2016-2017 lau plan

CCSD 2016

Chariton Community School District

K-12 Lau (EL) Plan for Serving English Learners (ELs)

June 1, 2016

Lau Leadership Team Members:

Paula Wright—Superintendent;

Joe Ortega---Equity Coordinator

Jared Power—Administrator & ESL Supervisor;

Claudia Owens—ESL Coordinator & Teacher;

Sarah Shutt and Lori Flanders—ESL/Content Teachers;

Michelle Dickey—AEA ESL Consultant

I. Lau Plan Guiding Principles

CCSD will:

*Educate ELs to meet the same challenging academic content and student academic achievement that all children are expected to meet. * Teach English language comprehension through listening, speaking, reading and writing skills to attain English proficiency. * Foster EL students’ and families’ pride in their own self and cultural background as well as positive attitudes toward school.

II. Identification and Placement of ELs in a Language Instruction Education

Program (LIEP)

To identify and serve limited English proficient students, a Home Language Survey (281—60.3(1)a) will be

distributed to all students during the CCSD registration process to identify those students who speak a language other than English at home. Interpreters will be onsite as needed to assist families in completing documents and registration materials. Home Language Surveys translated into other languages will also be made available when possible. (Appendix A) Building secretaries will notify the ESL coordinator when new students enroll and have a home language other than English. The Home Language Survey will be filed in the student’s cumulative folder.

Identification of ELs by the CCSD will follow the state guidelines for testing and placement of eligible students using the TELPA. The TELPA will be administered by a trained ESL teacher who has completed TELPA training with appropriate training completion certificates located in their personnel file. Students who are not considered English proficient on the TELPA will be eligible for ESL services. A team consisting of the ESL teacher, classroom teacher, and/or building principal will analyze the results of the ESL screener and additional academic information or testing to determine what type of placement is appropriate for the individual student. Additional academic information or testing may include such assessments as Guided Reading Benchmarking, phonics and phonemic awareness screeners, sight words lists, and additional classroom data as needed. The student’s last school record will also be consulted for test scores, grades, and ESL placement. Placement in the LIEP program and content area courses will be dependent on the student’s English language development needs and academic needs. The student will be placed in a general education classroom containing students who are within two years of the EL student’s age. The summary of the student’s TELPA results and placement (if appropriate) will be placed in their cumulative

http://www.languagepolicy.net/archives/lau.htm

http://edglossary.org/english-language-learner/

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file.

When a student is identified for the LIEP:

A. Parents must be notified no later than 30 calendar days after the beginning of the school year or within two weeks of a child being placed in a language instruction program (if a student enrolls after the beginning of the year).

B. Parent Notification must include:

1. Reasons for identification 2. Child’s level of English language development 3. Method of instruction 4. How the program will meet the educational strengths and needs of the student 5. How the program will help the student learn English 6. The program’s specific exit requirements 7. How the program meets the objective of the IEP for a student with a disability.

C. Parental information must be provided in “an understandable and uniform format, to the extent

practicable,” in a language the parents can understand using the form “Determination of Student

Eligibility, English Language Development Program” (Appendix B1 and B2) and “NCLB-Notification of English Language Development Program Placement-Version A”. (Appendix C1 and C2) The ESL coordinator will be responsible for sending this information to parents according to state guidelines. Copies of this notification will be signed by parents and retained in the student’s cumulative file.

When a student continues to qualify for the LIEP:

A. Parents must be notified no later than 30 calendar days after the beginning of the school year or within

two weeks of a child being placed in a language instruction program (if a student enrolls after the beginning of the year).


1. Reasons for identification 2. Child’s level of English language development 3. Method of instruction 4. How the program will meet the educational strengths and needs of the student 5. How the program will help the student learn English 6. The program’s specific exit requirements 7. How the program meets the objective of the IEP for a student with a disability


practicable,” in a language the parents can understand using the form “NCLB-Notification of English Language Development Program Placement-Version A”. (Appendix C1 and C2) The ESL coordinator will be responsible for sending this information to parents according to state guidelines. Copies of this notification will be signed by parents and retained in the student’s cumulative file.

If parents refuse ESL services for their child, a meeting will be held with the parent(s), ESL teacher,

classroom or content-area teachers, and the building administrator. During this meeting, recommendations,

concerns, ELPA21 assessment requirements, and potential outcomes will be discussed with the parent(s). A

signed copy of the ESL refusal form “Waiver-Refusal of ESL-Bilingual Program” with the meeting date and any

applicable notes will be kept in the student’s cumulative folder. (Appendix D1 and D2) Parents will need to be

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contacted and sign the waiver form annually. The ESL teacher will support the classroom and content-area

teachers with strategies to ensure that these students also master English and progress academically. A rotation

will be established for the ESL teachers to attend grade-level/content area data team meetings to ensure

intentional collaboration time regarding ELs.

III. Description of the LIEP

LIEP program goal: 100% of EL students in the CCSD will be proficient on grade level MAP scores or meet the following grade span growth targets using Fall to Spring MAP assessment data:

K-2 = 14 points growth 3-5 = 6.1 points growth 6-8 = 2.9 points growth 9-11= .3 points growth using MAP 2015 Reading Status Norms (RIT Values)

The CCSD will use the English as a Second Language (ESL) program model which is described as: A program of techniques, methodology, and special curriculum designed to teach ELs English language skills, which may include: listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. Further, ESL instruction is usually in English with little use of native language. All CCSD EL students K-12 will be served in either of the two following ways: pull out or content-based/inclusion. Pull-out students will be served 20-45 minutes in an individual or small group taught by a certified ESL teacher. Content-base/inclusion students will receive regular instruction in their class room taught by a certified general education teacher, with modifications and assistance provided by a certified ESL teacher. In the Kindergarten through 5th grade, students will be served according to their English Language Development and LIEP supports needed to access the core curriculum. Those K-5 students who are Level 1-3 in their English Language Development will receive ESL programming 4-5 days per week for 20-30 minutes. Students who are in K-5th grade and are Level 4 or 5 in their English Language Development will receive 1-3 days of ESL programming per week for 20-30 minutes. Students who are grades 6-8 will receive ESL programming for 30-45 minutes daily. Students who are grades 9-12 will receive ESL programming for 30-45 minutes daily. All EL students without Parental Waivers will receive direct LIEP instruction through these methods and yearly monitoring of these students’ progress will be done by the building ESL teacher. (Appendix F) These monitoring forms will be placed in the students’ cumulative file at the completion of the academic year.

When a student continues to qualify for the LIEP:

A. Parents must be notified every year no later than 30 calendar days after the beginning of the school year or within two weeks of a child being placed in a language instruction program (if a student enrolls after the beginning of the year and has been served in an ESL program at their previous school)


1. Reasons for identification 2. Child’s level of English language development 3. Method of instruction 4. How the program will meet the educational strengths and needs of the student 5. How the program will help the student learn English 6. The program’s specific exit requirements 7. How the program meets the objective of the IEP for a student with a disability


practicable,” in a language the parents can understand using the form “NCLB-Notification of English Language Development Program Placement-Version A”. (Appendix C1 and C2) The ESL coordinator will be responsible for sending this information to parents according to state guidelines and putting signed forms into the students’ cumulative folders.

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If parents refuse or discontinue ESL services for their child, a meeting will be held with the parent,

ESLteacher, classroom or content-area teachers and the building administrator. During this meeting, a review of

recommendations, concerns, ELPA21 assessment requirements, and potential outcomes will be discussed with the

parent(s). A signed copy of the ESL refusal form “Waiver-Refusal of ESL-Bilingual Program” will be kept in the

student’s cumulative folder. (Appendix D1 and D2) Parents will need to be contacted and sign the waiver form

annually. The ESL teacher will support the classroom and content-area teachers with strategies to ensure that

these students also master English and progress academically. A rotation will be established for the ESL teachers

to attend grade-level/content area data team meetings to ensure intentional collaboration time regarding ELs

whether or not they are served by the ESL program.

Students will receive ESL instruction from an ESL certified teacher. The ESL teacher will support the

classroom teacher in ensuring all ELs’ access to the Iowa Core Standards and ELP standards as they are published

by the State Department of Education. The support needed by individual ELs will be discussed during data team

meetings. In the K-5 buildings, the ESL teacher will meet every two weeks with each grade level K-5 for 30

minutes of the elementary staff’s scheduled data team meetings. During this time, the ESL teacher will give

information about their ELs’ progress towards meeting their LIEP goals and discuss strategies to enhance their

ELs’ classroom performance. In the Chariton Middle School and Chariton High School, the ESL teachers will meet

with content area teachers during a staff meeting at the beginning of the year and on an individual basis at least

quarterly.

Jared Power, ESL Supervisor, will be the designated administrator for the LIEP. Administrator capacity will

be built to further develop their skills in leading EL services by attending conferences and professional

development regarding EL student programming as well as completing appropriate online trainings mandated by

the State Department of Education.

CCSD will purchase and modify instructional materials that are appropriate to the needs of the learner and

goals of instructional programs (280—180.4). Appropriate materials will be used to support the students’ access

and understanding of the Iowa Core and English Language Proficiency standards. For English Language Level 1

students, the CCSD will utilize materials such as On Our Way to English (published by Rigby), Guided Reading

books, alphabet cards, alphabet books, picture cards, Imagine Learning software, and Rosetta Stone software.

Students with English Language Levels of 2-5 will use materials such as Guided Reading books, 95% Group

Phonemic Awareness and Phonics materials, Making Meaning comprehension materials, Units of Study writing

materials (Lucy Calkins), Imagine Learning software, Rosetta Stone software, and content area manuals. State

funding is provided for the “excess costs of instruction of ELL students.”(281—60.4 and 60.6 (280)). ESL

programming will adopt curricular materials in conjunction with the district’s six year curriculum development

and materials adoption cycle. CCSD also provides the ESL program with a yearly budget to be used for the

purchase of any additional curriculum materials. In the core curriculum areas, an ESL teacher will be part of

content area curriculum review and selection committees to ensure that ELs will be able to access and understand

curriculum to be purchased.

IV. Process to Provide Meaningful Access to all Co-curricular and Extracurricular

Programs

English Language Learners in the Chariton Community School District are fully eligible for all academic and

extracurricular activities, including but not limited to Special Education, Title I, At-Risk, and Talented and Gifted

(SOAR).

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Criteria for entering the Talented and Gifted program (SOAR) include, but is not limited to: teacher, peer,

or self-recommendation, standardized test scores (MAP, and IA assessments), Slosson IQ Test, and the Peabody

Picture Vocabulary Test. The Slosson and Peabody tests require oral testing and responses, which does not

discriminate based on cultural, linguistic or language backgrounds. Once students are identified for inclusion in

the Talented and Gifted program, they will have a PEP (Personal Education Plan) written based on students’ needs

and interests along with parental and ESL teacher’s input as needed to support their language needs. The PEP will

include options for independent study with considerations given to a student’s culture and language background.

PEPs will be reviewed annually with the student, parents, and Talented and Gifted Instructor.

Prior to receiving Special Education services, EL students are carefully screened to make certain that a real

disability exists in addition to the need to acquire English as a second language. ELs have specific needs and

considerations that need to be taken into account through the stages of language acquisition. Such considerations

include the following:

Is the learning environment supportive for language development of ELs? Have personal and family factors been considered? Have physical and psychological factors been taken into account? Has information been gathered about the ELs previous schooling experiences? Is the child proficient in oral language and literacy in both the first (L1) and second (L2) languages? Have cross-cultural factors such as values and beliefs been considered?

Before any special education referrals are put in place, EL strategies should be tried. These strategies will be

developed through collaboration between the ESL teacher and the classroom teacher and implemented in the

general education setting with adequate assessment data collected. Such strategies may be universal strategies

that are good for all students. Referral to special education should only happen after EL strategies have been tried

and yet no progress is being made in the ELs academic or language area acquisition and/or there is a significant

discrepancy between the student and his/her “like ESL peers”. EL strategies should not be used to qualify ELs for

special education nor should the LIEP (ESL) program be seen as a special education intervention. If a student is

determined eligible for Special Education services, an ESL teacher acquainted with the student’s language needs

and knowledge of second language acquisition will be a part of the team to set up the student’s goals.

All EL students may be identified and placed in special programming (Title I, At-Risk) using the same

processes as non-EL students with their cultural and language background taken into consideration. The

classroom teacher will identify any struggling students based on classroom performance and standardized testing

scores. Teachers proceed to write an individual goal, and provide them with interventions in the classroom. If a

student does not respond to the intervention, the classroom teacher will work with the MTSS (Multi-Tier System of

Support) team to revise the intervention or goal. If the student continues to struggle after revisions have been

made, the MTSS team decides if they are eligible for additional programming such as Title I or At-Risk. The ESL

teacher will work collaboratively with the classroom teacher and MTSS team throughout this process to provide

information about a struggling EL student’s cultural and language background and to suggest appropriate ESL

accommodations and strategies. Parents of EL students will be given information about these programs and their

child’s eligibility for such programs. This information will be given in the language most easily understood by that

family.

ESL teachers and classroom teachers actively encourage EL students to participate in a variety of curricular

and extracurricular activities, since such participation encourages informal practice of English skills. ESL teachers

will work with ELs and their parents in the language they most easily understand to determine their interests and

give them the names of advisors for activities, clubs, or athletic groups they are interested in.

CCSD Nondiscrimination Statement

CCSD 2016

EQUAL EDUCATIONAL OPPORTUNITY

The board will not discriminate in its educational activities including but not limited to, age, color, creed, national

origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental

ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status.

The board requires all persons, agencies, vendors, contractors and other persons doing business with or

performing services for the district to subscribe to all applicable federal and state laws, executive orders, rules and

regulations pertaining to contract compliance and equal opportunity.

The board will not exclude any otherwise qualified person from employment on the basis of age, color, creed,

national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or

mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial

status. Further, the board affirms the right of all students and staff to be treated with respect and to be protected

from intimidation, discrimination, physical harm and harassment.

V. Ongoing, Embedded EL Professional Development for Staff who Support ELs

In-service training is provided for all staff involved in the educational process of ELs (281-12.5(8), 12.8(1),

and 60.3(3)b5). All educational and appropriate school personnel including, but not limited to ESL teachers,

classroom teachers, content area teachers, administrators, instructional coaches, paraprofessionals, and

building/district support staff, will receive in-service training regarding instructional techniques and

modifications for EL students, with continuing training provided according to district’s Comprehensive School

Improvement Plan (281-12.7(256) and 281-60.3(3)b5). This includes the English Language Proficiency Standards

modules released in 2015 and 2016 from the State Department of Education. All 2015-16 teaching and

administrative staff will have completed modules 1-3 in the spring of 2016 and will complete modules 4-6 during

the 2016-17 school year. All new staff will complete the modules within the first year of their hiring. Certificates

of completed ELP Standards training will be kept in staff personnel files.

ESL instructors are an active participant in CCSD professional learning teams. During early release

professional development or other release times, ESL instructors will provide specific instructional techniques and

assessment strategies to meet the needs of EL students. ESL teachers will also work with classroom or content area

teachers to develop intensive, specifically designed individual instruction for those EL students who have the

greatest need. Accommodations will be made in content-area classrooms to assist teachers in providing for

individual ELs needs. (Appendix E) Classroom and content-area teachers are encouraged to attend outside

conferences and workshops to assist them in working with the EL students. Administrator capacity will be built to

further develop their skills in leading EL services by attending conferences and professional development

regarding EL student programming.

IV. Annual English Language Proficiency Assessment (ELPA21) Administration

English Language Learners will be evaluated annually with a standardized English language development

instrument approved by the state of Iowa. CCSD will utilize the ELPA21 (English Language Proficiency Assessment

for the 21st Century) to measure growth. This test is given annually between February 15th and April 15th.

Certified ESL staff will participate in the annual assessment administration and data interpretation trainings as

offered by the state. Certificates for training are stored in the teacher’s employment folder at the district office.

ESL certified teachers will administer this assessment to all identified EL students including those whose parents

have waived/refused services. ESL teachers will disseminate the ELPA21 assessment results to parents. ESL

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teachers will also share these results and how to interpret them with administrators and classroom/content

teachers during staff development and data team meetings for instructional decision-making and program

development. This data will be used by the ESL and classroom/content teachers to build supports for ELs to access

the core curriculum instruction, and guide LIEP instruction and future program needs during direct instructional

time provided by the ESL teacher.

V. LIEP Exit Criteria and Procedures

CCSD LIEP Exit Criteria

The student: 1. Achieves the required score for proficiency on ELPA21 2. Scores proficient on district-wide and state-wide assessments in Reading and Math 3. Meets both of the above criteria in the same school year

The CCSD will use the state criteria as listed above to ensure that students are ready to exit the ESL

program. When a student has met these requirements, a conference with parents in person or via phone will be

conducted by the ESL teacher. The exit letter, “English Language Development Program-Exit Letter”, (Appendix G1

and G2) signed by parents, an administrator, classroom or content area teacher and the ESL teacher will be kept in

the student’s cumulative folder. Exits will occur only after ELPA21 results have been received between the end of

the school year and October 1. The student’s ESL status will be updated in the district’s student information system

by the ESL Coordinator and the student will continue to be monitored by the appropriate building level ESL

teacher for two years.

VI. Monitoring Procedures after Students Exit the LIEP Program

The CCSD ESL teachers will track the student’s progress on academic and assessment results using the

district monitoring form which will be placed in the student’s cumulative folder yearly for two years following the

exit date. (Appendix F) The building level ESL teachers: Claudia Owens (K-5), Sarah Shutt (6-8) and Lori Flanders

(9-12), will be responsible for completing this monitoring form and reviewing the data to determine the EL

student’s monitoring status.

If the exited student begins to experience difficulty and is in need of linguistic support, the student can be

moved back to actively participating in the LIEP to receive services. This determination will be made based on the

data collected during routine monitoring and/or upon recommendation by the classroom or content-area and ESL

teacher. Parents will be notified by the building ESL teacher regarding the re-entry process by phone or

conference and sign the “NCLB-Notification of English Language Development Program Placement-Version A” form

(Appendix C1 and C2) which will be placed into the student’s cumulative file.

VII. LIEP Evaluation

LIEP program goal: 100% of EL students in the CCSD will be proficient on grade level MAP scores or meet the following grade span growth targets using Fall to Spring MAP assessment data:

K-2 = 14 points growth 3-5 = 6.1 points growth 6-8 = 2.9 points growth 9-11= .3 points growth using 2015 MAP Reading Status Norms (RIT Values)

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The ESL Coordinator, Claudia Owens, will invite the ESL teachers and supervising administrator to analyze this MAP data to evaluate the current performance levels. If this data indicates adjustments need to be made in the LIEP program, the team will research and recommend appropriate changes to future LIEP programming, individual EL student needs, supports for core curriculum instruction, professional development, material purchases, and staffing/teacher scheduling decisions.

The ESL Coordinator, ESL Supervising Administrator, and the District Superintendent will review, checkoff

and sign the Title III Compliance Assurances document to be included in the district’s Consolidated Accountability

and Support Application (CASA). (Appendix I)

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APPENDIX A

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Appendix B1


Determination of Student Eligibility

For English Language Development Program Placement

Name of Student: _______________________________________________________________ Date: _______________________

School: _______________________________________________________________________ Grade: ______________________

Dear Parent/Guardian:

When your child registered for school, a Home Language Survey was completed and indicated that a language other than English is

spoken by your child or in the home. Based on this information, the school assessed your child to determine their eligibility for

placement in an English language development program. As a result, we:

recommend an English language development program for your child.

do not recommend an English language development program for your child.

To determine our recommendation, we tested your child’s English language abilities in:

speaking reading writing listening and understanding.

and used other information, such as prior education and social experiences; written recommendations and

observations by current and previous instructional school staff; Eligibility Placement Committee meeting;

mastery of basic skills in English and their home language; and/or grades from current or previous years.

Based on your child’s language abilities in English, your child will be placed in the following program:

a regular grade level classroom with instruction in English.

an English language development program as described on, “Notification of English Language Development Program

Placement”, that is either attached or will be shared with you in the near future.

Other: ____________________________________________________________________________________________ .

We feel this program will help your child meet high academic grade level standards and graduation requirements. Please sign below

where indicated and return this notice to your child’s school.

Thank you for your interest in the quality of your child’s education. Please contact us if you have any questions.

_______________________________________ _______________________________________

Name Title

_______________________________________ _______________________________________

Telephone Number Email Address

Eligibility Placement Committee (if applicable):

Name: _________________________ Signature: _______________________ Title: ________________________ Date: ________




Parent/Guardian: Please complete the section below and return the entire form to your child’s school.

Name of Parent/Guardian: ___________________________________ Signature: ________________________________________

Telephone Number: ________________________________________ Email Address: ____________________________________

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Appendix B2


Notice of Initial Placement for ESL Services

Date: _________________________

Dear Parent or Guardian of _________________________________:

Our district provides an English language program for students who are English Learners (ELs). Your child’s level

of English Proficiency in listening, speaking, reading and writing has been assessed using the Tennessee English

Language Placement Assessment (TELPA). He/She scored at the following overall level of English proficiency:

____ 1 Non-English Proficient ____ 2 Limited English Proficient ____ 3 Fluent English

Based on the results of the TELPA and their level of academic achievement, we feel that your child will best be

served in this way:

______ Pull Out: Your child will be served by pulling your child out of the classroom for 20-45 minutes for

individual or small group work with instruction given in English.

______ Content-Based/Inclusion: Your child will receive regular instruction in their classroom, with modifications

and assistance provided by ESL staff as needed.

______ No Services: Your child is fluent enough in English to be successful in the regular education classroom

without assistance.

If you feel that this placement is not correct or you wish to refuse ESL services, please contact your child’s building

principal.

We are glad to support your child with their listening, speaking, reading and writing skills. Students normally

participate in the English Learners program for 3-6 years. The goal of our English Learners program is to help

your child learn English so they will be able to meet age appropriate academic standards for grade promotion and

graduation. If your child has a disability and an Individualized Education Program (IEP), improvement in their

ability to speak and write in English will help meet their IEP goals. To exit the English Learners program, students

must attain a proficient composite score of 6 on their ELPA21 test, and score proficient on district and state-wide

reading and math assessments in the same year. The high school graduation rate for Chariton English Learners is

approximately 97%.

Please sign below to give your permission for these services.

_______________________________________________ ______________________

Parent Signature Date

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Appendix C1


Notification of English Language Development Program Placement ❒ Initial Placement ❒ Continuing Placement

Name of Student: ___________________________________________________________ Date: __________________________

School Location: ____________________________________________________________________________________________

Dear Parents:

Based on your child’s English proficiency test scores and level of academic achievement, we are pleased to inform you that your child

will receive instruction in our district’s English language development program. The goal of our English language development

program is to help your child learn English so that she/he will be able to meet age appropriate academic standards for grade promotion

and graduation. The high school graduation rate for students participating in an English language development program is ______%. If

your child has a disability and an Individualized Education Program (IEP), improvement in his/her ability to speak and write in English

will help meet the objectives of their IEP. Please note that your student was identified as having a primary language other than English

on the home language survey and, therefore, is required to participate in the assessment of English language proficiency using the

following state and district adopted test(s):

❒ ____________________________________________________________________________ (Test used to measure level of English proficiency)



Level of English Proficiency: ____________________________________________________________

If applicable, your child’s level of academic achievement was measured using the following test(s):

❒ ____________________________________________________________________________ (Test used to measure level of academic achievement)



Level of Academic Achievement:_________________________________________________________

The method of instruction used in your child’s English language development program is:

____ Bilingual: Instruction provided in both English and your child’s home language

____ Transitional Bilingual: Instruction provided mostly or all in English adapted to student’s level

____ Content-based English Language Learner (ELL)/English as a Second Language (ESL): Instruction is provided in

English only and adapted to student’s level

____ Pull-out ELL/ESL: Student leaves his/her English-only classroom during the day for ELL/ESL instruction

____ Other: ______________________________________________________________________________________________

Your child’s program _____ is _____ is not the district’s only English language development program. Additional information about

your child’s program and other district language programs, if available, is attached.

Please contact the person below or ___________________________________ if you would like to request: (a) immediate removal of

your child from the English language development program; (b) options available for your child if you decline enrollment or would like

another method of instruction; or (c) assistance in selecting other district programs or instructional methods, if available.

Name: ________________________________________________ Title: ____________________________________________

Telephone Number: ______________________________________ Email Address: ____________________________________

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Description of District English Language

Development Program(s)

The goal of each of the district’s English language development programs is to help your child learn English

and meet age-appropriate academic achievement standards for grade promotion and graduation. Each program

identifies the educational strengths and needs of your child using instructional methods described below. It is

anticipated your child will continue in an English language development program for _____ years or until

he/she is able to successfully transition to a full day schedule that is not tailored for limited English

proficient students.

Your Child’s Program: _______________________________________________________________________

Instructional Method(s):

_________________________________________________________________________________________

_________________________________________________________________________________________

Program Content for Meeting State Proficiency:

_________________________________________________________________________________________

_________________________________________________________________________________________

Native Language Used in Instruction: ____ Yes ____ No

English Language Used in Instruction: ____ Yes ____ No

Program Exit Criteria:

_________________________________________________________________________________________

_________________________________________________________________________________________

Description of Other Available Program(s):

_________________________________________________________________________________________

Instructional Method(s):

_________________________________________________________________________________________

_________________________________________________________________________________________

Program Content for Meeting State Proficiency:

_________________________________________________________________________________________

_________________________________________________________________________________________

Native Language Used in Instruction: ____ Yes ____ No

English Language Used in Instruction: ____ Yes ____ No

Program Exit Criteria:

_________________________________________________________________________________________

_________________________________________________________________________________________

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Appendix C2


Notice of Continuation for ESL Services _____________________ School Year

Date: _________________________

Dear Parent or Guardian of _________________________________:

Our district provides an English language program for students who are English Learners (ELs). Your child has

been served in previous years by this program. Each spring our English Learners take the ELPA21 assessment to

determine their level of English proficiency in reading, writing, speaking and listening. The attached scores show a

level for each of these areas plus a composite (overall) score. Your child’s level of English Proficiency according to

the ELPA21 composite score is:

____ 1 Pre-functional ____ 2 Beginning ____ 3 Intermediate

____ 4 Advanced Intermediate ____ 5 Advanced ____ 6 Full English Proficient

Based on the ELPA21 assessment given in the spring and your child’s level of academic achievement, we feel that

your child will best be served in this way:

______ Pull Out: Your child will be served by pulling your child out of the classroom for 20-45 minutes for

individual or small group work.

______ Content-Based/Inclusion: Your child will receive regular instruction in their classroom, with modifications

and assistance provided by ESL staff as needed.

______ Exit: Your child’s progress shows that they will no longer need ESL services. School personnel will contact

you to discuss this.

If you feel that this placement is not correct or you wish to discontinue ESL services, please contact your child’s

building principal.

We are glad to support your child with their listening, speaking, reading and writing skills. Students normally

participate in the English Learners program for 3-6 years. The goal of our English Learners program is to help

your child learn English so they will be able to meet age appropriate academic standards for grade promotion and

graduation. If your child has a disability and an Individualized Education Program (IEP), improvement in their

ability to speak and write in English will help meet their IEP goals. To exit the English Learners program, students

must attain a proficient composite score on their ELPA21 test, and score proficient on district and state-wide

reading and math assessments in the same year. The high school graduation rate for Chariton English Learners is

approximately 97%.

Please sign below to give your permission for these services.

_______________________________________________ ______________________

Parent Signature Date

CCSD 2016

Appendix D1


Waiver/Refusal of English as a Second Language/Bilingual Program

Date ________________________

Dear Parent or Guardian:

Your child, ________________________________, has been identified as being eligible for an

English as a Second Language/Bilingual program. This determination is based on an assessment of

your child’s ability to understand, speak, read and write English.

If you do not agree with this determination or do not want your child in this program, please sign

the waiver notice below and return it to the school. If you have any questions, please call me at

__________________________.

Sincerely,

Principal or Program Designee

Waiver/Refusal of English as a Second

Language/Bilingual Program

Dear Principal or Program Designee:

❏ I do not want my child, ______________________________, to be placed in the program.

Name of Parent/Guardian: ________________________ Date: __________________________________

Signature: ______________________________________ Phone:_________________________________

CCSD 2016

Appendix D2


Denial of Enrollment in English as a Second Language (ESL) Program

I, __________________________________(parent/guardian) of ____________________________________ (student) have been

informed of my right to decline to have my child enrolled in the Chariton Community School District English as a

Second Language (ESL) Program. I do not wish to enroll my student in the ESL program offered by the school.

_________________________________________ __________________

Signature of Parent/Guardian Date

Meeting Date: __________________________________

Meeting Attendees: ________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Meeting Notes: __________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________

CCSD 2016

Appendix E

Classroom Accommodations for ESL Students


Student Name: __________________________ Date: __________________________

Room Environment:

Seat student near the teacher or front of the room

Seat student near a positive role model or ESL peer

Lesson Preparation & Presentation:

Write key points on the board

Highlight key vocabulary

Provide visual aids—models, pictures, videos, textbooks on CD, graphic organizers

Make sure instructions are understood and given orally and in writing

Allow extended time to answer questions (think time) or answer in writing or pictorially

Include a variety of activities during each lesson including hands-on

Provide a written outline, summaries, or study guides

Break long presentations into shorter segments

Provide reading materials at the students’ reading level

Provide peer tutoring

Assignments/Worksheets:

Give extra time to complete work

Simplify complex directions

Shorten assignments or break work into smaller segments

Allow dictation to a scribe or pictorial response

Allow use of a bilingual dictionary

Use group projects rather than individual work

Prove a model of completed assignments

Test Taking:

Allow open note or open book tests

Give word banks or page numbers for answers

Give tests orally or have someone read it aloud to them

Allow demonstrations, drawings, or retellings for the answers

Use anecdotal records or portfolios to give the grade

Give frequent short quizzes and avoid long tests

Reduce multiple choice answers to two

Allow students to retake tests

Provide study guides/outlines for the test

Allow additional time to complete the test

CCSD 2016

Appendix F

Chariton Community School District Monitoring Form for ESL Students

Student: _______________________________________ School Year__________________________ Building: _______________ Grade: _______________ ESL Teacher: ________________________ This student is _______ currently being served in ESL

_______ exited Y1 Y2 Exit Date:______________ Grade at Exit: __________

First Semester Completed by: _______________ Date: _______

Second Semester Completed by: _________________ Date: _____

Academic Achievement : Latest Iowa Assessment Scores: Reading: _____ Proficient Not Proficient Math: _____ Proficient Not Proficient Science: _____ Proficient Not Proficient Alternative Assessments & Results: MAP/Other Reading: _____ Proficient Not Proficient Math: _____ Proficient Not Proficient Science: _____ Proficient Not Proficient Current Grades: Reading: _____ Language: _____ Math: _____ Science: _____ Soc. Stud:______ Other:_____ GPA (Grades 9-12): _____

Academic Achievement : Latest Iowa Assessment Scores: Reading: _____ Proficient Not Proficient Math: _____ Proficient Not Proficient Science: _____ Proficient Not Proficient Alternative Assessments & Results: MAP/Other Reading: _____ Proficient Not Proficient Math: _____ Proficient Not Proficient Science: _____ Proficient Not Proficient Current Grades: Reading: _____ Language: _____ Math: _____ Science: _____ Soc. Stud:______ Other:_____ GPA (Grades 9-12): _____

Attendance: ___ Regular ___ Irregular Attendance: ___ Regular ___ Irregular

Elementary Reading Progress: Fall FAST Composite: ______ Proficient Not Proficient CBM-R: ______ Proficient Not Proficient 1st Quarter Guided Reading Level ______/________ (Goal) Winter FAST Composite: ______ Proficient Not Proficient CBM-R: ______ Proficient Not Proficient 2nd Quarter Guided Reading Level ______/________ (Goal)

Elementary Reading Progress: Spring FAST Composite: ______ Proficient Not Proficient CBM-R: ______ Proficient Not Proficient 3rd Quarter Guided Reading Level ______/________ (Goal) 4th Quarter Guided Reading Level ______/________ (Goal)

Comments/Areas of Concern: Comments/Areas of Concern:

Data Analysis: This student is:

□ Highly proficient □ Progressing satisfactorily □ Not progressing satisfactorily & will be

referred to student assistance team and/or ESL teacher

Data Analysis: This student is:

□ Highly proficient □ Progressing satisfactorily □ Not progressing satisfactorily & will be

referred to student assistance team and/or ESL teacher

CCSD 2016

Appendix G1


English Language Development Program Exit Letter

Name of Student: ________________________________________

Date: _____________________

School: __________________________________________________________

Dear Parent,

A recent assessment has shown that your child has made significant

improvement in his/her ability to read, write, speak and listen in English. As a

result of your child’s improved English language skills, he/she no longer qualifies

for services provided by the school district’s English Language Development

Program.

Thank you for your assistance in helping make your child’s exit from the English

Language Development Program a success. If you have any questions or

concerns, please call your child’s

school or teacher.

Sincerely,

________________________________________________________________

Name Title

________________________________________________________________

Phone Email Address

CCSD 2016

Appendix G2

Chariton Community School District Letter of Exit From ESL program

Student Name: ___________________________________________ School: ______________________

Address: ______________________________________________ Phone: ______________________

Dear Parents,

Your child has been served in the English as a Second Language (ESL) program and has

attained the following levels of achievement. To be exited from the ESL program, a student

is required to:

_____ Achieve the required score for proficiency on the ELPA 21 (English Language

Proficiency Assessment for the 21st Century)

_____ Score proficient on district-wide and state-wide assessments in Reading and Math.

_____ Meet both of the above criteria in the same school year.

An ESL staff member will be monitoring the student’s progress for the next two years. We

are grateful for having had the opportunity to assist your child’s academic progress through

ESL program.

____________________________________________ ________________________________ ESL Teacher Date ____________________________________________ ________________________________ Principal Date ____________________________________________ ________________________________ Content Area Teacher Date ____________________________________________ _______________________________ Parent Signature Date

CCSD 2016

Appendix H Title III Compliance Assurances: Checklist for Districts

___ The district maintains and annually revises the district Lau (EL) Plan. [NCLB Sec. 3116]

(Lau v. Nichols, 1974) ____ The district has a policy of admitting students regardless of their immigrant status or

English-speaking status. [Plyer vs. Doe (1982); Title VI of the Civil Rights Act (1964)] ____ The district provides information and communication to the parent(s) in the language the

parent(s) understand to the extent practicable. [NCLB Sec. 3302(c)] ____ The district will promote parental and community participation in programs for ELs [NCLB

Pub. L. No. 107-110]. ____ The district includes a Home Language Survey (TransAct form IA) in registration materials

for all students and maintains these forms in student cumulative folders. [Iowa Code 281-

60.3] ____ The district uses the state-approved language proficiency test (ELPA21) to screen and

identify ELs (including parental notification) within the first 30 days of a student being

enrolled in the district at the beginning of the school year, and within 14 days thereafter.

[NCLB Sec. 3302(a); Iowa Code 281-60.3(1)b] ____ The district ensures educators administering the state-approved language proficiency test

for identification & placement recertify annually. ____ The district notifies parents of program eligibility and placement within the mandated time

frames. [NCLB Sec. 3302] ____ The district has consulted with teachers, researchers, school administrators, and parents,

and if appropriate, with education-related community groups and nonprofit organizations

and institutions of higher education, developing Title III programs and activities [NCLB,

Pub. L. No. 107-110]. ____ The district provides a Language Instruction Educational Program (LIEP) with direct

instruction provided by a highly qualified (ESL-endorsed) teacher. Consultative services do

not meet the requirement for direct instruction. [Iowa Code 281-60.3(2)] ____ The district assures that LIEPs carried out under Title III will ensure that ELs being served

by the programs develop English proficiency. [NCLB, Pub. L. No. 107-110]. ____ The district ensures that teachers of ELs are fluent in oral and written English [NCLB Sec.

3116(c)] ____ The district has a designated administrator overseeing the district’s LIEP.

____ The district ensures that the programs will enable children to speak, read, write, and

comprehend the English language and meet challenging district academic content and

student academic achievement standards [NCLB, Pub. L. No. 107-110]. ____ The district has developed programs and activities for ELs and immigrant children and

youth [NCLB, Pub. L. No. 107-110].

CCSD 2016

____ The district offers high quality professional development to classroom teachers (including

teachers in classrooms that are not the settings of LIEP), principals, administrators, and

other school or community-based organizational personnel [NCLB, Pub. L. No. 107-110]. ____The district ensures the implementation of the English Language Proficiency (ELP)

standards. [NCLB, Title IX, Part A, Section 9101]. ____The district ensures that all paraprofessionals serving EL students are supervised by a

highly qualified teacher. [Iowa Code 281-60.3(2)] ____ The district assesses the English proficiency of all EL students with the state-approved

English language proficiency assessment (ELPA21) annually. [NCLB Sec. 3113(b)(3)(D)] ____ The district ensures educators administering the state approved language proficiency

monitoring assessment recertify annually. ____The district disseminates ELPA21 scores to parents and district staff. [NCLB Sec. 3121] ____The district ensures that all EL students participate in district-wide assessments. [NCLB Sec.

3121] ____The district uses state-approved exit criteria to determine when students should be exited

from the LIEP program [Iowa Code 281-60.3(3)b4] ____The district monitors exited EL students for two years after exiting the program (Changing

to 3 years required monitoring in 2016-7 based on ESSA). [NCLB Sec. 3121(4)] ____The district reports required EL data elements on Iowa’s Student Reporting System. ____The district conducts an annual program evaluation and makes adjustments to

programming as indicated by EL student achievement data. [NCLB Sec. 3121] ____The district ensures that Title III funding is not used for opportunities that are afforded all

students, such as parent-teacher conference translation. This means that interpretation and

translation for ELs must be paid, not using Title III funds, rather, using district funds. ____The district ensures that personnel funded by Title III are being used exclusively for EL

students for the full amount of the apportionment of the funding. ____ The district is not in violation of any State law, including State constitutional law, regarding

the education of limited English proficient children, consistent with sections 3126 and 3127

(NCLB, Pub. L. No. 107-110). Checklist Completed by (print name): ___________________________________________________

Signature: _________________________________________________________________________

Date: _________________

Superintendent (print name): _________________________________________________________

Signature: ________________________________________________________________________

Date: __________________

2016-2017 lau plan

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