IE General Guidelines - July 2014
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Transcript of IE General Guidelines - July 2014
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INTENSIVE ENGLISH USER’S GUIDE
CONTENTS
Click below to go directly to the content referred to.
Section 1: Overview of the Intensive English Program ............................................................. 3
Section 2: Intensive English Placement Guidelines................................................................... 4
General Testing Procedures and Placement Guidelines ......................................................... 4
Identification ....................................................................................................................... 4
Formative Assessments ...................................................................................................... 4
Parent Letter ....................................................................................................................... 5
Curriculum Placement for 6-10 year-old Intensive English ............................................... 5
Mainstream Classes for 6-10 year-old Intensive English ................................................... 5
Curriculum Placement for 11 YO - 17YO.......................................................................... 5
Elementary Placement Scenarios ........................................................................................... 6
Student X ............................................................................................................................ 6
Secondary Placement Scenarios ............................................................................................. 6
Student Y ............................................................................................................................ 6
Student Z............................................................................................................................. 6
Intensive English Flowcharts ................................................................................................. 8
Elementary Intensive English Flowchart ............................................................................ 8
Pre-Secondary Intensive English Flowchart ..................................................................... 11
Intensive English Support Time ........................................................................................... 14
Section 3: Transition Requirements for entry into Mainstream Reading and Language Arts
Classes...................................................................................................................................... 15
Elementary (6 year-old to 13 year-old) Transition Requirements ....................................... 15
Secondary Transition Requirements .................................................................................... 16
Appendix A: Leveled Book Chart with Age Level Correlation .............................................. 17
Appendix B: IPT-I & II Oral English Test Examiner’s Quick Guide ..................................... 18
IPT-I Oral Language Proficiency Test for 5-11 year olds (grades K-6), Forms G & H ...... 18
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NES/LES/FES Designation Chart .................................................................................... 18
IPT-II Oral Language Proficiency Test for 11 year olds-Secondary 4 (grades 6-12), Forms
E & F .................................................................................................................................... 19
NES/LES/FES Designation Chart .................................................................................... 19
Appendix C: Intensive English Writing Prompt ...................................................................... 20
Beginner IE Writing Prompt Directions............................................................................... 20
QSI Intensive English Writing Prompt ................................................................................ 21
Appendix D: Intensive English Transition Requirements ....................................................... 24
Transition from Intensive English Reading and Language Arts classes for Elementary
Students ................................................................................................................................ 25
Transition from Intensive English Reading and Language Arts classes for Secondary
Students ................................................................................................................................ 26
Transitioned Intensive English Tracking Form .................................................................... 28
Appendix E: The QSI Co-Teaching Model ............................................................................. 29
Co-Teaching Guidelines ....................................................................................................... 29
Overview: What is co-teaching and why is it necessary? ................................................ 29
Co-teaching is not… ......................................................................................................... 29
Administrative Support..................................................................................................... 29
Expectations: What are the responsibilities of a co-teacher? .......................................... 29
Resources: Where do I find help? .................................................................................... 29
Co-Teaching Planning Form ................................................................................................ 31
Appendix F: Example QSI Placement Letter for Parents ........................................................ 32
Appendix G: Glossary.............................................................................................................. 33
Revised 20 July 2014
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SECTION 1: OVERVIEW OF THE INTENSIVE ENGLISH
PROGRAM
Every QSI student has the opportunity to be successful in their learning, and students are
expected to flourish in their classrooms. However, a student whose English proficiency level
is below that commonly associated with their age may not be able to flourish in the
mainstream classroom. The Intensive English program is designed for these students.
The goal of the Intensive English program is to facilitate an accelerated learning environment
in which students are able to acquire the English language skills in the four domains of
speaking, listening, reading, and writing to be successful in their age-appropriate mainstream
classes. Intensive English classes are smaller than mainstream classes to allow teachers to
target individual student needs more effectively. It is expected that Intensive English classes
should have no more than six to eight students in them. The Intensive English program
allows students to be successful at school and feel confident as learners.
The Intensive English program consists of two courses. Intensive English Literacy
Elementary and Intensive English Literacy Pre-Secondary. Students will be placed within
the program based on several assessments outlined in the next section.
The Intensive English Literacy Elementary is designed for students ages 6 through 10 years
old. There are 38 essential units and 6 selective units. The Intensive English Literacy Pre-
Secondary is designed for students ages 11 and older. There are 36 essential units and 7
selective units.
Students may also be supported in content areas such as mathematics, science, and cultural
studies through a co-teaching model (see Appendix E). This model incorporates two teachers
who collaborate on lesson plans and teaching in one classroom. This model is beneficial for
IE students in that it is designed to target academic vocabulary and English fluency along
with the TSWs of a lesson.
It is expected that students acquire enough English language skills to be able to transition into
the mainstream classroom as quickly as possible. Their oral language, reading, and writing
skills will be monitored carefully while in the IE program. When their academic skills are
near to those of a native English speaker at their age level, they will exit the IE program (see
Exit Procedures).
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SECTION 2: INTENSIVE ENGLISH PLACEMENT GUIDELINES
General Testing Procedures and Placement Guidelines
Identification
Students are eligible to enroll in the Intensive English program starting at the 6 year-old age
level. Students in younger age levels will not attend IE classes, but will receive language
development support from their mainstream teacher.
Students are identified for IE program placement by the admissions coordinator and/or the
director of instruction (which is primarily based on their Fountas and Pinnell Benchmark
score, but can also be based on an interview, parent input as well as other possible means).
Once identified, students are given the IDEAS Proficiency Test (IPT; see below) to determine
their English oral language comprehension and proficiency level. They may also be assessed
in other modalities including writing, using the QSI Intensive English Writing Prompt, to
determine placement. Students who are not proficient in English (IPT levels A, B, C, and D1)
will be placed in the IE program and receive language instruction in IE classes during the
reading and language arts periods. Occasionally, depending on school resources, students will
not attend Intensive English classes but will receive sheltered instruction in a mainstream
reading and language arts class.2
Formative Assessments
The Fountas and Pinnell Benchmark Assessment System3 determines where students
should be placed into the Intensive English Program based on their reading levels.
This is an oral reading fluency and comprehension assessment. It will be administered
at the start (or when a student is first enrolled at a QSI school) and at the end of each
school year. See Appendix A for a Benchmark-DRA correlation chart for those
schools that are still using DRA.
The IPT is a formal oral language assessment published by Ballard & Tighe
(www.ballard-tighe.com). It will be administered at enrollment and then again each
spring until the student exits the IE program. Each QSI school will have access to an
online account to administer the test (www.onlineipt.com). Testers will use a picture
chart, ask questions, and record the results on the website (please see the “IPT-I & II
Oral English Test Examiner’s Quick Guide in Appendix B for more in-depth
information).
The QSI Intensive English Writing Prompt was developed informally by the
curriculum committee. It is a simple prompt that includes drawing a picture before
writing. See Appendix C for prompt and prompt directions.
1 IF a student tests at level D then other modalities should also be considered as he/she may or may not need IE
support. 2 IE support during Foreign Language Classes or Languages Other than English. Under special circumstances
and in consultation with the DI and parents, teachers may suggest that IE students be pulled from foreign
language classes to receive IE support. 3 Developmental Reading Assessment (DRA) may be given as an alternative to Fountas and Pinnell Benchmark
Assessment until the FP Benchmark Assessment has been fully transitioned into the school.
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Parent Letter
A letter is sent to parents notifying them of their child’s enrollment in the IE program. A
copy of this letter should be kept in the student’s file. See Appendix F for Parent Placement
Letter.
Curriculum Placement for 6-10 year-old Intensive English
Intensive English curriculum units are based on phases (or levels) of language
acquisition: beginner, early intermediate, intermediate, early advanced, advanced. The first
several units are for “beginner” students. The next several units are for “early intermediate”
students (see the IE Elementary Flow Chart starting on page 8). Please note that students
progress at different speeds in their English language development. To monitor a student’s
language acquisition, teachers may use the IPT Quick Informal Assessment as well as a
reading assessment and writing prompt. A student’s enrollment in IE classes is a flexible, not
a rigid, process based on individual progress.
IE classes utilize the ‘pull-out’ model and students enrolled in the 6 to 10 year old classes
will attend Intensive English instead of Mainstream Reading and Writing Literacy
classes. Since the IE curriculum is written in a scope and sequence format the IE teacher is
able to choose a starting unit based on the results of the Fountas and Pinnell Benchmark
Assessment System, the IPT and other assessments (see the IE Elementary Flow Chart). The
placement flowchart gives ranges of test scores for student placement in a unit.
Mainstream Classes for 6-10 year-old Intensive English
Intensive English students will attend mainstream mathematics, science, and cultural studies
classes. In elementary science and cultural studies classes, students can be given an
“Exposure” grade of “E” for material that they cannot master. An E grade is not allowable for
Mathematics. Teachers should use sheltered instruction techniques so students can access and
master mathematics unit TSWs. As noted above, when resources are available, a co-teaching
model should be utilized in these classes.
IE students may attend classes for Languages Other Than English (LOTE). However, there
are circumstances where a student struggles more than his/her peers when being exposed to
two new languages. In this circumstance, it is important to first discuss the student’s struggles
with the LOTE teacher. Academic, social and emotional accommodations should be
attempted so that the student may remain in the class. If the student continues to struggle, the
DI may choose to withdraw the IE student from this class.
Curriculum Placement for 11-year-old - Secondary
Students enrolled in 11 and up classes, who have been placed in the Intensive English
program, will attend Intensive English courses instead of mainstream Reading/Literature and
Writing Literacy/Writing classes utilizing a ‘pull-out’ model. Students may be pulled out of
Science and Cultural Studies if they are at a beginning level of language acquisition (IPT
levels ANES and BNES). Students with intermediate language skills (IPT levels CLES and
DLES), may attend small group sheltered instruction in Science and Cultural Studies using
elementary curriculum to acquire academic language. The placement in these Science and
Cultural Studies Intensive English groups are based on reading levels (see appendix). They
should not be enrolled in Languages Other Than English (non-native courses) other than what
is legally mandated.
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It should be noted that the Intensive English program is designed for students who exhibit
English language difficulties that impede their study in their mainstream classes. It is not
designed for students who exhibit learning disabilities or suspected learning disabilities,
although it is possible for a student to exhibit both an English language difficulty and a
learning disability. Where students exhibit learning disabilities, it will be necessary to involve
the school administration (the Director of Instruction or Resource Teacher, for example) and
perhaps even outside agencies.
Elementary Placement Scenarios
The following are examples of elementary students and how they are placed into the
Intensive English classroom. These are only examples and not to be used as rules. The
scenarios are strictly used as examples for placement. Take into account each student’s needs
and the school setting when making transition decisions.
Student X
A little girl who is from Montengro does not speak a word of English. By birth date her class
placement is in the 5 year old classroom. She was given a phonics assessment and it
indicates that she recognizes some letters but is not familiar with the corresponding sounds.
This girl will receive Literacy instruction in the 5 year old classroom. She will receive
Intensive English support during Languages Other Than English times.
Secondary Placement Scenarios
The following are examples of secondary students and how they are placed into the Intensive
English classroom. These are only examples and not to be used as rules. The scenarios are
strictly used as examples for placement. Take into account each student’s needs and the
school setting when making transition decisions.
Student Y
Student Y is 13 years old and a non-native English speaker and has come to QSI in March or
April. Because she has come from a school system where English is not taught at the same
level as the level taught at QSI, her reading level is two or three years below where it should
be. However, the student is highly motivated and expects to graduate on time. If she is not
reading at the level of her 13 year old peers by the end of the school year in June, it is very
likely that she will need Intensive English the following school year. She should not be
moved into secondary I classes until she can read and write within the range of students in
her peer group. This student should be offered every possible opportunity to be able to get her
reading level up to where it should be. However, it should be made blatantly clear to her and
her parents/guardian that there is a likelihood that it will take her longer than she expects to
graduate or to graduate with a general diploma instead of an academic diploma. All options
of placement should be discussed at the end of her first school year. Beginning this
conversation in March or April is actually best practice.
Student Z
Student Z is a 16 year-old non-native English speaker. He has been tested using Fountas and
Pinnell Benchmark at Level I (mid 7 year-old level). According to the Intensive English Pre-
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Secondary Course Outcome statement and to the guidelines set here, he should be entered
into E01 and progress through until he has completed E36 OR is reading and writing at the
level of a secondary student. This could conceivably take him 2-3 years to complete and by
the time he was ready to transitioned out of the IE program and be enrolled in all the English,
Science and Cultural Studies subjects that are required for graduation, he would be at least
19. Therefore, it needs to be made very clear to the parents/guardian of this student that it
would be extremely difficult for him to graduate from QSI in the time frame of a student
entering earlier into Intensive English.
While QSI does not turn students away, it may be better if the student was enrolled in a
school where the likelihood of him being successful in his studies and graduating sooner was
to his benefit. If, despite being made aware of the situation by the school director, he or his
parents still wish to continue at QSI, then he needs to be offered every assistance possible.
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Intensive English Flowcharts
These flowcharts on the following pages detail at what level students should be placed in the Intensive English program.
Elementary Intensive English Flowchart
ESSENTIAL
AND
SELECTIVE
UNITS
MATERIALS AND UNIT NAMES These units include all four domains of
language acquisition: listening, speaking,
reading, and writing.
Fountas and
Pinnell Guided
Reading Level
Ranges
IPT Levels
IE E01 Phonics IE E02 Newcomer A-C A,B IE E03 My Family and Me A-C A,B IE E04 Visit the Farm A-C A,B IE E05 All Kinds of Plants D-F A,B IE E06 Foundations of Literacy (closed at the end of the
school year ) D-F C
IE E07 Wind, Rain, and Snow D-F C IE E08 It’s Our Town D-F C IE E09 On the Job F-H C IE E10 Day and Night F-H C IE E11 Family Fun F-H C IE E12 Little Scientists G-I C,D IE E13 My Neighborhood H-I C,D
IE S01 Creature Features I-J C,D IE S02 Wild Weather I-J C,D IE S03 Then and Now I-J C,D IE S04 Around the World I-J C,D
6-YEAR-OLD LITERACY MATERIALS UNIT TITLE UNIT TITLE F-I IE E14 Foundations of reading and writing (IE year 2) Foundations of Reading Foundations of Writing D,E IE E15 E04 Informative-Nonfiction Genre Study Elements of Nonfiction Texts Nonfiction Writing D,E
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ESSENTIAL
AND
SELECTIVE
UNITS
MATERIALS AND UNIT NAMES These units include all four domains of
language acquisition: listening, speaking,
reading, and writing.
Fountas and
Pinnell Guided
Reading Level
Ranges
IPT Levels
IE E16 Narrative Life Stories Bringing Narratives to
Life D,E
IE E17 Opinion-Forming Opinions Forming Opinions Persuasive Paragraphs D,E
7-YEAR-OLD LITERACY MATERIALS I-M IE E18 Story Elements Realistic Fiction True Story Narrative D,E IE E19 Descriptive Words Fictional Stories Descriptive Writing D,E IE E20 Research Skills Understanding Information Research Writing D,E IE E21 Responding to Literature Fantasy & Folktales Response Writing D,E IE E22 Author Study Author Study Author Study D,E
8-YEAR-OLD LITERACY MATERIALS M-P IE E23 Narrative: Intro to Stories Story Structure Personal Narrative D,E IE E24 Informational Text Nonfiction Explanatory Essay D,E IE E25 Poetry Reading Poetry Writing Poetry D,E IE E26
Novel Study/Script Writing Novel Study Script Writing D,E
IE E27 Reading and Writing Fiction Reading Fiction Writing Fiction D,E
9-YEAR-OLD LITERACY MATERIALS O-S IE E28 Foundations of reading and writing(IE year 3)
Foundations of reading
Foundations of writing
D,E
IE E29
Informative - Reporting Information Types of Informative Writing Informative News/Book
Report D,E
IE E30 Opinion The Art of Persuasion Nonfiction with Purpose Persuasive Letter/Essay D,E IE E31
Narrative-Important People People Narratives Biography/Friendly
Letter D,E
IE E32 Drama The World of Theater Reader’s Theater Dialogue & Scripts D,E
10-YEAR-OLD LITERACY MATERIALS Q-U IE E33 Informative Historical Cause & Effect Historical Fiction Informative Cause &
Effect D,E
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ESSENTIAL
AND
SELECTIVE
UNITS
MATERIALS AND UNIT NAMES These units include all four domains of
language acquisition: listening, speaking,
reading, and writing.
Fountas and
Pinnell Guided
Reading Level
Ranges
IPT Levels
IE E34 Opinion Persuasive Techniques Nonfiction Persuasive Texts Persuasive Opinion
Writing D,E
IE E35 Narrative Storytelling Realistic vs. Science Fiction Personal Narrative D,E IE E36 Opinion-Literary Analysis and Response Literary Analysis Response to Literature D,E IE E37 Informative Research & Informational Texts Informative Texts Informative: Research &
Information Reports D,E
IE E38
Poetry Reading Poems Poetic Techniques D,E
D,E IE S05 S01 Goal Setting Using MAP Data 1 D,E IE S06 S01 Goal Setting Using MAP Data 2 D,E
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Pre-Secondary Intensive English Flowchart
ESSENTIAL
AND
SELECTIVE
UNITS
MATERIALS AND UNIT
NAMES These units include all four
domains of language
acquisition: listening, speaking,
reading, and writing.
Fountas and
Pinnell Guided
Reading Level
Ranges
IPT
Levels
Intensive English
Introductory
IE E01 Newcomer A-C IE E02 In the Classroom D-E IE E03 A School Day F-G IE E04 All the Things We Can Do F-I IE E05 Lunch Time H-K IE E06 I Need Some Information J-K
IE E07 How Do You Feel? J-M IE E08 Dress For the Weather L-M IE E09 Around Town L-O IE E10 Celebrating Seasons N-O IE E11 Around the World N-Q
IE S01 Exciting Opportunities P-Q IE S02 On the Job P-Q IE S03 Of All the Places You Could
Go! P-Q
IE S04 My Family, My Home P-Q
8-YEAR-OLD LITERACY UNIT TITLE UNIT TITLE P-S IE E12 E01 Foundations of Reading
and Writing Foundations of Reading Foundations of Writing
IE E13
E02 Narrative: Introductions
to Stories Story Structure Personal Narrative
IE E14 E03 Opinion: Responding to Opinion: Text Features Opinion: Reader
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ESSENTIAL
AND
SELECTIVE
UNITS
MATERIALS AND UNIT
NAMES These units include all four
domains of language
acquisition: listening, speaking,
reading, and writing.
Fountas and
Pinnell Guided
Reading Level
Ranges
IPT
Levels
Text Response
IE E15 E04 Informational Text Nonfiction Explanatory Essay
9-YEAR-OLD LITERACY R-T IE E16 E03 Informative-Reporting
Information Types of Informative Writing Informative News/Book
Report
IE E17 E04 Opinion-The Art of
Persuasion Nonfiction with Purpose Persuasive Letter/Essay
IE E18 E05 Narrative-Important
People People Narratives Biography/Friendly
Letter
IE E19 E08 Drama-The World of
Theater Reader’s Theater Dialogue and Scripts
10-YEAR-OLD LITERACY S-U IE E20 E03 Informative-Historical
Cause and Effect Historical Fiction Informative Cause and
Effect
IE E21 E06 Opinion-Literary Analysis
and Response Literary Analysis Opinion: Response to
Literature
IE E22 E07 Informative-Research and
Informational Texts Informative Texts Informative: Research
and Information Reports
IE E23 E08 Poetry Reading Poems Poetic Techniques
IE S05 S01 Goal Setting Using MAP
Data
11-13-YEAR-OLD
LITERACY U and above
IE E24 12 E01 Reader’s Response
(Student Self-Selected Texts) E01 Grammar
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ESSENTIAL
AND
SELECTIVE
UNITS
MATERIALS AND UNIT
NAMES These units include all four
domains of language
acquisition: listening, speaking,
reading, and writing.
Fountas and
Pinnell Guided
Reading Level
Ranges
IPT
Levels
IE E25 12 S05 Drama E07 Student Portfolio
IE E26 11 E03 Character Analysis in
Folk Literature E02 Narrative Writing
IE E27 11 E04 Poetry Analysis E03 Poetry Writing IE E28 11 E06 Nonfiction Analysis E05 Expository Writing IE E29 11 S02 Media Analysis S03 Media Creation
IE E30 12 E02 Face the Facts
(Nonfiction, Argument, and
Persuasion)
E04 Persuasive Writing
IE E31 12 E03 Weaving a Story (Plot,
Conflict, and Setting) E02 Narrative Writing
IE E32 12/13 E04 Personality Tests
(Analyzing Character and
Point of View)
E02 Bibliographical
Narrative (Narrative
Writing)
IE E33 12 E05 Lessons to Learn
(Understanding Theme) S02 Response to
Literature
IE E34 12/13 E07 The Novel I - Character
Development S04 Creative Writing
IE E35 13 E08 Arguments and
Persuasion E04 Persuasive Essay
IE E36 13 S02 History, Culture, and the
Author E06 Reasearch
IE S06 12 S01 Goal Setting Using MAP
Data Reading S01 Goal Setting Using
MAP Data Language
Usage
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Intensive English Support Time
Teachers may have extra time with Intensive English students during the school day. These
periods are extended resources of time. The students that are not going to Languages Other
Than English need to go to Intensive English for this time. In some schools this is referred to
Intensive English Support. Intensive English Support can cover a variety of curricular ideas
based on student needs. Below is a list of options to use for Intensive English Support time:
1. Intensive English Support teachers can ask mainstream classroom teachers topics of
study in the mainstream classroom. The support time can then offer more enrichment
and vocabulary development to support what is learning in the mainstream class in
regards to Mathematics, Science and Cultural Studies.
2. Students can also be enrolled in reading level appropriate Cultural Studies and
Science classes. Cultural Studies and Science are very language-intensive subjects
and involve subject-specific vocabulary. Textbooks in these subjects normally require
the students to have a native speaker-like reading level to be able to understand them
and therefore, Intensive English students will inevitably struggle understanding
content.
3. Students in Intensive English support time can also continue working on literacy
curriculum that they are developing in the morning. Giving extra time to move
through the Intensive English Curriculum’s essential units helps to move students
more quickly through the program.
4. For students 12 and up it has been found beneficial to have these students continue
receiving English support AFTER they have been mainstreamed. This period of time
should be used to help students with content of their Literature and Writing classes.
Students who have been transitioned out of Intensive English in the middle of the school year
are strongly advised to continue in Intensive English Support time to allow for additional
support in mainstreaming. This should continue for as long as the student needs this support.
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SECTION 3: TRANSITION REQUIREMENTS FOR ENTRY INTO
MAINSTREAM READING AND LANGUAGE ARTS CLASSES
Elementary (6 year-old to 13 year-old) Transition Requirements
In order to be considered for transitioning out of the Intensive English program, the student
must meet the following requirements:
● Scores independently on the Fountas and Pinnell Benchmark Assessment System
within the range of readers into which the student will be mainstreamed (see
Transition Flowchart for reading levels).
● IDEAS Proficiency Test (IPT Oral)- see appendix for chart of transitioning levels
● MAP Scores are within the range of mainstream students.
● Masters current Intensive English curriculum independently (no more than one P open
in the Intensive English curriculum).
● Consistently shows good study habits as evidenced by:4
o Actively participating in all class activities without prompting
o Completing all assignments on time and with consistent effort
o Keeping up with all expectations for homework
o Taking notes in class and maintaining a neat folder of work (for older ages)
o Going through the writing process on writing assignments, including
independent revision of work and conscientious proofreading
● Scores at or near grade level on an age-appropriate writing prompt.
● Students consistently use English in the Intensive English classroom.
Once a student has achieved the first three of these benchmarks, then the student or a teacher
can request the writing prompt. This writing prompt will be read by a neutral observer and
will be scored based on a rubric.
4 Recognizing that a student can go through a change in motivation over the course of the year, “consistently”
may be defined as exhibiting these behaviors over the course of one full unit.
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Secondary Transition Requirements
In order to transition into the secondary program, students must have reached independently a
secondary level of reading and writing. The secondary program is designed to give students
the skills to make them prepared for university. Students who are not at the correct level in
secondary will not be successfully prepared to earn credits towards graduation.
In order to be considered for transitioning out of the Intensive English program, the student
must meet the following requirements:
● Score independently at the Z level on the Fountas and Pinnell Benchmark Assessment
System (or DRA 80).
● IDEAS Proficiency Test (IPT Oral)- students at the ELES or FLES could be
considered for transitioning.
● MAP Scores are within the range of mainstream students.
● Masters current Intensive English curriculum independently (no more than one P open
in the Intensive English curriculum).
● Consistently show good study habits as evidenced by:5
o Actively participating in all class activities without prompting
o Completing all assignments on time and with consistent effort
o Keeping up with all expectations for homework
o Taking notes in class and maintaining a neat folder of work
o Going through the writing process on writing assignments, including
independent revision of work and conscientious proofreading
● Score at grade level on an age appropriate writing prompt
● Students consistently use English in the Intensive English classroom.
5 Recognizing that a student can go through a change in motivation over the course of the year, “consistently”
may be defined as exhibiting these behaviors over the course of one full unit.
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APPENDIX A: LEVELED BOOK CHART WITH AGE LEVEL
CORRELATION
Age Range Fountas and
Pinnell
DRA Rigby Reading A-Z
5 A A-1 1 aa
5 A A-1 1-2 A
5-6 B 2 2-3 B
5-6 C 3 3-4 C
6 D 4 5-6 D
6 E 6-8 7 E
6 F 10 8 F
6 G 12 9 G
6-7 H 14 9 H
6-7 I 16 10 I
6-7 I 16 10 J
7 J 18 11-12 K
7 K 20 13-14 L
7-8 L 24 15 M
7-8 M 28 16 N
7-8 M 28 17 O
8 N 30 18 P
8 N 30 18 Q
8-9 O 34 19 R
8-9 O 34 19 S
8-9 P 38 20 T
9 Q 40 - Fiction U
9-10 R 40 – Non Fic. V
9-10 S 50 – Fiction W
10 T 50 – Non Fic. X
10-11 U 60 – Fiction Y
10-11 V 60 – Non-Fic. Z
11 and up W 70 – Fiction
11 and up X 70 – Non-Fic
11 and up Y 80 – Fiction
11 and up Z 80 – Non-Fic.
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APPENDIX B: IPT-I & II ORAL ENGLISH TEST EXAMINER’S
QUICK GUIDE
The IDEA Proficiency test, or IPT, measures students’ language proficiency in English. The
tests are designed for the purposes of initial identification, program placement, progress
monitoring, and redesignation (program exit) in school. The tests assess listening and
speaking skills in the four basic areas in oral language: vocabulary, grammar, comprehension,
and verbal expression.
The IPT I-Oral English test is an individually administered, structured oral interview, where
the examiner asks the student questions or gives prompts. The examiner scores the student’s
answers as correct or incorrect as each item is administered. Some items are based on
pictures while others are based on interaction between the examiner and the student. For
example, students identify objects or actions in pictures, listen to brief stories and answer
questions about them, and answer questions about themselves and their opinions and
experiences. The test is administered online (a paper version of the tests is also available),
using physical books for the picture prompts, and is scored as it is administered. Students
advance through the test levels until the test is completed or until they stop at the highest
level they can attain based on their language proficiency. Students are then assigned one of
the following six score levels: A, B, C, D, E, or F. The student’s score level, full diagnostic
report and designation are available immediately after the testing is completed.
The IPT-I Oral English Test has two alternate parallel forms (for each age group--see chart
below). The skills assessed by Form G (ages 5-11) and E (ages 11-Secondary 4) are the same
as those assessed by Form H (ages 5-11) and F (ages 11-Secondary 4), even though the test
items are different. It is recommended that you use alternate forms between testings. For
example, forms G and E could be used for initial placement and forms H and F for a progress
monitoring assessment later in the school year (usually in the spring). Since the
administration and scoring directions for both G/E and H/F are the same, the directions are
applicable to both forms.
For more in depth test administration instructions, please see the IPT-I Oral Examiner’s
Manual Grades K-6 English Forms G & H (pages 6-18) or view the online training on
www.onlineipt.com under the “Help & Training” link.
IPT-I Oral Language Proficiency Test for 5-11 year olds (grades K-6), Forms
G & H
NES/LES/FES Designation Chart
The table on the following page contains suggested starting levels for students known to have
basic English skills.
Ages 5-6 – Beginning of Test (or Level B)
Ages 7-11: Level C
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IPT Oral Designation
NES (Non-English
Speaker)
LES (Limited English
Speaker)
LES (Limited English
Speaker)
LES (Limited English
Speaker)
FES (Fluent English
Speaker)
IPT Oral Proficiency Level
Beginning Early Intermediate Intermediate Early Advanced Advanced
Fall 5 Year Olds A B* B* C D, E, F
Spring 5-6 Year Olds
A B C D E, F
7-11 Year Olds A, B C D E F
*For further differentiation of proficiency levels, please see the table below.
AGE LEVEL SCORE LEVEL RULE PROFICIENCY LEVEL
Fall 5 year olds B Student made three or fewer errors in test level B Intermediate
Fall 5 year olds B Student made four or more errors in test level B Early Intermediate
IPT-II Oral Language Proficiency Test for 11 year olds -Secondary 4 (grades
6-12), Forms E & F
NES/LES/FES Designation Chart
Suggested starting levels for students known to have basic English skills:
Ages 11-13: Level B
Secondary 1-4: Level C
IPT Oral Designation
NES (Non-English
Speaker)
LES (Limited English
Speaker)
LES (Limited English
Speaker)
LES (Limited English
Speaker)
FES (Fluent English
Speaker)
IPT Oral Proficiency Level
Beginning Early Intermediate Intermediate Early Advanced Advanced
11-13 Year Olds A B C D E, F
Secondary 1-4 A, B C D E F
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APPENDIX C: INTENSIVE ENGLISH WRITING PROMPT
The following writing prompt is designed as a formative assessment to assess the student’s
writing ability.
Beginner IE Writing Prompt Directions
Use this prompt for both fall and spring.
1. Distribute first page, “Draw a picture of you and your family”. Read the prompt and
check for understanding. Give more details or examples if needed. Translate if
needed.
2. After students have finished their detailed picture, distribute the second page, “Write
about your picture”. Explain or give examples if needed.
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QSI Intensive English Writing Prompt
Name: _______________________ Date: _________________
Draw a picture of you and your family doing things together.
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Elementary Response:
Write about your picture.
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Secondary Response:
Write about your picture.
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24
APPENDIX D: INTENSIVE ENGLISH TRANSITION PROCESS
To ensure student success in the mainstream is expected that all QSI schools will follow or
establish a procedure for transitioning students out of the program. It is important that this
process is documented and that records are kept in the school office. It is also important that
secondary students who transition out of the Intensive English program are tracked to ensure
academic progress is made towards graduation.
It should be noted that transitioning out of the Intensive English program is a process that the
student goes through from being in a very sheltered environment where the student is
receiving more intensive attention from the teacher to one where the student is expected to
perform more independently in the mainstream classroom. Throughout this process, it is
important that the student receives adequate support.
The three forms on the following pages are for Intensive English teachers who feel that a
student is ready to enter the mainstream classroom for reading and language arts.
The first two forms relate to transition into mainstream Elementary and Secondary
classrooms respectively. The preliminary steps on the appropriate form should be taken and
checked off by indicated teachers. The student may not be transitioned from the Intensive
English class until all the steps have been taken and the form is in the student’s cumulative
folder in the school office.
The last form is for tracking secondary students once they have transitioned into the
mainstream classrooms. It be should noted that it is possible for a Secondary student
transitioning out of the Intensive English program to be put back into the program at a later
stage if it is proven that the student is not maintaining an adequate level of academic progress
due to an inadequate level of English.
These forms are just used as suggestions and possible tools for setting up a trail of
documentation for the students.
25
Transition from Intensive English Reading and Language Arts classes for
Elementary Students
Student Name: ______________________________ Initiation Date: __________________
Procedures Signatures
1. Intensive English teacher should use several measures of the
student’s work to determine the student’s proficiency in reading,
writing, and using English for academic purposes. All samples
should be dated. Discuss with Intensive English Department
Coordinator.
o Transition Requirements Checklist should be attached.
INTENSIVE
ENGLISH Dept.
Coordinator
2. The student should be tested using the Benchmark Assessment
System and score commensurate with where they should be in the
levels chart (attached).
o The most recent Benchmark Assessment should be attached.
INTENSIVE
ENGLISH Dept.
Coordinator
3. Discussions with reading and language arts teacher where Intensive
English student would be placed to see if an appropriate match with
the classroom. (A signature here indicates that only a discussion has
taken place.)
Classroom
Teacher
4. Turn in this form to the INTENSIVE ENGLISH Department
Coordinator. Intensive English Department Coordinator will
schedule a meeting with all parties involved.
Meeting Time: _______________
INTENSIVE
ENGLISH Dept.
Coordinator
5. Meeting held with the following people: INTENSIVE ENGLISH
teacher, Classroom Teacher, INTENSIVE ENGLISH Department
Coordinator, and Director of Instruction.
Outcome and/or Placement:
Inclusion Date for Reading and Language Arts: _______________
Classroom
Teacher
INTENSIVE
ENGLISH
Teacher
INTENSIVE
ENGLISH Dept.
Coordinator
Director of
Instruction
6. Agreement reached and a letter sent to parents. A copy of the
placement letter and this form are placed in cumulative folder
located in the main office.
INTENSIVE
ENGLISH Dept.
Coordinator
Comments:
The student will continue to be monitored to ensure student success.
26
Transition from Intensive English Reading and Language Arts classes for
Secondary Students
Student Name: ___________________________ Initiation Date: __________________
Procedures Signatures
1. Intensive English Teacher should use several measures of the
student’s work to determine the student’s proficiency in reading,
writing, and using English for academic purposes. All samples
should be dated. Discuss with Intensive English Department
Coordinator.
IE Dept.
Coordinator
2. The student should be tested using the Benchmark Assessment
System and score at a Y level or above.
IE Dept.
Coordinator
3. Discussions with reading and language arts teacher where
Intensive English student would be placed to see if an appropriate
match with the classroom. (A signature here indicates that only a
discussion has taken place).
Classroom
Teacher
4. Turn in this form to the INTENSIVE ENGLISH Department
Coordinator. Intensive English Department Coordinator will
schedule a meeting with all parties involved.
Meeting Time: _______________
IE Dept.
Coordinator
5. Meeting held with the following people (as needed):
● INTENSIVE ENGLISH teacher,
● Reading/Literature1 Teacher,
● Language Arts/Writing 1 Teacher,
● Mathematics/Algebra 1 Teacher,
● Science Teacher,
● Cultural Studies Teacher,
● INTENSIVE ENGLISH Department Coordinator
● Director of Instruction
Outcome and/or Placement:
Inclusion date for the mainstream class: _______________
IE Dept.
Coordinator
6. A meeting with the student, Intensive English teacher, and an
administrator will be held to notify students and parents of the
transition arrangements that are to be put in place. Students and
parents need to understand that students will be monitored after
they move into the mainstream class and that they have the
opportunity to move back into the Intensive English program if
they are struggling in the mainstream class.
IE Teacher
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7. Agreement reached and a letter sent to parents. A copy of the
placement letter and this form are placed in cumulative folder located
in the main office.
IE Dept.
Coordinator
Comments: The follow-up meeting will take place on _________________________ to track
student’s progress. Parents will be invited to this meeting.
The student will continue to be monitored with a tracking form to ensure student success.
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Transitioned Intensive English Tracking Form
Dear Classroom Teachers,
Please make a few notes about each student who has recently transitioned out of Intensive
English. Examples: Works easily at mastery level. He keeps up with the others in class.
Working hard, but still struggling to master the material. Reads well, but cannot write at
same level. These comments should be positive and include areas for improvement.
Complete the comments and pass to another teacher on the list as soon as possible. We would
like to get this feedback returned in just a few days. You will be asked to give your comments
once a month at the beginning of the year.
Thank you!
Student: Date:
Literature I ()
Algebra ()
Physical Science
()
Writing I ()
World
Geography ()
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APPENDIX E: THE QSI CO-TEACHING MODEL
Co-Teaching Guidelines
Overview: What is co-teaching and why is it necessary?
At QSI, students who are in the Intensive English program are pulled out for their Reading
and Language classes. At schools who have a medium to large amount of IE students and
larger class sizes, support is needed when those students return to their homeroom for their
other subjects (primarily science, cultural studies, and math). In order to provide the
necessary support, IE teachers act as co-teachers in the mainstream curriculum to help with
the language and content load for these students.
Co-teaching is defined as two licensed educators actively teaching together in a shared
physical space with a blended group of students (Friend, 2005). It is the most effective when
it is multifaceted--mainstream and IE teachers work together to plan, teach, and assess
students; and when it is intentional--co-teaching should not default to a “teaching assistant”
model. The goal is to work together to make the content comprehensible for their IE
students.
Co-teaching is not…
...one teacher doing all the work and the other teacher sitting down, waiting for instruction, or
not being involved in the learning process. When a co-teacher enters the classroom, you will
not hear, "What do you want me to do today?". Instead, teachers will have discussed and
planned together and are actively taking part in the lesson (whether that is through team
teaching, working with small groups, or using some other co-teaching model). Careful
planning should regularly happen (whether that is in person, via email or through Google
Docs) so that each teacher knows his/her responsibilities and has an active role in the
instruction and assessment.
Administrative Support
Directors of Instruction and/or IE coordinators will be facilitators of the co-teaching model.
Co-teachers have unique professional relationships which require support from a facilitator to
guide interactions of planning, teaching, and classroom roles and responsibilities. Facilitation
should be on-going throughout the school year as well as appropriate professional
development activities as necessary.
Schools with medium to large populations of IE students…
Expectations: What are the responsibilities of a co-teacher?
The responsibilities of both co-teachers (mainstream teacher and IE teacher) are simple: plan
together, teach together, and assess together.
See both the “Collaboration Menu” and the “Collaborative Teaching Responsibilities
Checklist” for more information (found in the Intensive English section of the
curriculumfiles.qsi.org website).
Resources: Where do I find help?
30
See the document “Co-Teaching--Principles, Practices, and Pragmatics” for more information
about co-teaching (found in the Intensive English section of the curriculumfiles.qsi.org
website).
View the co-teaching training video “ Co-Teaching Approaches” found at this site:
http://marylandlearninglinks.org/952 for explanations and examples of each of the models of
co-teaching.
Read the following books on co-teaching (these are just a few of the many available):
Collaboration and Co-Teaching: Strategies for English Language Learners by Andrea
Honigsfeld and Maria G. Dove
Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning by
Anne M. Beninghof
Purposeful Co-Teaching: Real Cases and Effective Strategies by Gregory J. Conderman,
Mary V. Bresnahan and Theresa Pedersen
The Co-Teaching Book of Lists by Katherine D. Perez and Harry K. Wong
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Co-Teaching Planning Form
This form may be used for classes where co-teaching is utilized. A template may be found at http://curriculumfiles.qsi.org in the Intensive
English section.
Subject: ___________________________ Unit: ___________________________
Teachers: _____________________________________ Dates: _____________________
TSWs Essential Questions (for the unit)
Teaching Procedures Responsibilities Assessments Co-Teaching Model
Materials/Preparation
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APPENDIX F: EXAMPLE QSI PLACEMENT LETTER FOR
PARENTS
QSI International School of _____
August 14, 2014
Dear Parents of --------------------,
I would like to share with you that _____ will be placed in our Intensive English (IE) Program based on several of our academic assessments. Our IE program provides focused language support during the reading and language arts periods. Classes are taught by an IE teacher and units focus on all four domains of English (listening, speaking, reading, and writing). We believe this instruction will ensure _____’s academic success in both English and content classes.
_______- will receive the following Intensive English support:
Intensive English Class This class will take place the first 2 periods of the day during mainstream Reading and Language Arts classes. ------------’s English Language development will be monitored carefully and will be shared with you during parent conferences. If you have any questions about your child’s placement in Intensive English classes, you may contact our Director Instruction, _____at _____.qsi.org. Respectfully,
------------
Title
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APPENDIX G: GLOSSARY
Developmental Reading
Assessment (DRA)
Developmental Reading Assessment. Another reading
assessment used by QSI schools, this assessment focuses on the
student’s ability to read accurately and fluently, retell orally and
in writing, make connections, make inferences, determine
importance, and support responses using information from the
text or their own background knowledge.
Dolch List of Sight
Words
Dolch List of sight words is a list of words that are commonly
used in everyday language.
‘Co-Teaching’ model Co-teaching is defined as two licensed educators actively
teaching together in a shared physical space with a blended
group of students (Friend, 2005).
Exposure (E) grade The E grade is designed for Intensive English students who are
enrolled in mainstream classes such as Cultural Studies or
Science but who, although they are trying hard, are unable to
master the unit. The E grade should not be awarded to students
who are not trying.
Fountas and Pinnell
Benchmark Assessment
System
The Fountas and Pinnell Benchmark Assessment System is used
by QSI to determine a student’s instructional reading level,
which will determine whether a student requires Intensive
English, and if so, where he/she is to be entered within the
program.
Grade level A student’s grade level is his/her level according to age.
IDEAS Proficiency Test
(IPT)
The IPT is a formal oral language assessment published by
Ballard & Tighe (www.ballard-tighe.com). It will be
administered at enrollment and then again each spring until the
student exits the IE program.
IPT Designation After taking the IPT test, students are assigned one of three
designations: Non-English Speaking (NES), Limited English
Speaking (LES), and Fluent English Speaking (FES).
IPT Levels After taking the IPT test, students are assigned an oral
proficiency level based on their score and age. The proficiency
levels correlate to IPTs five stages of language acquisition. IPT
levels range from A (beginner) to F (advanced English). A 5YO
who scores a “D” is considered a fluent English speaker. In
contrast, a 7YO who scores a “D” is considered at the low end
of a limited English speaker.
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Intensive English
Program
The goal of the Intensive English program is to facilitate an
accelerated learning environment in which students are able to
acquire the English language skills in the four domains of
speaking, listening, reading, and writing to be successful in their
age-appropriate mainstream classes. Intensive English classes
are smaller than mainstream classes to allow teachers to target
individual student needs more effectively.
Intensive English
Support
Teachers may have extra time with Intensive English students
during the school day. These periods are extended resources of
time. The students that are not going to Languages Other Than
English need to go to Intensive English for this time.
Morphology Morphology refers to the structure and form of words, and it can
be thought of as a sub-category of grammar.
Phonemic Awareness Phonemic awareness is a subset of phonological awareness in
which listeners are able to hear, identify and manipulate
phonemes, the smallest units of sound that can differentiate
meaning.
Phonics Phonics is a method for teaching reading and writing by
developing learners' phonemic awareness in order to teach the
correspondence between these sounds and the spelling patterns
that represent them. The goal of phonics is to enable beginning
readers to decode new written words by sounding them out, or
in phonics terms, blending the sound-spelling patterns.
Proficiency level Based on a scope and sequence, students’ proficiency levels are
determined by their skills compared to a range in a test’s
norming data. See the Levelled Book Chart or IPT Examiner’s
Guide for examples.
‘Pull-Out’ model A model of instruction where IE students are enrolled in classes
specifically designed for IE and mainstream students are not
enrolled.
‘Push-In’ model A model of instruction where IE students attend classes with
mainstream students and the teacher makes accommodations
based on their language proficiency needs.
Reading level As opposed to grade level, a student’s reading level is the level
at which the student reads.
35
Sheltered Instruction
(SI)
The purpose of sheltered instruction (SI) is to deliver grade level
subject matter content (Language Arts, Math, Science, Social
Studies, Health, PE, and Art) in a manner that is accessible to all
learners. In sheltered instruction classes, delivered by a core
teacher, students receive comprehensible core content
instruction throughout the day. The content is from grade level
curricula taught using instructional strategies that scaffold the
content learning by building background knowledge and
through the use of visuals, gestures, manipulatives,
paraphrasing, etc. Lessons have clear grade level, content and
language objectives.
Syntax Rules and principles that govern sentence structure.
Transition When an Intensive English student enters the mainstream age-
appropriate Reading and Language Arts classes.
TSW This is an acronym for ‘The Student Will’, which can be found
at the head of every outcome in any unit.