EL Advisory Committee SignaturesDr. Craig Pouncey, Superintendent

Dr. Shannon Stanley, Deputy Superintendent of Teaching and Learning

Dr. Anna Vacca, Deputy Superintendent

Dr. Rebecca Lee, Deputy Superintendent

Lari Valtierra, ESL Supervisor

Janet Hagood, Director of Federal Programs

Phyllis Montalto, Director of Curriculum & Instruction

Dr. Sherri Savage, Director of Guidance

Dr. Jennifer Maye, Director of Professional Learning

Kelli Yeager, Accountability Specialist

Betsy Sanchez, Supervisor of Gifted Programs

Dr. Pam Williams, Supervisor of Elementary Math

Michelle Landrum, Supervisor of Secondary English Language Arts

Juliana Coleman, Secondary Science Supervisor

Leslie Little, Exceptional Education Supervisor

Dr. Terrence Brown, Director of Fine Arts

Susan Slaney, Principal, Rudd Middle School

James McLeod, Principal, McAdory Middle School

Carita Venable, Principal, Irondale Middle School

Cindy Ponder, ESL Coach

Stephanie White, ESL Teacher

Dr. Susan Spezzini, University of Alabama at Birmingham

Mary Early, University of Alabama at Birmingham

Linda DeRoche, The Literacy Council of Central Alabama

Helen Rivas, Community Advocate

Comprehensive English Learner District PlanEach LEA in Alabama must develop and implement a Comprehensive EL District Plan, in accordance with Section 3116 of Title III of the No Child Left Behind Act of`2001, for serving students who are limited-English proficient and immigrant students, where one or more students are determined to need support. The LEA is required to have a Comprehensive EL District Plan whether or not the LEA currently has ELs enrolled and regardless of Title III eligibility.

The Comprehensive EL District Plan should address each aspect of the LEA’s program for all ELs, at all grade levels, and in all schools in the school system. The Comprehensive EL District Plan should contain sufficient detail and specificity so that each staff person can understand how the plan is to be implemented and should contain the procedural guidance and forms used to carry out responsibilities under the plan.

To facilitate LEA compliance and the Alabama State Department of Education (SDE) review of the plan, LEAs will develop the Comprehensive EL District Plan using the template included at the end of the checklist. LEAs are encouraged to use the EL Policy and Procedures Manual when developing and revising the plan for a clear understanding of the requirements for serving ELs. The EL Policy and Procedures Manual was developed by the Alabama State Department of Education and is available for downloading at www.alex.state.al.us/ell/ .

2 | P a g e

Table of Contents

Section A: Introduction and Educational Theory and Goals I. Introduction to the ESL Program (District Vision & Mission Statement) 5II. Definition of Limited English Proficient (LEP) 5III. Definition of Immigrant 6IV. Definition of Migrant 6V. Definition of Students with Interrupted Formal Education (SIFE) 7VI. Definition of Refugee 7VII. JEFCOED Policy 8

VIII. Legal Considerations for ESL Program 8IX. ESL Program Goals 9

X. Educational Theory of ESL Program 10

Section B: Identification and Placement Procedures EL Advisory Committee 12

I. Overview of ESL Program Structure 12II. Registration of Non-English Language Background (NELB) Students 13III. Registration of High School NELB Students in Supplemental Newcomer Program 13IV. Identification of NELB Students 14V. Yellow NELB Folder 14VI. Initial Assessment of English Language Proficiency: WIDA-ACCESS Placement Test 14VII. Eligibility of ESL Services 15VIII. ELL Committee 15IX. Placement in the ESL Program 16X. Reevaluation & Continuation of ESL Services (I-ELP) 16XI. Exit from ESL Services 16XII. Parent Refusal of Title III Supplementary Services 17XIII. Monitor Status 17XIV. Track Status 17XV. ESL Students Who Reach Age 21, Graduate, or Earn a Certificate 17

Section C: Programs and Instruction I. District English Learner Plan 17II. Comprehensive Needs Assessment of Core ESL Program 18III. State Monitoring of ESL Program 18IV. Components & Rationale of Current Core ESL Program 18V. How the ESL Program Ensures ELs Develop English Proficiency 19VI. Specific Components of ESL Program 19VII. Accommodations for ELLs 22VIII. Grading of ELs 22IX. Alternative Grading System 23X. Retention of ELs 24XI. Staffing of the ESL Program 24XII. District Translator 25XIII. Other Resources 25XIV. Process for Collecting and Submitting EL Data 25XV. State Codes for English Learners and Data Collection 26

3 | P a g e

Table of Contents

Section C: Programs and Instruction (cont) XVI. Comparison of SDE and JEFCOED Codes for English Learners and Data Collection 27XVII. Annual Evaluation of the ESL Program 27XVIII. ELs and Special Education 27XIX. ELs and Gifted Education 28

Section D: Assessment and Accountability I. Annual Assessment of English Language Proficiency 29II. State Mandated Assessment 29III. Statewide Assessment Participation Requirements for ELs 29IV. Coordination Between the Assessments & Accountability and the ESL Supervisor 30V. Communication of Assessment and Accountability Requirements to Schools 30VI. Description of AMAOs 31

Section E: Parent Involvement I. Parent Involvement Activities 32II. Parent Notifications 32

Section F: Supplemental Title III Services I. How Title III Funds Support the Core ESL Program 33II. Non-public Schools Participation 34

Section G: ESL Program FormsAppendix 1: ESL Flow Chart 1: Initial Identification and Assessment of NELB StudentsAppendix 2: ESL Flow Chart 2: ESL Placement and Parent NotificationAppendix 3: ESL Flow Chart 3: Exiting ESL Service and Monitoring FLEP StudentsAppendix 4: Documentation for NELB Students (Yellow folder – cover)Appendix 5: Home Language Survey – EnglishAppendix 6: Home Language Survey – Spanish Appendix 7: NELB Student Initial Evaluation FormAppendix 8: Individual English Learning Plan (I-ELP) – Page 1Appendix 9: Individual English Learning Plan (I-ELP) – Monitor DocumentationAppendix 10: Classroom Accommodations FormAppendix 11: LEP Participation Documentation for Alabama Student Assessment ProgramAppendix 12: Parent Refusal of Supplemental Title III Services - EnglishAppendix 13: Parent Refusal of Supplemental Title III Services - SpanishAppendix 14: Parent Notification: Eligibility and Enrollment in ESL Program (Transact)Appendix 15: Parent Notification: Change of Status in ESL Program – EnglishAppendix 16: Parent Notification: Change of Status in ESL Program – Spanish Appendix 17: Interpreter Request FormAppendix 18: JEFCOED ESL Quick FactsAppendix 19: Sample School EL PlanAppendix 20: ESL Five Year Plan (for long-term ELs)

4 | P a g e

5 | P a g e

Section III LEA Template

JEFFERSON COUNTY SCHOOLSCOMPREHENSIVE ENGLISH LEARNER DISTRICT PLAN SECTION A: Introduction and Educational Theory and Goals

I. Introduction of ESL ProgramStudents who are still learning English often require special instruction in order to be successful in school. In 1974, the United States Supreme Court declared, “Students who do not understand the language of instruction are effectively foreclosed from learning. Simply providing the same classrooms, teachers, textbooks and materials does not ensure success” (Lau vs. Nichols). We understand that these students require a different approach to their education. Our district has a collective commitment to providing rigorous learning for all learners – including English learners. The Jefferson County Board of Education English as a Second Language English Learner (EL) Plan is intended to assist all personnel who impact the education of Limited English Proficient (LEP) students in our district. The information contained here will help school staff address the unique needs of these students.

JEFCOED VisionThe vision of the Jefferson County School District is to be characterized by the best practices resulting in effectively providing for the diverse needs of all learners.

JEFCOED Mission The mission of the Jefferson County School System is to ensure rigorous learning for all through engaging, innovative instruction, responsible resource management, and meaningful community and family collaboration focused on student success.

JEFCOED Strategic Goals The district has goals to:

Prepare Students to be College and Career Ready Improve Organizational Effectiveness to Support Student Learning Support a Positive and Collaborative Learning Culture

See more at: http://www.jefcoed.com/district/vision__mission__and_values#sthash.wUNeB0P1.dpuf

II. Definition of Limited English Proficient (LEP)The State of Alabama definition of limited-English proficient (LEP) is taken from the No Child Left Behind Act of 2001, S.9101, 25, of Title IX:

“(25) Limited English Proficient. – The term ‘limited English proficient’, when used with respect to an individual, means an individual –

(A) Who is aged three through 21; (B) Who is enrolled or preparing to enroll in an elementary school or secondary school; (C) (i) who was not born in the United States or whose native language is a language other than

English;(ii) (I) who is a Native American or Alaska Native, or a native resident of the outlying

areas; and (II) who comes from an environment where a language other than English has had a

significant impact on the individual’s level of English proficiency; or (iii) who is migratory, whose native language is a language other than English, and

who comes from an environment where a language other than English is dominant; and (D) Whose difficulty is speaking, reading, writing, or understanding the English language may be

sufficient to deny the individual – (i) the ability to meet the State’s proficient level of achievement on State assessments described in

Section 1111(b)(3); (ii) the ability to successfully achieve in classrooms where the language of instruction

is English; or (iii) the opportunity to participate fully in society.”

In general terms, an English learner is a student who is in the process of acquiring English and has a first language other than or in addition to English. It is important to note that the laws governing LEP students do not place restrictions on the amount of time that is needed for an English learner to:

Appendix 1: JEFCOED EL PLAN 2016-2017: Flow Chart 1

6 | P a g e

APPENDIX 2: JEFCOED EL PLAN 2016-2017: Flow Chart 2

7 | P a g e

APPENDIX 3: JEFCOED EL PLAN 2016-2017: Flow Chart 3

8 | P a g e

APPENDIX 4: JEFCOED EL PLAN 2016-2017: Documentation for NELB Student

9 | P a g e

APPENDIX 5: JEFCOED EL PLAN 2016-2017: Home Language Survey (HLS)- English

10 | P a g e

APPENDIX 6: JEFCOED EL PLAN 2016-2017: Home Language Survey (HLS)- Spanish

11 | P a g e

Appendix 7: JEFCOED EL PLAN 2016-2017: NELB Student Initial Evaluation

12 | P a g e

Appendix 8: JEFCOED EL PLAN 2016-2017: I-ELP: Individual English Learning Plan- Page 1

Appendix 9: JEFCOED EL PLAN 2016-2017: I-ELP - Monitor Documentation (Page 2)

13 | P a g e

Appendix 10: JEFCOED EL PLAN 2016-2017: Classroom Accommodations Form

14 | P a g e

Appendix 12: JEFCOED EL PLAN 2016-2017: LEP Participation Documentation for Alabama Student Assessment Program

15 | P a g e

All LEP Documentation for the Alabama Student Assessment Program is Available online at www.alsde.edu

Appendix 12: JEFCOED EL PLAN 2016-2017: Parent Refusal of Title III Supplementary Service - English

16 | P a g e

Appendix 13: JEFCOED EL PLAN 2016-2017: Parent Refusal of Title III Supplementary Service - Spanish

17 | P a g e

Appendix 14: JEFCOED EL PLAN 2016-2017: Parent Notification (TransAct) – Page 118 | P a g e

19 | P a g e

Appendix 14: JEFCOED EL PLAN 2016-2017: Parent Notification (TransAct) – Page 2

Appendix 15: JEFCOED EL PLAN 2016-2017: Parent Notification – Change in Status - English

20 | P a g e

Appendix 16: JEFCOED EL PLAN 2016-2017: Parent Notification – Change in Status - Spanish

21 | P a g e

Appendix 17: JEFCOED EL PLAN 2016-2017: Interpreter Request Form

22 | P a g e

Appendix 18: JEFCOED EL PLAN 2016-2017: ESL Quick Facts

23 | P a g e

Appendix 19: JEFCOED EL PLAN 2016-2017: Sample School EL Plan (front & back)

24 | P a g e

Appendix 20: JEFCOED EL PLAN 2016-2017: Five Year Plan (for long term ELs)

25 | P a g e

26 | P a g e

27 | P a g e

28 | P a g e

29 | P a g e