assessed annually by ESOL professionals (Administrative Procedure. 5111.3.).

All language minority students, grades Pre-K through12, are tested by ESOL staff during their initialregistration at the International Student Guidance Office (ISGO) in order to assess their English languageproficiency. In addition, all foreign born English speakers are screened for oral communication (gradesK – 12) and literacy skills (grades 4 – 12) at this time.

The ESOL diagnostician uses the test results to make recommendations for appropriate ESOL or Englishclass placement. The test scores obtained are attached to the International Student Guidance Officepacket that the family takes to the assigned school, and the level is recorded on ISGO Form PS-12 “HighSchool International Student Record and Placement Approval” or PS-12B, “Elementary/Middle SchoolInternational Student Record and Placement Approval”. These scores are also sent to the ESOL teacherat the receiving school.

Counselors should be aware of placement guidelines pertaining to students in grades nine through twelve.

• High school students may enter ESOL at levels 1, 2, or 3, or Transitional English. Students mayproceed from ESOL 1 through ESOL 3 in sequence or may go from ESOL 1 to ESOL 3 withouttaking ESOL 2. Teachers will recommend the appropriate course each spring for the followingyear based on the ESOL student’s skills and end-of-year test scores.

• A review of the credits granted for English/ESOL high school courses will show that students canearn a maximum of three English credits from ESOL coursework.Therefore, students will need to earn their fourth English credit from Transitional English orEnglish 12, if they begin grade 9 in ESOL I.

For the purpose of meeting graduation requirements, high school counselors should be aware of the factthat the International Student Guidance Office counselors grant students either English or ForeignLanguage credit for English courses studied in their countries depending on the ESOL level into whichthey place at initial registration in Prince George’s County Public Schools. Students who test intoESOL1 will receive no English credit for English previously studied in their home country but willreceive a Foreign Language credit. Students who test into ESOL 2 or 3 will receive some English credit.Therefore, it is very important that schools place ESOL students in the recommended ESOL class or callthe ISGO if it is felt that a change in the ESOL level is needed after additional testing. Changes in theESOL level may affect other credits that the student receives as well as the student’s grade level.

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Grading and Reporting to Parents

Evaluating the progress of international students is often difficult for teachers. Although the County doesnot have a separate grading policy for English Language Learners (ELLs), the following guidelines maybe helpful.

Elementary school teachers can use letter grades for subjects such as Art, Music, P.E., etc., for studentswho have recently arrived in the United States and have limited English proficiency. Subjects such asreading, spelling, social studies and others that may be too difficult for the ELL student can be given an“N” for no grade. In the “Comments” area of the report card, the teacher should explain that the studentis making progress but cannot be evaluated at this time. Remember that all narratives should be printed ortyped, since parents often find our handwriting style difficult to read.

Middle school students are generally not taking their courses for credit. Letter grades for all subjects canbe given based on the student’s participation, performance based on appropriate accommodations, workhabits, and attendance. High school students must receive a grade for all subjects. In order to grade English language learnersequitably, it may be necessary to adapt instructional materials and/or class assignments to the student’slevel of English proficiency. Many of the instructional materials have already been adapted and areavailable through the English for Speakers of Other Languages (ESOL) Office. In any event, all ESOLstudents should be held to the course objectives of each class. The ESOL Department Chairperson is agood source of information and direction for the classroom teacher.

The following points may be helpful in evaluating and teaching English Language Learners:

• Allow students to use foreign language dictionaries in class.

• Do not require oral reports of beginning ESOL students.

• Do not assume that a student does not know the material because he failed anobjective-type test. Many students from other countries have little or noexperience with objective tests. Students may be unfamiliar with tests thatrequire them to analyze information and form their own conclusions.

• Allow extra time for reading lengthy material or supply adapted material in its place.

• Be aware that many language minority students find it difficult to work independently outside of the classroom on long-term assignments. This teaching style is unique to the United States on the high school level.

• Do not pass or fail a student simply because of limited language. There must be a broaderbasis for evaluation.

• Work with the ESOL teacher regarding the ability of individual students to accomplishcertain assignments.

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Assessing Aptitude and Levels of Achievement

It is difficult to assess aptitude and achievement in students who are culturally and/orlinguistically different. Many students require as much as six months to a year or longer toadapt to another culture. When measuring the progress or lack of progress of a student, theteacher should consider the following:

* What circumstances brought the student to this country? Does he/she come froma country that is at war? Has he/she been separated from his/her family for along time?

* What skills are emphasized and valued in the student’s country? Is he/she froman agricultural or urban society?

* Which teaching style is used in the student’s country? Is it mostly a formalclassroom setting where the teacher lectures all day and students take essay-typetests?

* Is the student fluent enough in English to do the assigned reading or class work?

* Have classmates accepted the student and offered assistance when possible?

* Is the student comfortable working in groups? Can the student work onassignments independently?

All of the above considerations can affect the way an international student learns. In most cases, it isadvisable to wait at least one school year before referring an English Language Learner for specialtesting.

Suggestions for Teachers

The following list of suggestions should serve as a guideline for educators who have new culturally andlinguistically diverse students in the classroom.

DO1. Speak clearly and slowly. It may be necessary to repeat several times.

2. Ask specific questions rather than “yes” or “no” questions.

3. Try to learn something about the child’s cultural background. Where is he/she from?What language does he/she speak?

4. Make sure worksheets and other handouts are clear and legible.

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5. Print whenever possible, especially when communicating with the home. Our differencesin penmanship make it difficult for parents to look up words in the dictionary.

6. Remember that receptive language ability generally precedes expressive language in second language acquisition, so it is common for language

minority students to look as though they “know more than they let on.”

7. Assign a buddy to a new student to assist with the initial adjustment.

8. Set an example for all students by being positive in your interactions and your attitude toward cultural differences.

DON’T

1. Don’t shout or raise your voice.

2. Don’t use broken English or slang and be aware the English idioms do not alwaystranslate well across cultures.

3. Don’t ignore the English Language Learners. Try to involve them in as manyactivities as possible so that they will be a part of the group from the beginning.

3. Never discourage parents or students from speaking their native language at home.Second language learning is very tiring and children need to be able to expressthemselves freely with their parents.

5. Be aware of gestures. Many of our gestures have offensive connotations in other cultures and their meanings may be misinterpreted.

6. Avoid using children as interpreters when dealing with adults (except inemergencies). This is often a very humiliating experience for the adult.

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ESOL CENTERS

At the elementary, middle, and high school levels, some schools have been designated asESOL Centers, offering a full range of ESOL services.

Students are identified for these centers during the enrollment process at the International StudentGuidance Office (ISGO). Some parents prefer that their children attend their comprehensiveboundary school instead of an ESOL Center boundary school. These parents are required to signForm ESOL 22 or 23, “Refusal of ESOL Center Placement”, which states that they refuse theESOL Center school placement and understand that their child/children will not receive ESOLinstruction. The ESOL Office keeps one copy of this form, a second copy is retained at theInternational Student Guidance and a third copy is placed in the student’s cumulative folder.

Names of potential ESOL students who have transferred to a school that is not an ESOLcenter, or who were inadvertently registered at that school, should be forwarded to the ESOLOFFICE by calling (301) 445-8450.

“Through our scientific and technological genius, we have made of this world aneighborhood and yet we have not had the ethical commitment to make of it a brotherhood.Somehow and in someway we have got to do this; we have to live together as brothers or wewill certainly all perish as fools.”

Dr. Martin Luther King Jr.

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TESTING POLICY FOR ESOL STUDENTS

A. English Language Learner (ELL) Plan Committee Meetings

The Maryland State Department of Education requires that an English Language Leaner (ELL)Plan committee meeting be held for all ESOL students (kindergarten through grade 12). The ELLPlan committee determines what accommodation(s) each ESOL student needs for both dailyinstruction and for testing situations during the school year. Decisions of the ELL Plan committee areNOT based on the student’s ESOL level, but instead, on classroom observations, classwork, and theresults of the annual assessment of English proficiency. Accommodations should be offered on aregular basis and should NOT be done only for testing. ELL Plan Forms must be signed by the parentto signify approval of the decisions of the ELL Plan committee. The ELL Plan Form is available inmost languages.

B. Annual Assessment of English Proficiency

In the spring of each school year, ESOL students are given an assessment to determine their progresstoward gaining English proficiency. Currently, the IDEA Proficiency Test (IPT), published byBallard and Tighe, is used to make those determinations and the results of the IPT fall into threedomains (oral, reading and writing proficiencies). The IPT is also used by the ESOL Diagnosticianwho works with the International Student Guidance Office (ISGO) to evaluate incoming students’English proficiency as they are enrolled throughout the school year.

C. Maryland School Assessments (MSA’s)

All Maryland students in grades 3-8 are required to take the Maryland School Assessments inReading and Math. Except for students in their first year in a United States school, there are noexemptions for ESOL students. Schools should follow the recommendations of the ELL Plancommittees in offering testing accommodations for the MSA’s. Students in Grade 10 also take anMSA in Reading. Students taking Geometry are given an end of course state assessment (the MSAGeometry test). Starting in 2005, an MSA for Science will also be administered.

D. High School Assessments (HSA’s)

High School Assessments are given at the completion of Grade 10 English, Biology, Algebra I, andGovernment. There are no exemptions for ESOL students. Schools should follow therecommendations of the ELL Plan committees in offering testing accommodations for the HSA’s.

E. Maryland Functional Tests

Students who met the requirements to become high school seniors on or before August 26, 2003 mustpass all three Functional Tests (Math, Reading and Writing) to graduate. Students who becameseniors after August 26, 2003 are NOT required to take the Functionals.

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F. Benchmark and other County Required Tests

Schools should follow the recommendations of the ELL Plan committee with regard to testingaccommodations for all other county required Benchmark and Formative assessments. In some cases,accommodations are not given because the ELL Plan committee has not yet had an opportunity tomeet.

12/2004

29

MIDDLE SCHOOL ESOL COURSES

NUMBER TITLE ABBREVIATED TITLE

135103 English/ESOL 1 (DP) ENG/ESOL 1135203 English/ESOL 2 (DP) ENG/ESOL 2135303 English/ESOL 3 ENG/ESOL 3

135701/2 ESOL AIM Literacy 1 Grade 6 ESOL AIM 6135801/2 ESOL AIM Literacy 2 Grade 6 ESOL A/2 6



136901 ESOL/CABLE A ESOL/CA A136902 ESOL/CABLE B ESOL/CA B

DP= double period

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HIGH SCHOOL ESOL COURSES AND CREDITS

NUMBER TITLE CREDIT VALUE136103 English /ESOL 1 ENG 1.00137103 ESOL Elective 1 Elec. 1.00

136101 English/ESOL 1 PT 1 (Transfer Only) ENG 0.50137101 ESOL Elective 1 PT 1 (Transfer Only) Elec. 0.50


(All Eng/ESOL should be scheduled with ESOL Elective – Same Teacher)

******136203 English/ESOL 2 ENG 1.00137203 ESOL Elective 2 Elec. 1.00



*****

136303 English/ESOL 3 ENG 1.00137233 ESOL Elective 3 Elec. 1.00

*****

136003 Transitional English ENG 1.00

******

136601 Eng./ESOL N/C Non-Credit Elec. 0.00136602 Eng./ESOL N/C Non-Credit Elec. 0.00

ADDITIONAL COURSES

136703 ESOL/AIM Literacy 1 Elec. 1.00136803 ESOL/AIM Literacy 2 Elec. 1.00

*****

136913 ESOL Pre-Conceptual Physics Elec. 1.00136923 ESOL Pre-World History Elec. 1.00

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ADDITIONAL COURSES (CONT.)

NUMBER TITLE CREDIT VALUE

137303 Language of Math Part 1 Elec. 1.00137403 Language of Math Part 2 Elec. 1.00

******

328003 Pre-Algebra Concepts ESOL 1.00328501 Pre-Algebra Concepts AL Experience ESOL 0.50328502 Pre-Algebra Concepts AL Experience ESOL 0.50328503 Pre-Algebra Concepts AL Experience ESOL 1.00

*****

261053 World History (ESOL) 1.00262053 United States History (ESOL) 1.00

*****

420103 Biology-ESOL HSA 1.00

*****

744101 Health Issues/ESOL 0.50744102 Health Issues/ESOL 0.50

*****

152203 French 2 for Native Speakers 1.00152303 French 3 for Native Speakers 1.00152403 French 4 for Native Speakers 1.00

*****

165203 Spanish 2 for Native Speakers 1.00166203 Spanish 3 for Native Speakers 1.00167203 Spanish 4 for Native Speakers 1.00

*****199103 Native Language 1 (FL) 1.00199203 Native Language 2 (FL) 1.00199303 Native Language 3 (FL) 1.00

******

004001 Student Assist Prog – ESOL – Credit 0.50004002 Student Assist Prog – ESOL – Credit 0.50007901 Student Assist Prog – ESOL – N/C 0.00007902 Student Assist Prog – ESOL – N/C 0.00

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English for Speaker of Other Languages (ESOL) RESOURCES

The school system’s ESOL Program offers a variety of services to schools, students, and families.

Parent Involvement Specialist

A Parent Involvement Specialist coordinates services and information between the schools and home.The primary conduit for communication in this regard is the ESOL Parent Liaison. The ESOL Programcurrently has 40 bilingual Parent Liaisons, most of whom are school based. They welcome parents ofESOL students in the schools, ensure that these parents are aware of school events and policies, and helpthe parents become active participants in their children’s education.

The Parent Involvement Specialist is also responsible for the school system’s Interpreter Bank andcollection of written translations. Schools and offices can engage the services of foreign languageinterpreters in any of 42 languages to help with parent conferences. Documents that have been translatedin various languages are cataloged and made available for use throughout the school system. Many ofthem are available on the school system’s website. Translations are continuously added to the collection. The Specialist is also responsible for the Parent Guide, a Handbook for Parents of ESOL Students inPrince George’s County Public Schools, which contains information about the school system in variouslanguages.

ESOL Crisis Resource Teacher

The Crisis Intervention Teacher works with students, parents/guardians, counselors, teachers,administrators and Pupil Services staff to identify and support non-or-limited English proficient studentsat risk of dropping out of school. A primary focus of this position is to plan and execute activities andinterventions designed to prevent students from dropping out of school.

Dual Language Assessment Team (DLA Team)

The mission of this team is to provide support, consultation, and assessment expertise to school teamscountywide when they are faced with culturally and linguistically diverse English Language Learner(CLD/ELL) students with learning difficulties. The team is comprised of an ESOL Diagnostician, twoSpecial Education Specialists, a Guidance Counselor, a School Psychologist and two Speech/LanguagePathologists. Members of the DLA Team have specialized expertise within their respective fieldsregarding cultural, social, and linguistic factors relating to students from CLD/ELL backgrounds. Theyare also either multilingual and/or versed in the use of non- verbal assessment techniques and in the useof interpreters to ensure that each student receives a fair and valid assessment. The DLA Team will worktogether with the school team and should be viewed as a consultative resource that has sharedresponsibility in working with students and families. Prince George’s County Public Schools Bulletin I-16-01, The Dual Language Assessment Team and the Referral Process gives a detailed clarification forthe referral of Culturally and Linguistically Diverse/English Language Learners (CLD/ELL), who aresuspected of having a disability, to the Dual Language Assessment Team.

33

INTERPRETER AND TRANSLATOR SERVICES

Schools are often in need of interpreters for parent conferences, health emergencies or othercommunication with the home. The ESOL Office maintains a list of trained interpreters and translatorswho can often be of assistance to school staffs.

Foreign Language and Sign Language Interpreters for Parents

Foreign language interpreters for non-English speaking parents and sign language interpreters forhearing impaired parents are paid by the Department of Pupil Services and Guidance for the followingsituations only:

• Parent Conferences• Back-to-School Nights• PTA/PTSA Programs (if the parent’s child is in the program)• Suspension Conferences

When your school requires foreign language interpreter services for a parent for one of the above,contact the ESOL/LMP Office at 301-445-8450. When your school requires sign language interpreterservices for one of the above, contact Professional Interpreter Exchange (PIE) at 301-725-3402. Allinterpreters are guaranteed payment for at least two hours. Payment is not made for mileage or traveltime for foreign language interpreters however; payment is required for mileage and travel time for signlanguage interpreters through PIE.

Immediately after the services are rendered, complete either a Verification for Foreign LanguageInterpreter Services Form (PS-175, PGIN #7540-3037) or a Verification for Sign Language InterpreterServices Form (PS-176, PGIN #7540-3038). PIE will also send an invoice to Pupil Services. Send theform(s) to the International Student Guidance Office at Judy Hoyer Family Learning Center through theschool system “pony” mail. Do not send them by fax. Payment cannot be processed until the forms arereceived. Please use the attached forms for services. Additional forms can be ordered through thewarehouse.

If you have any questions or need additional information, including whether your planned schoolactivity falls within the above categories for payment by Pupil Services, please contact the InternationalStudent Specialist at 301-445-8460 before the event. For information or questions about foreign languageinterpreters contact Parent Involvement Specialist at 301-445-8450.

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GENERAL GUIDELINES FOR FOREIGN LANGUAGE INTERPRETERS

The Need for Interpreters and Translators

Communication with English Language Learner (ELL) students and their families has become anessential need in our school system due to the rapid increase in the number of international studentsduring the last decade. Since 1975, states and local education agencies (including Prince George’sCounty Public Schools) have been required by law to address students and/or their families in theirnative languages for many situations. Therefore, interpreter services have been established by theschool system in recognition of this need.

Good Interpreters must have many skills:

1. Knowledge of English and the language of the families with whom the school needs to communicate are, of course, essential. This language ability must be complete enough for the interpreter to be able to function smoothly in both languages simultaneously. Interpreting requires mastery of the oral skills (speaking and listening) while translating requires the literate skills of reading and writing in both languages.

2. Interpreters must be knowledgeable about school procedures and specialized vocabulary. They need to have a sense of the meaning of such school entities as PTAs, Report Cards, SSTs, etc. They will be asked not only to translate these words into the languages of the parents, but also perhaps to explain the purpose and function.

3. Interpreters need to be able to control the interaction processes that use their skills of interpreting. They need to be able to appraise if accurate communication is taking place between school personnel and families and to modify the process if it is not. They need to guide the school officials and families in the process of working with an interpreter, when to pause for the interpretation to take place, and how to keep the pace of the meeting moving.

4. Finally, interpreters need the cultural sensitivity and cross-cultural skills to interact effectively with both school officials and families. Typically, school personnel will assume common knowledge of school terminology and may not modify their speech to accommodate those unfamiliar with school terms and practices. On the other hand, the families often have to be helped to know when and how to question school personnel about their concerns. The interpreter needs the interpersonal skills to assist both school personnel and families in feeling at ease.

Confidentiality

The interpreters introduced into a parent conference will often be dealing with quite sensitive material. Itis, therefore, very important that interpreters, school personnel and parents understand the ethics ofconfidentiality. Any information discussed in a conference should not be shared with anyone outside theroom, and documents signed are to be released only with specific, written consent of the parent. Parentshave the right to review all records in the student’s confidential file and request corrections if necessary.

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The Procedures for Accessing Foreign Language Interpreters from the English forSpeakers of Other Languages (ESOL) Interpreter Bank

A. The Process:

1. Initially a school will call the ESOL office or International Student Guidance Office (ISGO). Either the school or the ESOL Office will then contact someone from the list of in-serviced interpreters for the meeting.

2. When either the school or the ESOL Office contacts a person who is able to interpret,the interpreter should be furnished with the name of the student for whom the meeting

is held, the name of his/her family, the time, place and purpose of the meeting, and a contact person at the school.

3. The interpreter may be asked to contact the parent to ensure that they know aboutthe meeting and that they are able to attend.

4. After the interpreting service is performed, three copies of the verification form need to be filled out. One copy is for submission for payment. Verification must be authorized by either a school, office, Special Education, Pupil Services or the ESOL Program. The funding depends on the type of service provided. The forms must have the interpreter’s signature. Foreign language interpreters must also have a W-9 Form on file in Accounts Payable.

5. For the interpreter to be paid, the Verification Form with the interpreter’s signature mustbe submitted to Accounts Payable with an accompanying Disbursement Authority (DA).If the service is covered by Pupil Services, the verification form is sent to the InternationalStudent Specialist at the ISGO.

6. Once an interpreter has gone to a particular school, the school may call thatinterpreter directly for further meetings. There is no need to call the ESOL Office

for each meeting, unless there is a question about the payment of services.

B. Important Considerations:

1. Interpreters are paid by the Department of Pupil Services for specific types of situations. These include parent conferences, Back-To-School Nights, PTA/PTSA Programs (if the parent’s child is in the program), and parent conferences.

2. Schools may employ interpreters for other reasons, for example ESOL parentmeetings, however, payment for these events is the responsibility of the school.

Interpreters may have their own copies of the Verification Forms used by the schools which still must be signed by the interpreter and sent by the school to Accounts Payable.

3. Schools can ask interpreters to translate written documents for them, if theyare short and easily done (i.e. notices of up-coming events). The interpretermay be capable of doing this work within the time frame of the scheduled

36

meeting. However, if the request requires additional time and effort, the school should pay the interpreter for the translation ($25.00 per page is the usual rate). (Checkwith the ESOL Office or check the ESOL Web Site before beginning a translation to see ifa translated version of the document already exists.)

4. If there are any questions, call Parent Involvement Specialist in the ESOL Office(301-445-8450).

Translations on the Web

Translated Documents Used by Prince George’s County Public Schools

The entire list of translated documents available is on the web. Many of the actual documents canbe downloaded directly.

To access the list and translations, go to the ESOL web site on the Prince George’s County Web Page(www.pgcps.org). Click in succession:

InstructionDivision of InstructionDepartments Student Support ProgramsESOL Language Minority Program

Once on the ESOL web page, click ESOL-Translated Documents. This will give you the listingof all translated documents, including the language or languages available. Any documents with blue titlesmay be saved to your desktop and produced on your printer.

37

Counselor Guidelines for Facilitating a Conference with an Interpreter

Begin with introductions of all participants.

Introduce yourself first and then:

This is Mr. and Mrs. _________________, the parents of_______________ .

This is Mr. / Mrs. ______________, the interpreter, who will be assisting during the conference.

Explain to the parents in general terms, the role of each conference participant. Official titles are oftenconfusing and the parent may not have any similar reference in their cultural experience.

If refreshments are being served at the meeting, be sure to offer them to the parent and the interpreter.

Before beginning the meeting and to help in the communication process and ensure that the parentsbecome full participants in the conference, please review these guidelines with the participants:

• speak slowly and clearly;

• simplify your message, and try to use common, layman’s language;

• try to speak in short sentences;

• pause frequently with breaks for the interpreter;

• try to look at the parent(s), not at the interpreter when you are talking;

• make sure that the parent is given an opportunity to respond and to ask questions. Encourage theparent to participate;

• try not to talk among yourselves or move around while the interpreter is talking. The parents areprobably working very hard to understand and these actions will distract them;

• the interpreter may need to interrupt to ask questions or to explain something to the parent(s).The interpreter will raise his/her hand when this is necessary;

• ask, through the interpreter, if the parent fully understands any documents that are presented forsignatures. (Check to see if the documents are available in the parent’s language.) Be sure theparent is given time to read the document(s) or have it/them interpreted. The parent should notsign a document he/she does not understand.

• at the end of the conference we will summarize what happened and what decisions were made. If appropriate, explain what the next steps should be. Thank the parent and interpreter for coming.

It is important that everyone work together in this situation to ensure a successful conference. Thank you.We will now begin.

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APPENDIX APolicies and Procedures

LEGAL STATUS: SUPREME COURT RULING

In 1982, the Supreme Court ruled in Plyler v. Doe 457 U.S. 202 (1982)*, that public schools wereprohibited from denying immigrant students access to a public education from kindergarten throughgrade 12 on the basis of their immigration status. More specifically, the Court found that undocumentedchildren and young adults have the same right to attend free public primary and secondary schools astheir U.S. citizen and permanent resident counterparts. As such, states and the public schools in eachstate are prohibited from enacting or adopting laws, regulations, or practices which deny or result in thedenial of this right.

In addition to their Plyler right of access, under state law, both documented and undocumentedimmigrant students are obligated, as are all other students, to attend primary and secondary schools untilthey reach a mandated age. Conversely, states are obligated to enforce these laws with regard toimmigrant students, as with U.S. citizens and permanent residents.

As such, public schools and public school personnel are prohibited under Plyler from adoptingpolicies or taking any action to deny or which results in the denial of the right of access to residentimmigrant students on the basis of their immigration status and in particular, undocumented students onthe basis of their undocumented status.

School policy should make it clear to all school personnel that as educators, their primaryresponsibility is to provide all of their students who are residents of their community with a qualityeducation. As educators, they should not be involved in any policing activities for INS, nor are theyunder any legal obligation to do so. Schools are in the business of educating students and INS in thebusiness of enforcing federal immigration laws.

*102 S.Ct. 2382, 72 L.Ed 768

From: Carrera, John Willshire (1989). Immigrant Students: Their Legal Right of Access to PublicSchools (p.1). National Coalition of Advocates for Students

39

RELATED ADMINISTRATIVE PROCEDURES AND BULLETINS

Administrative Procedures:

5111 – Registration and Withdrawal of Students (See school system website)

5111.3 – Language Minority Students

5112 – Registration, Withdrawal, and Transfer of Foreign Exchange Students

Bulletins:

I – 189 – 90 Enrollment of Language Minority Students in Schools with ESOL/Language Minority Program Centers, K-6, 7-8, and 9-12

S – 84 – 93 Registration and School Assignment Procedures for Language Minority Students

PS – 30 - 97 Registration Procedures for the Enrollment of Non-United States Citizens and for Language Minority United States Citizens

PS – 05 - 97 Mathematics Credits for International Students

I – 16 – 01 The Dual Language Assessment Team and the Referral Process

40

ADMINISTRATIVE PROCEDURE

5111 Procedure No.

December 17, 2001 Date

REGISTRATION AND

WITHDRAWAL OF STUDENTS

I. PURPOSE: To provide the procedures for the registration and withdrawal of all students in a regular day school program.

II. POLICY: The Board of Education Policy Number 5111 provides, among other things, for the

registration and enrollment, free of charge, of any student between the ages of five and twenty years, whose parent or court-appointed guardian is a bona fide resident of Prince George’s County, except students who have already received a diploma or a certificate from an accredited high school, Special Education Center or Vocational High School.

III. DEFINITIONS:

Regular Student - A student between the ages of five and twenty years, whose parent or guardian is a bona fide resident of Prince George’s County and who resides with the parent or court-appointed guardian in the school’s attendance area.

Emancipated Student - A student eighteen to twenty years of age, who has independently

established residence in the school’s attendance area, who has not received a diploma or certificate from an accredited high school.

Nonresident Student - A student whose parent or court-appointed guardian is not a bona fide

resident of Prince George’s County.

Foreign Student - A student who is not a United States citizen, a student who is a United States citizen whose primary language is not English, or a student whose transcripts are from a foreign country, including all immigrants and non-immigrants.

Graduated Student - A student who has completed requirements for a diploma or a certificate

from an accredited high school, Special Education Center or Vocational High School.

Transfer Student - A student whose parent or court-appointed guardian resides in one

attendance area, but who has received a student transfer approval to attend another school. (Board Policy Number 5110.3)

IV. PROCEDURES: The following steps comprise the procedures for the registration and withdrawal

of students:

A. Registration

1. The Regular Student

a. The parent or guardian and student should present themselves to the school office where registration personnel determine that the student and parent or guardian resides in their school attendance area. To verify, use School Attendance by Street Report, SBS6030. If a student arrives at school alone and wants to register, he/she should be TENTATIVELY assigned to class. The school personnel should make every effort to contact the parent or guardian and advise same of the requirements of

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registration. If the parent or guardian is unable to come to school to complete registration forms, school personnel should contact the Pupil Personnel Worker. The Pupil Personnel Worker will assist in getting the forms completed.

b. The parent or guardian and student should complete the Student

Registration Form, PA14. If the student is transferring from another Prince George’s County Public School, he/she should present the Transfer Card, SR7, and complete a new Student Registration Form. Be certain that all items are completed and that the applicant signs and dates the form. NOTE: SCHOOL PERSONNEL SHOULD NOT USE THE STUDENT REGISTRATION FORM FOR ROUTINE PERIODIC UPDATE OF RECORDS.

c. School personnel will complete the sections marked “For School Use”,

sign, and date the Student Registration Form, PA14, while the parent or guardian is present.

d. The following documentation must be an original and can be used as

proof of birth: birth certificate, hospital certificate, physician’s certificate, baptismal or church certificate, family Bible, or passport/VISA. The PARENT (S) NAME MUST BE INCLUDED on the above items. As of the 1998-99 school year, a copy of the proof of birth must be attached to the Student Registration Form, PA14. Proof of birth is NOT a prerequisite for registering the homeless.

e. Residence verification must be provided by the parent or guardian for all

students, including students for Special Education. Proof of residency shall be a prerequisite of admission to the public schools, such proof must also be provided to school personnel with any change of residence. As of the 1998-99 school year, a copy of the proof of residence must be attached to the Student Registration Form, PA14. A Maryland Driver’s License is NOT acceptable proof of residence. Proof of residence is NOT a prerequisite for registering the homeless.

f. Parent(s) and guardian(s), who are registering their children in Prince

George’s County Public Schools for the first time, must complete the Affidavit of Disclosure, PA15, as required by law verifying their legal residence.

(i) School personnel will check the Student Registration Form,

PA14, or Affidavit of Disclosure, PA15, to assure that all items of information are completed and verify the proof of residence. Such items as settlement papers, deeds of property, rental receipts, mortgage statements, lease agreements, tax bills, are acceptable. NOTE: If there is some question regarding the validity of one of the proofs, school personnel may require additional information; such as, a recent utility bill, or employment verification. ALL ITEMS MUST BE ORIGINAL.

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(ii) Applicants completing the Affidavit of Disclosure, PA15,

should be advised that completion of this form is required by law and is a prerequisite for admission in the public schools.

(iii) School personnel designated by the principal must witness the

signature of the applicant on the Affidavit of Disclosure, PA15. The school retains the Affidavit of Disclosure, PA15, and places it in a school folder labeled “Affidavit of Disclosure”. The Affidavit of Disclosure may be destroyed after three years. If the applicant requests a copy for their information, it should be provided.

(iv) Only one Affidavit of Disclosure, PA15, is required when the

applicant enrolls more than one student in the same school.

g. A section of the Student Registration Form, PA14, or Affidavit of Disclosure, PA15, for OTHER proof of residence is provided. This should be used ONLY when a parent or legal guardian AND the student are temporarily living with a relative or friend. The relative or friend must provide the verification (proof) of their residence and a notarized statement signed by both parties detailing the arrangements, and it will then be accepted as temporary proof of residence. The applicant should be advised that the school system reserves the right to monitor this type of proof periodically or as needed, normally 30 days.

h. Once all the registration forms are completed for a student, this

information must be entered into the student database. Please refer to the Pupil Accounting and School Boundaries Procedures Manual for Reporting Enrollment and Attendance Data for detailed data.

i. Follow-up Action by School Personnel:

(i) Assign student to class and/or homeroom. Use form Tentative

Grade or Subject Agreement for Placement of Enrolling Students, PS126, if appropriate.

(ii) Elementary schools complete the Family Card, PA5, and

secondary schools complete the Student Information Card, PA18. This card is maintained for local school use.

(iii) The Student Registration Form, PA14, must be retained in the student’s folder. If the Affidavit of Disclosure, PA15, is completed, it should be filed in a school folder labeled “Affidavit of Disclosures”. Make a Cumulative Folder and a Permanent Record Card, PS46.

(iv) Prepare forms Request for Records Card, PS38, and Parental

Permission to Request Information, PS16, to request student records from the previous school attended. Upon receipt of the records, update the cumulative folder/record card.

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2. The Nonresident Student

a. If the student is a nonresident who will be paying tuition, he/she may be

enrolled in a Prince George’s County public school with approval of the principal. For enrollment procedures, refer to Administrative Procedure 5118.1.

b. The applicant and school personnel should complete the Tuition

Contract, Application to Enroll Nonresident Tuition Pupil, PA26/27. The PA26 portion of the form is to be used when an individual is required to pay nonresident tuition for a student. The quarterly amounts and dates must be written on the contract so the applicant is aware of his/her payments. The PA27 portion of the form is to be used when an authorized out-of-state agency including District of Columbia, Department of Human Services is required to pay the nonresident tuition for a student. Maintain a copy of the contract in the child’s folder.

c. Students placed in County group homes or foster homes by a Juvenile

Services agency or Social agency from another Maryland County of Baltimore City, are to complete the Application for Request to Enroll Nonresident Student, PA28. Maintain a copy of the application/contract in the child’s folder.

d. If a request for a waiver of tuition is made, follow the procedure outlined

in Administrative Procedure 5118.2.

e. Every year a new contract, PA26/27 or PA28, must be completed and signed by the agency.

3. The Foreign Student

a. The parent or guardian should be referred to the International Student Guidance Office for an interview and assistance in completing ALL REGISTRATION FORMS. Students MAY NOT be accepted into the school until such interview has taken place, and the appropriate records are sent to the school by the International Student Guidance Office.

b. The entire procedure for the registration of a foreign student can be found in the INTERNATIONAL STUDENT GUIDANCE OFFICE HANDBOOK.

4. The Graduated Student

a. If a student is a graduated student, enrollment in the regular scheduled day program is prohibited.

b. A graduated student may be enrolled in the Evening High School

Program, the Adult Continuing Education Program, or in the Summer School Program, if a special need is demonstrated.

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c. A graduated student who receives a Maryland High School Certificate may reenroll to obtain a Maryland High School Diploma.

5. The Transfer Student

a. No transfer may be granted by the local school other than Before and After Care.

(i) Principal must consider class size and school capacity before

approving transfers.

b. Students cannot be enrolled based on the school’s or parent’s assumption that a transfer will be approved by the Transfer Evaluation Committee. Students should not be withdrawn from the home school until the transfer request has been approved.

c. The parent or guardian must present a letter indicating transfer

APPROVAL by the Transfer Evaluation Committee.

d. After an enrollment conference, if one is required in the transfer approval letter, procedures for registering the Regular Student should be followed.

A. Withdrawal of Students (Elementary and Secondary)

1. Only the person who registered the child may withdraw a child from school

unless:

a. There has been a court order moving the custody rights of the person who registered the child, and the person withdrawing the student is the legal custodian/guardian.

b. It is not possible for the person who registered the child to do so (e.g. the

parents are incarcerated, deceased, hospitalized, unable to be located, etc.) and the person withdrawing the child is a parent/guardian.

b. The person who registered the child should not have been permitted to register them in the first place and the person withdrawing the child is a custodial parent/guardian.

d. You are directed by court order or Pupil Accounting and School Boundaries

Department to do so.

2. The parent, guardian, or emancipated student should appear in person or submit in writing that the student is withdrawing, stating the reason and anticipated last date of attendance. In the event this is not done, the school must make efforts to verify the circumstances of the withdrawal. The following steps should be taken:

a. Contact by telephone.

b. Verify with other school personnel such as the vice-principal, counselor,

guidance secretary, school secretary or clerk.

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c. Ask other students or neighbors.

d. Send a postcard.

3. If, after these steps have been taken, you are still unable to locate the student,

refer the matter to your Pupil Personnel Worker. The Pupil Personnel Worker will then investigate and report back to the school.

a. Students should not be withdrawn based on ANTICIPATED transfer

request approval. b. Secondary schools must use the Withdrawal Form, PA22.

c. All books and materials must be returned in satisfactory condition or

restitution made in accordance with Administrative Procedure 6161.1. All outstanding fees, fines, or other financial obligations must be met.

d. The date of withdrawal will be the next school day following the last day

of attendance.

4. In the case of a student transfer to another school within the county, complete the Maryland Student Withdraw/Transfer Record, SR7, and give it to the parent, guardian or student. Grades are NOT to be INCLUDED if there are any outstanding books, fees, fines or other financial instructional obligations.

5. Enter all withdrawal information (code and date) in the student database.

6. Release records according to Administrative Procedure 5125, and “The Student

Records Guidelines”. Grades should NOT be RELEASED if there are any outstanding books, fines or other financial instructional obligations.

7. Any student withdrawn for attendance problems must be withdrawn in

accordance with Administrative Procedure 5113.

8. Any student withdrawn because of expulsion for disciplinary reasons must be withdrawn in accordance with the “Code of Student Conduct” Administrative Procedure 10101. If the student is under compulsory school age of sixteen, use code W40 and over age sixteen, W46.

9. Any student withdrawn as a W33, lack of interest, or W34, employment, must be

withdrawn in accordance with the procedures stated on the Notification of Pupil Withdrawn (Sixteen Years and Over) form, PS105.

III. RELATED PROCEDURES: For procedures applicable to registration, enrollment and

withdrawal of students, see the following Board of Education Administrative Procedures:

5010 - Homeless Children and Youth School Access and Services 5113.0 - Pupil Attendance and Absence 5114.1 - Withdrawal of Students 5118.1 - Enrollment of Nonresident Students

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5118.2 - Tuition Waivers for Nonresident Students 5125.0 - Individual Pupil School-Based Records 6161.1 - Use and Return of Textbooks and Related Educational Materials 10101 - Code of Student Conduct FORMS: The following forms are used to complete the enrollment and withdrawal of students: PA5 - Family Card PA14 - Student Registration Form PA15 - Affidavit of Disclosure PA18 - Student Information Card PA22 - Withdrawal Form (Revised 7/78) - Secondary PA26/27 - Application for Enrollment of a Nonresident Student PA28 - Application for Request to Enroll Nonresident Students (Maryland Counties) PS16 - Parental Permission to Request Information PS38 - Request for Records Card PS46 - Permanent Record Card PS105 - Notification of Pupil Withdrawal PS126 - Tentative Grade or Subject Agreement for Placement of Enrolling Students SR7 - Maryland Student Withdraw/Transfer Record

VI. MAINTENANCE AND UPDATE OF THESE PROCEDURES: These procedures originate

with the Pupil Accounting and School Boundaries Department, and regular updating will be accomplished by that department as may be necessary.

VII. CANCELLATIONS AND SUPERSEDURES: These procedures specifically cancel and

supersede Administrative Procedure 5111, Registration and Withdrawal of Students, dated August 1, 1985.

VIII. EFFECTIVE DATE: December 17, 2001.

Iris T. Metts Superintendent of Schools

Distribution Lists: 1, 2, 3, 4, 5, 6, 10, 11 and 12

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5112 Procedure No.

May 1, 2003 Date

REGISTRATION, WITHDRAWAL,

AND TRANSFER OF FOREIGN EXCHANGE STUDENTS

I. PURPOSE: To provide procedures for the acceptance and enrollment of foreign exchange students into secondary schools.

II. POLICY: Foreign exchange students may be accepted as tuition-free nonresident

students in the Prince George’s County Public Schools if they have not completed the equivalent of a high school program in their country. The sponsoring exchange organizations must be approved by the United States Department of State, Bureau of Educational and Cultural Affairs and be members of the Council on Standards for International Educational Travel (CSIET). The exchange organization must have local representatives in the Washington metropolitan area for the placement of students. The local representative bears the responsibility for the program and its participants.

The Chief Executive Officer shall have the right to annually determine the number

of foreign exchange students admitted to the school system and the high school principal shall have the right to determine annually the number of exchange students admitted to the school with generally no more than four students nor more than two of the same nationality in a single school. Preference may be given to students whose host family has a student presently attending the selected school.

Exchange students may be awarded a Maryland High School Diploma if they

request an evaluation of their official school records by the International Student Guidance Office for that purpose when the exchange representative completes the “Application for the Admission of Exchange Students in Prince George’s County Public Schools” and official records are received prior to the student’s enrollment. The student must be able to complete all of the Maryland graduation requirements during his/her two semesters of attendance. Students are not eligible for a diploma if they will earn one upon their return home. A “Maryland International Student Certificate” will be awarded to foreign exchange students who successfully complete the school year and who are not earning a diploma.

Exchange organization representatives must agree to follow the Prince George’s

County Public Schools’ Administrative Procedure for the “Registration, Withdrawal, and Transfer of Foreign Exchange Students” and all United States Department of State, Bureau of Educational and Cultural Affairs regulations in order to place students in our high schools.

III. PROCEDURES: The International Student Guidance Office (ISGO) will be the

liaison between exchange organization representatives and the schools. The following steps comprise the procedures for the acceptance and registration of students.

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A. Acceptance Process

1. The exchange organization representative will complete the “Application for the Admission of Exchange Students in Prince George’s County Public Schools” and send it to the International Student Guidance Office between February 1 and July 30 for the next school year.

2. The exchange organization must document that the student has

demonstrated the ability to function academically in English without the support of English for Speakers of Other Languages (ESOL) classes.

3. The staff at the International Student Guidance Office will contact the

appropriate high school principal/designee for approval of the exchange student placement.

4. The International Student Guidance Office will notify the exchange representative when the placement has been approved or denied.

5. An appeal of a denied placement may be lodged with the Chief Executive

Officer or his/her designee, whose decision will be final. 6. If approved, the International Student Guidance Office Specialist will sign

the exchange organization’s placement authorization form required by the Department of State and mail it to the local exchange organization representative.

7. The exchange representative will send the International Student Guidance

Office Welcome Letter to the exchange student after receiving the signed authorization. The exchange representative will also give the host family the Host Family Exchange Student Packet, which explains registration procedures, gives directions to the office, and includes registration forms, the Code of Student Conduct, a school year calendar, and a Prince George’s County Public Schools Course Description Booklet.

8. The International Student Guidance Office will forward appropriate

information concerning the exchange student to the Guidance and Counseling staff of the assigned school.

B. Registration Process

1. The International Student Guidance Office requires copies of the student’s

exchange program application, official school transcripts, immunization

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5112 Procedure No.

May 1, 2003 Date



records, and English proficiency scores before an evaluation can be made concerning final grade placement or qualifications for a diploma.

2. The host family will contact the International Student Guidance Office for

an appointment to enroll the student in school, once the student arrives.

3. At the time of enrollment, the following information must be provided:

a. Final school records for the term prior to enrollment. These must be official records with a notarized translation if the student is seeking a diploma.

b. Additional immunization records if needed for enrollment. c. Student’s passport with the I-94. d. Proof of the residence for the host family. e. Registration papers (included in the Host Family Exchange Student

Packet).

4. The foreign exchange student will be given the appropriate enrollment forms by the International Student Guidance Office to take to the assigned school for completion of the enrollment process.

5. All foreign exchange students are required to enroll in a full year of

English and United States History classes.

C. Diploma Requirements

1. In order to be awarded a high school diploma, the foreign exchange student must meet all graduation requirements established by the Prince George’s County Public School System and the state of Maryland in one academic year.

2. If a diploma is requested, the student’s official transcript beginning with the equivalent of grade nine and accompanied by a notarized translation must be received two weeks in advance of the student’s arrival in order to be evaluated and to have appropriate credits toward graduation awarded. The official transcripts must include the name of each course, the number of times the class met in a week, and the length of each class period.

3. The student will be notified during the registration process of the courses

3



5112 Procedure No.

May 1, 2003 Date



and tests he/she will be required to pass and other requirements needed in order to earn a diploma.

4. The student will receive a Prince George’s County high school diploma if

he/she passes all of the stipulated required courses and tests, and meets all other graduation requirements.

D. Other Requirements

1. Class rings and yearbooks may be purchased by foreign exchange students

on the same terms as they are by other students.

2. Participation of non-diploma exchange students as guests during awards ceremonies and graduation is at the discretion of the high school principal.

E. Transfers and Withdrawals

1. Host families wishing to request a transfer for the exchange student to a school outside their assigned boundaries must follow established school system transfer policies.

a. Form ST-1, “Student Transfer Request”, must be submitted between

January 1 and July 1 to the Office of Student Transfers.

b. The International Student Guidance Office will not request placement approval from the receiving high school principal until the Office of Student Transfers has approved or denied the transfer request.

c. Acceptance at an alternate high school approved by the Office of Student Transfers does not permit a foreign exchange student to be enrolled in a magnet or special program at that school.

2. The exchange organization representative will notify the International

Student Guidance Office if a foreign exchange student withdraws from the school system during the school year.

3. The exchange organization representative will notify the International

Student Guidance Office if a foreign exchange student changes his/her host family during the school year.

4. Exchange organization representatives will provide the International

Student Guidance Office with a copy of the exchange organization’s original placement approval form when requesting a transfer to a Prince

4



5112 Procedure No.

May 1, 2003 Date



George’s County high school for a student previously placed in another school system.

IV. RELATED PROCEDURES: Administrative Procedure 5110.3, Student

Transfers and Administrative Procedure 5111, Registration and Withdrawal of Students.

V. MAINTENANCE AND UPDATE OF THESE PROCEDURES: This

Administrative Procedure originates with the Department of Pupil Services and regular updating will be completed as needed.

VI. CANCELLATIONS AND SUPERSEDURES: This Administrative Procedure

cancels and supersedes Administrative Procedure 5112, dated July 1, 1988. VII. EFFECTIVE DATE: May 1, 2003.

Iris T. Metts Chief Executive Officer

Attachment: Application for the Admission of Exchange Students in Prince George’s County Public Schools Distribution: Lists 1, 2, 3, 4, 5, 6, 10, and 11

5


APPENDIX B

FORMS USED BY THEINTERNATIONAL STUDENT GUIDANCE OFFICE

International Student Guidance OfficePRINCE GEORGE'S COUNTY PUBLIC SCHOOLS

Upper Marlboro, Maryland 20772

PS 12A (Rev. 10/00)

Name of School Name of Student

The items marked (x) below have been completed and/or verified by the ISGO:PS 12/12BPA 14PA 15PS 88ESOL 25TranscriptsOther

International Student Record and Placement ApprovalStudent Registration Form *Source of birth verification:Affidavit of disclosure Residence verification:Language Minority Students Initial Instructional AssessmentESOL Teacher Information Form

Seen* not seen (Show at school)

Attached To be forwarded Not available at this time.

Immunization: Copy AttachedIncomplete - Referred to clinic/doctorNo Proof - referred to clinic/doctor

* It is not necessary to ask families to present these items again.

Prince George’s County Public Schools • 14201 School Lane • Upper Marlboro, MD 20772 • www.pgcps.org

Distribution: ISGO, Cumulative Folder

Distribution: ISGO, Cumulative Folder



PS 12A (Rev. 10/00)

Name of School Name of Student

The items marked (x) below have been completed and/or verified by the ISGO:PS 12/12BPA 14PA 15PS 88ESOL 25TranscriptsOther

International Student Record and Placement ApprovalStudent Registration Form *Source of birth verification:Affidavit of disclosure Residence verification:Language Minority Students Initial Instructional AssessmentESOL Teacher Information Form

Seen* not seen (Show at school)

Attached To be forwarded Not available at this time.

Immunization: Copy AttachedIncomplete - Referred to clinic/doctorNo Proof - referred to clinic/doctor

* It is not necessary to ask families to present these items again.


Address:School Phone: Hours:

School contact Information

Other Important Numbers:Adult Education: 301-408-7930Health Department Immunizations: 301-883-7230ESOL/Language Minority Programs: 301-445-8450

Address:School Phone: Hours:

School contact Information

Other Important Numbers:Adult Education: 301-408-7930Health Department Immunizations: 301-883-7230ESOL/Language Minority Programs: 301-445-8450

Native Language ________________/__________



Elementary/Middle SchoolInternational Student Record and Placement Approval

SchoolName of Student

Date of Birth:Alien Status: Native CountryGrade Placement Approval for Current Year

Date

Date of Arrival in U.S.A.

Native Language _______________/__________TuitionWaiver Date Approved

FemaleMale

Comments

Full Name of

Address

Telephone: Home:

Contact person/Agency (Name)

Telephone

Last First Middle

,

Work:( ) ( )

( )

PS 12B (Rev. 10/00) Distribution: ISGO, Cumulative folder

Registered by:

Refer to:

Educational History and InformationSchools Attended Location Grade Year

SIT/SSTGuidance ConselorHealth

ESOLReading SpecialistOther


ESOL Proficiency:

Immigrant Non-Immigrant US Citizen

Full Name of ::

PS 12B (Rev. 10/00) Distribution: ISGO, Cumulative folder



Elementary/Middle SchoolInternational Student Record and Placement Approval



Date


TuitionWaiver Date Approved

FemaleMale

Comments

Full Name of

Address

Telephone: Home:

Contact person/Agency (Name)

Telephone

Last First Middle

,

Work:( ) ( )

( ) Registered by:

Refer to:

Educational History and InformationSchools Attended Location Grade Year

SIT/SSTGuidance ConselorHealth

ESOLReading SpecialistOther


ESOL Proficiency:


Full Name of ::

Student Number:

Student Number:

School Year: ____________

School Year: ____________

Full Name of


Upper Marlboro, Maryland 20772High School

International Student Record and Placement Approval



Date


Native Language ______________/___________TuitionWaiver Date Approved

FemaleMale


Suggested ScheduleCommentsYear

Evaluation of Student RecordsYear:School:

Grade:

Course # Subject GradeCreditsEarned

Year:School:

Grade:


Full Name of

Address:

Telephone: Home:

Contact person/Agency (Name):

Telephone

Last First Middle

,

Work:( ) ( )

( )

PS-12 (Rev. 02/97) Distribution: ISGO, Cumulative Folder

Registered by:


:

:

PS-12 (Rev. 02/97) Distribution: ISGO, Cumulative Folder

High SchoolInternational Student Record and Placement Approval



Date


Native Language _____________/____________TuitionWaiver Date Approved

FemaleMale


Suggested ScheduleCommentsYear

Evaluation of Student RecordsYear:School:

Grade:


Year:School:

Grade:


Full Name of

Address:

Telephone: Home:

Contact person/Agency (Name):

Telephone

Last First Middle

,

Work:( ) ( )

( ) Registered by:


-

Full Name of ::



Math:ESOL:

Math:ESOL:

Student Number:

Student Number:

_

Official evaluation: Add to permanent recordOfficial evaluation to follow

Official evaluation: Add to permanent recordOfficial evaluation to followEvaluat ion


PS-88 (Rev. 3/01)

Instructions:1. This assessment is to be completed not later than the end of the fourth week of a trial placement of the student in a regular program. See Admin. Pro. No. 5111.3 for details.2. File copy in the student’s cumulative record.3. This form must be completed for new entrants throughout the school year and processed as per Item 2.

I. General Data:

A. School No. School Name:

B. Student No. Student Name:C. Date Registered in county:D. Primary or Home Language:E. U. S. Citizen:F. English is spoken in the home:

Yes No

II. Initial Assessment: An initial assessment has been made of the student’s English proficiency for the regular instructional program. This assessment included: (check as appropriate)

III. Referrals:.

IV. Assessing Official: I am the individual who completed the above information in accordance with Administrative Procedure No. 5111.3.

Date Signature of Individual

DO NOT WRITE BELOW THIS LINENOT TO BE COMPLETED BY SCHOOL

A. Language Code:

B. ESOL Category:

C. In ESOL Not in ESOL

Date:A B D E 1 2(19) (20)

(17-18)

Y NCC(21)

(72-77)ES1

(79-80)

(1-5)

C(6)

Always Sometimes NeverA S N

CC(16)

(Check one)

Division of Instruction & Pupil ServicesLanguage Minority Student’s

Initial Instructional Assessment

Interview(s) with student

Interview(s) with parent/guardian

Review of previous school records

Informal Reading Evaluation(s)

Mathematics evaluation(s)

Observations in trial class placements

The student has not been referred to ESOL.

The student has been referred to ESOL on

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLSEvaluation of International Student Transcript


Adelphi, MD 20783

Please add the following information to the above-named student’s Form PDS-2A, AnnualSecondary Performance Data Summary Card, and file this document in the student’scumulative folder with FORM PS-12, International Student Record and Placement Approval.

PS-86 (6/02)

Grade: Year:School: Country:


SUBJECT GRADE UNITSEARNED

SUBJECT GRADE UNITSEARNED



TO: ____________________________ SCHOOL:______________________________

FROM: ___________________________________________________

DATE: _________________

RE: NAME OF STUDENT: _____________________________DATE OF BIRTH: _______________

Prince George's County Public SchoolsESOL/Language Minority Programs

ESOL Teacher Information Form

DATE:

NAME:

Interrupted Schooling:

Non-Literate:

Refer to DLA Team:

SEX:Last First Middle

Prince George’s County Public Schools • 14201 School Lane • Upper Marlboro, MD 20772 • www.pgcps.orgESOL-26 (4/03)

IPT Oral Score:IPT Reading Score:

IPT Writing Score:

Part 1 Part 2 Part 3 Part 4 Part 5Vocabulary Vocabulary Reading for Reading for Language

in Context Understanding Life Skills Usage

Form: E C

Part 2 - Write a Story Part 3 - Write Your Own Story#1 #2 A B (circle)

IPT Scores Grades 2-12

IPT Scores Grades K-1IPT Oral Score:

IPT Reading Score:

IPT Writing Score:

Part 1 Part 2 Part 3 *Part 4 Part 5

Form: E

Part 6 Part 7 *Part 8Life Skills Understanding Understanding

Sentences StoriesPart 1 Part 2 Part 3 *Part 4Copy Letters Write Name/ Descriptive/ Spelling

Copy Sentence Narrative

Tester:

Comments:English Proficiency Level:

Oral Score Reading Sample Writing SampleScores:

Please remember to mark scores in appropriate parts above

GRADE:

*First Grade Only

COMPREHENSIVESCHOOL:

ESOL SCHOOL:

LANGUAGE: COUNTRY:

Form: A B

Form: A B

Tester Notes

FAMILY NUMBER: CHILD:

Visual Letter Phonemic Initial Blends ReadingRecognition Recognition Awareness and Digraphs Vocabulary


ESOL-25d (4/03)Distribution: ESOL, Teacher, CUM Folder


ESOL-25d (4/03Distribution: ESOL, Teacher, CUM Folder


ESOL-25d(4/03)Distribution: ESOL, Teacher, CUM Folder

EEEP to Kindergarten

ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

IPT Oral Score: Form:



DATE:

NAME:

ADDRESS:

BLOCK #: BIRTH DATE: GRADE:

BOUNDARY SCHOOL: ESOL CENTER SCHOOL:


,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:

IPT Scores:(Teachers should hold information until reporting is requested from the ESOL office)





DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:



Part 1 Part 2 Part 3

Part 5: Part 6: Part 7:


IPT Writing Score:Total Reading Score:

Total Writing Score:

Reading Life Skills UnderstandingVocabulary Sentences

Visual Letter PhonemicRecognition Recognition Awareness

Form:



DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:



Copy Letters Write Name/ Descriptive/Copy sentence Narrative

ISGO Counselor Comments: for school year:

Tester:

English Proficiency Level:


Non-Literate:

The above comments are background information about the student noted by the ISGO Counselor at intake and are providedon this form as additional information.



IPT Reading Score:








Tester:



Non-Literate:




IPT Reading Score:








Tester:



Non-Literate:


Part 1 Part 2 Part 3 Part 4

Part 5: Part 6: Part 7: Part 8:



ESOL-25b (4/03)Distribution: ESOL, Teacher, CUM Folder






IPT Writing Score:


Total Reading Score:


Reading Life Skills Understanding UnderstandingVocabulary Sentences Stories

ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

Visual Letter Phonemic Initial BlendsRecognition Recognition Awareness and Digraphs

Form:



DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:

IPT Scores:

Grade 1

(Teachers should hold information until reporting is requested from the ESOL office)

Tester:



Non-Literate:

Tester Comments:




DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:

IPT Scores:

Grade 1





DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:

IPT Scores:

Grade 1


Copy Letters Write Name/ Descriptive/ SpellingCopy sentence Narrative




Part 1: Part 2: Part 3: Part 4:IPT Reading Score:

IPT Writing Score:






Tester:



Non-Literate:

Tester Comments:





Part 1: Part 2: Part 3: Part 4:IPT Reading Score:

IPT Writing Score:






Tester:



Non-Literate:

Tester Comments:



Part 2 - Write a story Part 3 - Write Your Own Story#1_____ #2_____ A B _______

(circle)


ESOL-25a (4/03)Distribution: ESOL, Teacher, CUM Folder


ESOL-25a (4/03)Distribution: ESOL, Teacher, CUM Folder


ESOL-25a (4/03)Distribution: ESOL, Teacher, CUM Folder ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460



DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:


IPT Writing Score:

IPT Scores:

Grades 2-6



Part 1_____ Part 2 _____ Part 3 _____ Part 4 _____ Part 5 ______


Vocabulary Vocabulary Reading for Reading for Languagein Context Understanding Life Skills Usage

Form:

Form:

Form:


(circle)



DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:


IPT Writing Score:

IPT Scores:

Grades 2-6






Form:


(circle)



DATE:

NAME:

ADDRESS:




,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:


IPT Writing Score:

IPT Scores:

Grades 2-6






Form:

Tester:



Non-Literate:


Tester Comments:


Tester:



Non-Literate:


Tester Comments:


Tester:



Non-Literate:


Tester Comments:


Form:

Form:

Form:

Form:



DATE:

NAME:

ADDRESS:



Tester:



Non-Literate:



ESOL-17 (4/03)

,

LANGUAGE: COUNTRY:

-

Distribution: ESOL, Teacher, CUM Folder


ESOL-17 (4/03)Distribution: ESOL, Teacher, CUM Folder


ESOL-17 (4/03)Distribution: ESOL, Teacher, CUM Folder

STUDENT NUMBER:


IPT Writing Score:

IPT Scores:


Grades 7-12




(circle)




ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

ESOL 301-445-8450 ISGO 301-445-8460

Form:

DATE:

NAME:

ADDRESS:



Tester:



Non-Literate:


,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:


IPT Writing Score:

IPT Scores:





(circle)




Form:

DATE:

NAME:

ADDRESS:



Tester:

Tester Comments:English Proficiency Level:


Non-Literate:


,

LANGUAGE: COUNTRY:

-

STUDENT NUMBER:


IPT Writing Score:

IPT Scores:





(circle)




Form:

Tester Comments:

Tester Comments:


ESOL Teacher Information FormGrades 7-12


ESOL Teacher Information FormGrades 7-12




Form:

Form:

Form:

Form:

Form:

Form:


ESOL-23 (9/01)Distribution: Cumulative folder, ISGO, ESOL


REFUSAL OFESOL/LMP CENTER PLACEMENT

Name/Nombre

Student Number/Nro. de estudiante

ESOL Center School/Escuela de Centro ESOL

Boundary School/Escuela Regular

Date/Fecha

My child will not attend the ESOL Center School. I understand that my child will notreceive ESOL instruction in his/her boundary school.

Mi hijo/a no asistirá a la Escuela con Centro de ESOL. Comprendo que mi hijo/a norecibirá instrucción de ESOL en su Escuela regular.

Parent/Guardian SignatureFirma del Padre/Madre/Tutor

Home phone Teléfono de la casa Work phone Teléfono del trabajo( ) ( )

Distribution: Cumulative folder, ISGO, ESOL



Name/Nombre




Date/Fecha





Distribution: Cumulative folder, ISGO, ESOL



Name/Nombre




Date/Fecha






ESOL-23 (9/01)


ESOL-23 (9/01)

Prince George’s County Public Schools 14201 School Lane • Upper Marlboro, Maryland 20772 • www.pgcps.org

VERIFICATION FOR FOREIGN LANGUAGEINTERPRETER SERVICES

This service is authorized and will be paid for by: ____ Pupil Services ___ Special Education ___ the ESOL Program ____ the school(Interpreters for students with IEPs, Pre-K - 12, will be paid by the Special Education Department)

Other: _____________________________________________

TO BE COMPLETED BY THE INTERPRETER

Interpreter _____________________________________________ Language _________________

Address _______________________________________________ _______________________________________________ PGCPS Employee: yes__ no__

Home Phone ( ) _______________ Work Phone ( ) __________________

Social Security # ______ - ____ - ______ Number of hours worked _______Signature of Interpreter __________________________________ Date __________________

TO BE COMPLETED BY A SCHOOL ADMINISTRATOR OR DESIGNEE (Payment is based on the rate of $15.00 per hour with a minimum of 2 hours per session)

Type of activity/meeting (be specific) _____________________________________________________This service was for: the parent ______ the student _______

Name of Student(s) ___________________________________________________

Contact Person ___________________________________ Title ________________________________School/Office ____________________________________________ Date _____________

Comments: __________________________________________________________________________ __________________________________________________________________________

Service(s) Authorized by _________________________________________________________(Principal/Supervisor/Designee – please print)

_____________________________ ______________________________(Title) (Signature)

For services authorized by Pupil Services, forward this form to Bev Pariser-Foster, ISGO at the Judy Hoyer Family Learning Center.For services for Special Education students with IEPs, forward this form to Robin Bostic, Special Education at the Sasscer Building.If authorized by a school, send this form with a Disbursement Authority to Accounts Payable at the Sasscer Building.Send a copy of this form to ,ESOL Programs. Parent Involvement SpecialistGive a copy of this form to the Interpreter.PS-175PGIN # 7540-3037 (9/30)

PRINCE GEORGE’S COUNTY PUBLIC SCHOOLS UPPER MARLBORO, MARYLAND 20772

Verification for Sign Language Interpreter ServicesNote: Completion of this form is necessary to verify services rendered and process payment to the individual

providing the services. Please make sure all information requested is provided. SERVICES ARE FORHEARING IMPAIRED PARENTS ONLY, if payment is through the Department of Pupil Services.

This service was for a parent? Yes _____ No _____

Name of Student: ____________________ D.O.B. _______________ Student # ____________

School: _______________________________________________________________________

Name of Interpreter: ________________________ PGCPS Employee? Yes ______ No ______

Organization: Professional Interpreter Exchange Date: ________________

Address: 9101 Cherry Lane Suite 104 & 105

Laurel, Maryland 20708 Phone: 301-725-3402

DESCRIPTION OF SERVICES RENDERED

Date Contacted Interpreter for Scheduling Services: ____________________________________

Date Services Rendered: ______________________

School Phone Number___________________ School Fax Number_______________________

Location of Activity/Program: _____________________________________________________

Type of Activity/Program: ________________________________________________________

Number of Hours Worked: ____________

COMMENTS ON SERVICES PROVIDED:

________________________________________________________________________

SERVICES VERIFIED BY:

________________________________________________________________________(Principal/Supervisor) (Date)

Professional Interpreters Exchange (PIE) will send an invoice to the International Student Guidance Office. Theschool must also submit this Verification Form to the office below for completion of the payment process.

Send this form to: Ms. Beverly Pariser-FosterInternational Student Guidance OfficeJudy Hoyer Family Learning Center

PS-176PGIN # 7540-3038 (10/04)

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