Eng lish as a Second Lang uag e Prog ram Handbook

Tab le of Con t en t s

1. ESL Staff

2. Im portan t ESL Term inology

3. Ident ificat ion , Test ing , and Exit ing

4. Inst ruct ional Fram ew ork

5. Assessm ent of our ESL Students

6. Special Educat ion Considerat ions

7. Cu lturally Responsive Teach ing

8. Translat ion Resources

9. Append ix- ESL Form s and Docum ents

10. Resources

ESL St af f

Elem en t ary Schools

School St af f Mem ber

Ch inn Beth Kasper- 816-359-5785

Melisha Colon- 816-359-6870

TA: Magg ie Slifer

Eng lish Land ing Siv Lindell- 816-359-5887

Graden Ana Lallana

Haw thorn Sarah Knoll- 816-359-6926

Line Creek M indy Chase- 816-359-6380

Prairie Poin t Laura Stegem an- 816-359-6358

Renner Marcy Schum acher- 816-359-5861

TA: Sara Dayton

Southeast Jessica Elfrink- 816-359-6363

Kat ie Nelson- 816-359-6076

Tiffany Ridge Patsy Craw ford -816-359- 6063

Sheryl Goodw in -816-359- 5620

TA: Em ily He n ry

Un io n Ch a p e l An a La lla n a

School Staff Member

Elementary Schools

Ch inn - 4020 Bet h Kasper

Melisha Colon

TA: Mag g ie Slifer

Eng lish Land ing - 5040

Siv Lindell

Graden - 4040 TA: Ana Lallana

Haw t horn - 5080 Sarah Knoll

Line Creek - 4060 Mindy Chase

Heat h Davis

TA: Krist a Brack en

Prair ie Poin t - 5060 Laura St eg em an

Heat her Davis

TA: Am anda St eit z

Renner - 4080 Marcy Schum acher

TA: Sara Dayt on

Sou t heast - 5000 Jessica Elf r ink

Kat ie Nelson

Tif fany Ridg e - 5090

Pat sy Craw ford

Sheryl Goodw in

TA: Em ily Hen ry

TA: Torr i Edw ards

Un ion Chapel - 5020

TA: Ana Lallana

Plaza - 3050 Michelle LaBarca

Dan iel Kork lan

Cong ress - 3030 Ch rist ina Moore

Lak eview - 3000 Jenn ifer Gardner-Sw an

Park Hill Hig h School PHHS - 1050

Cait l in Fudg e St ephan ie Thom pson

TA: Ann W ill iam son

Park Hill Sou t h Pam Jurg ensm eyer

PHS - 1080 St ephan ie And rade

LEAD - 1020 Brenda St olle

Im port an t ESL Term inology and Acronym s

● NEP- No n -En g lish P ro fic ie n t

● LEP- Lim it e d En g lish P ro fic ie n t

● FEP- Flu e n t En g lish P ro fic ie n t

● W IDA - t h e a c ro n ym fo r “W o rld -c la ss In st ru c t io n a l De sig n a n d

Asse ssm e n t .” W h a t IS W IDA? W IDA is a co n so rt iu m o f s t a t e s d e d ica t e d t o

t h e d e sig n a n d im p le m e n t a t io n o f h ig h s t a n d a rd s a n d e q u it a b le

e d u ca t io n a l o p p o rtu n it ie s fo r En g lish la n g u a g e le a rn e rs .

● W -APT- s t a n d s fo r t h e W IDA-ACCESS Placem en t Test . Th is a sse ssm e n t

t o o l, a lso kn ow n a s t h e "sc re e n e r", is u se d b y e d u ca t o rs t o m e a su re t h e

En g lish la n g u a g e p ro fic ie n cy o f s t u d e n t s in d ica t e o n t h e e n ro llm e n t t h a t a

la n g u a g e o t h e r En g lish is sp o ke n in t h e h o m e . At t h is t im e t h e W -a p t is

o n ly u se d fo r s t u d e n t s in kin d e rg a rt e n .

● W IDA On line Screener- Th e W IDA Scre e n e r is a n a sse ssm e n t d e sig n e d t o

p ro vid e a n in it ia l m e a su re o f a s t u d e n t ’s En g lish la n g u a g e p ro fic ie n cy in

Gra d e s 1–12. Th e p u rp o se o f t h is a sse ssm e n t is t o h e lp e d u ca t o rs m a ke

d e c is io n s a n d id e n t ify w h e t h e r a s t u d e n t is a ca n d id a t e fo r En g lish

la n g u a g e su p p o rt se rvice s .

● W IDA ACCESS- Ye a rly s t a t e m a n d a t e d a sse ssm e n t u se d t o m o n it o r

s t u d e n t s’ p ro g re ss in a cq u irin g a ca d e m ic En g lish .

● ESL-Eng lish as a Second Language. Th is refers t o t he p rog ram and

teacher.

● EL- Eng lish Learner- Th is refers t o t he studen ts (also know n as ELL)

● ESOL-Eng lish for Speakers of other Languages. Th is is another acronym for

p rog ram s serving ELLs.

● Pu ll Ou t Model -In t h is m odel t he studen t m ay be pu lled ou t of som e

academ ic sub jects t o receive in tensive Eng lish language inst ruct ion .

● Push -in /Co-Teach ing - Studen t is in t he regu lar classroom , but w ith ESL

staff or an ESL cert ified m ainst ream teacher w ho m od ifies and teaches to

address language acquisit ion .

● Shelt ered inst ruct ion - Studen t is in con ten t classes tailored for ELLs at

h is/her language level.

Iden t if icat ion , Test ing , and Exit ing

St eps d ist r ict s m ust t ak e t o iden t ify Eng lish Learners

1 Iden t ify poten t ial ELS during enrollm ent using the Hom e Language Survey

2 Screen any studen ts w hose language survey notes a language other t han Eng lish is spoken or understood by the studen t

3 Determ ine w hether t he studen t m eets t he elig ib ilit y crit eria

4 Not ify paren ts or guard ian of assessm ent resu lt s and p lacem ent decisions w ith in 30 days of enrollm ent

5 Code studen t in MOSIS WIDA SCREENER

Grade Level The student is ELIGIBLE for ESL services if (s)he:

The student is NOT ELIGIBLE for services if:

1st Semester Kindergarten Has a combined score of 28 or lower on listening and speaking on the W-APT *see below for score of 29-30

All first semester kindergarten students identified as potential ELs can receive support until earning a passing score in all four language domains. *See below for scores of 29-30

2nd Semester Kindergarten and 1st Semester 1st Grade

Has a combined score of 28 or lower on listening and speaking OR Has a score of 10 or lower on reading OR has a score of 11 or lower in writing.

Has a combined score of 29 or higher on listening and speaking; AND has a score of 11 or higher on reading; AND Has a score of 12 or higher on writing

2nd Semester 1st Grade through 12th Grade

Has an overall composite proficiency level of 4.5 or below

Has on overall composite proficiency of 5.0 or higher

*1st semester Kindergartners who score a combined 29-30 on listening and speaking sections, may take the reading and writing portion of the Kindergarten Screener at any time in the first semester if the administrator feels the student can be successful. By giving all four domains, administer may confirm a student’s proficiency in English and consequently not be required to administer the ACCESS in the spring

Se e DESE w e b sit e fo r fu rt h e r in fo rm a t ion : h t t p s://d e se .m o .g o v/s it e s /d e fa u lt /file s /cu r-e ld -e n t ry-e xit -c rit e ria -0 8 17.p d f

Exit ing t he ESL Prog ram

ESL staff consider m any factors w hen exit ing a student from the ESL p rog ram ,

includ ing W IDA ACCESS scores, classroom g rades and perform ance, and the

ESL studen t port folio.

ACCESS Scores Dist r ict Act ions

4 .7-6.0

Studen ts scoring in t h is range on the ACCESS m ust be exit ed from the p rog ram , barring com pelling evidence in t he ELL Port folio suggest ing that t he studen t should rem ain in t he p rog ram .

Below 4 .7

Studen ts scoring in t h is range m ust rem ain in t he ESL prog ram , barring com pelling evidence that t he studen t is capab le of fu lly part icipat ing in a classroom w here Eng lish is t he language of inst ruct ion . The port folio m ust include evidence that any unsat isfactory dom ain score on the ACCESS is not ind icat ive of h is or her ab ilit y.

Adapted from DESE w ebsite

For m ore in form at ion see: h t tps://dese.m o.gov/sit es/defau lt /files/cur-eld -en t ry-exit -crit eria-0817.pd f

In st ruct ional Fram ew ork for Elem en t ary ESL

The inst ruct ional f ram ew ork is a sug g est ed g u ideline for inst ruct ion for ESL st uden t s at t he elem en t ary level. There are

m any fact ors, includ ing schedu ling , st uden t classroom p lacem en t , and st uden t needs t hat m ay requ ire t he ESL st af f t o

schedu le st uden t s d if feren t ly.

Level 1 Beg inn ing

Level 2 Em erg ing

Level 3 Develop ing

Level 4 Expanding

Level ⅚ Brid g in g

K W -AP T sco re 0 -10

P u ll Ou t

W -AP T sco re 11-17

P u ll Ou t

W -AP T sco re 18 -23

Re g u la r Cla ssro o m

W -AP T sco re 24 -28

Re g u la r Cla ssro o m

W -AP T sco re 29-30

Re g u la r Cla ssro o m

1 P u ll Ou t P u ll Ou t P u ll Ou t a n d /o r re g u la r

Cla ssro o m

Re g u la r Cla ssro o m

Re g u la r Cla ssro o m

2 P u ll Ou t P u ll Ou t P u ll Ou t a n d /o r re g u la r

Cla ssro o m

Re g u la r Cla ssro o m

Re g u la r Cla ssro o m

3 P u ll Ou t P u ll Ou t P u ll Ou t a n d /o r re g u la r

Cla ssro o m

Re g u la r Cla ssro o m

Re g u la r Cla ssro o m

4 P u ll Ou t P u ll Ou t P u ll Ou t a n d /o r re g u la r

Cla ssro o m

Re g u la r Cla ssro o m

Re g u la r Cla ssro o m

5 P u ll Ou t P u ll Ou t P u ll Ou t a n d /o r re g u la r

Cla ssro o m

Re g u la r Cla ssro o m

Re g u la r Cla ssro o m

Ne w com e rs St u d e n t s sco rin g a 2.5 o r b e lo w a re co n sid e re d Ne w co m e rs a n d m a y re c e ive a d d it io n a l p u ll-o u t in s t ru c t io n fo r su rviva l En g lish ,

vo ca b u la ry, a n d lit e ra cy in st ru c t io n .

Inst ruct ional Fram ew ork for M idd le and Hig h School ESL

Students in m idd le school and h igh school ESL classes are schedu led in to a specific ESL class or classes, depend ing upon their needs.

They m ay also receive add it ional support for t heir content classes th rough ESL staff support and/or study hall. ESL classes at t hese

levels are classes in w h ich students receive let t er g rades and cred it .

ESL St uden t Port folios

The Departm ent of Secondary and Elem entary Educat ion for t he state of M issouri recom m ends that d ist rict s collect add it ional

evidence to com plem ent t he student ’s ACCESS score w hen m aking reclassificat ion decisions. Th is collect ion of evidence is know n as a port folio. Add it ional evidence shou ld support in ferences about an

EL’s Eng lish language proficiency as used in general educat ion classroom s and shou ld d irect ly confirm or d ispute ind ividual dom ain

scores earned on the ACCESS.

It is st rong ly suggested that m u lt ip le m easures be taken from various content areas to com prehensively verify any reclassificat ion

decision . Dist rict s shou ld consider start ing the data collect ion process early in the school year for students w ith an overall ACCESS score of 3.5 or h igher, especially for students earn ing that score on the screener. Those responsib le for t he student ’s educat ion shou ld

collect evidence from exist ing form at ive assessm ents, p roject s, form al report s or w rit ing assignm ents. In t he final quarter, evidence

ca n e a sily b e se le c t e d from t h e p o rt fo lio t o se rve a s a su m m a ry o f t h e s t u d e n t ’s a b ilit ie s a n d u se d t o su p p o rt w h a t t h e st u d e n t e a rn s on t h e ACCESS fo r ELs w h e n t h e p e rfo rm a n ce re p o rt s a re g ive n t o d is t ric t s .

DESE p rovid e s a n Evid e n ce -g a t h e rin g flow ch a rt . Th e st a t e a lso

p rovid e s a st a t e -w id e p o rt fo lio ru b ric . ESL st a ff w ill u se t h e p o rt fo lio in com b in a t ion w it h ACCESS score s t o m a ke re c la ssifica t ion

d e c is ion s. Evid e n ce -Ga t h e rin g P roce ss

1. Id e n t ify st u d e n t s w h o m a y p o t e n t ia lly m e e t t h e m in im u m c rit e ria n e e d e d t o b e re c la ssifie d .

2. Colle c t e vid e n ce u sin g e xis t in g a ssig n m e n t s , p ro je c t s o r a sse ssm e n t s .

3. In t h e 4 t h q u a rt e r, se le c t e xe m p la rs t h a t ca n b e u se d t o com p le m e n t w h a t a s t u d e n t e a rn s on t h e ACCESS fo r ELs

4 . Asse ss u sin g s t a t e -w id e p o rt fo lio ru b ric . 5. Use p o rt fo lio in com b in a t ion w it h ACCESS sco re s t o m a ke

re c la ssifica t ion d e c is ion s. Ad a p t e d from DESE w e b sit e . Se e b e low fo r m ore in fo rm a t ion : h t t p s://d e se .m o .g o v/s it e s /d e fa u lt /file s /cu r-e ld -e n t ry-e xit -c rit e ria -0 8 17.p d f

Assessm en t of ou r ESL St uden t s

The W IDA Consort ium is an educat ional consort ium of state departm ents of

educat ion . Curren t ly, 37 U.S. states part icipate in t he W IDA Consort ium . W IDA

designs and im p lem ents p roficiency standards and assessm ent for g rade K-12

studen ts w ho are Eng lish -Language Learners,

K W -APT The Kindergarten W IDA-ACCESS Placem ent Test (K W -APT) is an

Eng lish language p roficiency "screener" t est g iven to incom ing Kindergarteners

w ho m ay be designated as Eng lish language learners. It assist s educators w ith

p rog ram m at ic p lacem ent decisions such as iden t ificat ion and p lacem ent of

ELLs.

W IDA Screener is an Eng lish language p roficiency assessm ent g iven to

incom ing students in Grades 1–12 to assist educators in iden t ifying students as

Eng lish language learners (ELLs) it is a on line assessm ent .

W IDA ACCESS for ELLs 2.0 is a secure large-scale Eng lish language p roficiency

assessm ent adm in istered to Kindergarten th rough 12th g rade studen ts w ho

have been iden t ified as Eng lish language learners (ELLs). It is g iven annually in

W IDA Consort ium m em ber states to m on it or studen ts' prog ress in acqu iring

academ ic Eng lish .

*ESL st u d e n t s a re s t ill re q u ire d t o t a ke d is t ric t a n d s t a t e a sse ssm e n t s . St u d e n t s

w h o h a ve b e e n in t h e co u n t ry le ss t h a n a ye a r m a y b e e xe m p t fo r t h e

La n g u a g e Art s p o rt io n o f t h e t e s t b u t a re re q u ire d t o t a ke t h e m a t h a n d sc ie n ce

p o rt io n o f t h e a sse ssm e n t .

SPECIAL EDUCATION REFERRAL CONSIDERATIONS

Research ind icates t hat oral p roficiency of language can be acquired in

approxim ately 2 or 3 years. Also, t he acquisit ion of academ ic language m ay take

a studen t 5 t o 7 years to ach ieve a level of nat ive peer p roficiency. The follow ing

sit uat ions should be considered : ✓ Th e stu d en t is d eem ed to b e d evelop m en tally

delayed . ✓ Th e stu d en t’s d ifficu lties (i.e., sp eech , lan g u ag e, acad em ics, etc.) are

d o cu m e n t e d t o b e p re se n t in t h e ch ild ’s n a t ive la n g u a g e . Exce p t io n s sh o u ld b e

lim it e d a n d e a ch o n e ca re fu lly co n sid e re d . His t o rica lly, t h e re h a s b e e n a

t e n d e n cy t o re fe r a ll la n g u a g e m in o rit y s t u d e n t s t o sp e c ia l e d u ca t io n p ro g ra m s

w it h o u t le g it im a t e ly d e t e rm in in g t h a t a sp e c ia l n e e d e xis t s . Sin ce t h is is n o t o n ly

in a p p ro p ria t e b u t a lso ille g a l, it is im p o rt a n t t o u n d e rs t a n d h o w a n a ccu ra t e

d e t e rm in a t io n o f sp e c ia l n e e d s ca n b e m a d e .

Th e fu n d a m e n t a l d is t in c t ion in q u e st ion is t h a t b e t w e e n la n g u a g e

a cq u is it io n re la t e d b e h a vio rs a n d b e h a vio ra l a n d d e ve lo p m e n t a l re la t e d

e vid e n ce . In o t h e r w o rd s, e d u ca t o rs m u s t d is t in g u ish b e t w e e n t h e b e h a vio rs

e xh ib it e d w h e n o n e is le a rn in g a n o th e r la n g u a g e , a n d t h o se e xh ib it e d w h e n

t h e re a re p sych o lo g ica l o r p h ysica l p ro b le m s o r h a n d ica p s. Be ca u se m a n y o f

t h e se b e h a vio rs m a y a p p e a r s im ila r, it is e sse n t ia l t h a t sch oo l p e rso n n e l h a ve a

re lia b le p ro ce ss fo r d is t in g u ish in g b e t w e e n t h o se ELL st u d e n t s w h o a re s im p ly

g o in g t h ro u g h n o rm a l la n g u a g e a cq u is it io n p ro ce sse s a n d t h o se w h o a lso h a ve

sp e c ia l e d u ca t io n a l n e e d s. Re se a rch in t h e a re a o f b ilin g u a l sp e c ia l e d u ca t io n

h a s p ro vid e d so m e p ro ve n t o o ls fo r t h is p u rp o se . On e o f t h e m o st p ra c t ica l is a

flo w ch a rt t h a t t a ke s e d u ca t o rs t h ro u g h a q u e st io n in g p ro ce ss d e sig n e d t o

p re ve n t in a p p ro p ria t e re fe rra ls fo r sp e c ia l e d u ca t io n t e s t in g . Se e t h e flo w ch a rt

o n t h e n e xt p a g e . Aft e r co n sid e rin g a ll o f t h e a b o ve t im e lin e s a n d e xce p t io n s ,

a n d it is d e t e rm in e d t h a t a sp e c ia l e d u c a t io n re fe rra l is w a rra n t e d , t h e fo llo w in g

p ro ce ss sh o u ld b e im p le m e n t e d . (Se e flo w ch a rt o n fo llo w in g p a g e )

Ad a p t e d fro m DESE. Fo r m o re in fo rm a t io n se e :

h t t p s://d e se .m o .g o v/s it e s /d e fa u lt /file s /w e b in a r/d o cu m e n t s /ELLSp Ed flo w ch a rt FINAL12-3-13.p d f

ELL and SPED Flow chart

Cu lt u rally Responsive Teach ing

Cu lt u rally responsive (or relevan t ) t each ing has been described as "a pedagogy that em pow ers studen ts in tellectually, socially, em ot ionally, and polit ically by using cu lt ural referen ts t o im part know ledge, skills, and at t itudes" (Ladson-Billings, 1994, p . 382). In t he Park Hill School Dist rict , the ESL prog ram and staff are ext rem ely responsive to t he cu lt ures and languages of our studen ts. To address those needs, it is t he p riorit y of all of our staff t o:

● De ve lo p ca rin g re la t io n sh ip s w it h s t u d e n t s w h ile m a in t a in in g h ig h e xp e c t a t io n s

● En g a g e a n d m o t iva t e s t u d e n t s ● Co n sis t e n t ly a sse ss s t u d e n t p e rfo rm a n ce ● Se le c t a n d e ffe c t ive ly u se le a rn in g re so u rce s t o m e e t s t u d e n t s’ m a n y

n e e d s ● Gro u p s t u d e n t s fo r in s t ru c t io n in a va rie t y o f w a ys ● P ro m o t e a n d le a rn fro m fa m ily a n d co m m u n it y e n g a g e m e n t

Ad a p t e d fro m : Cu ltu ra lly Re sp o n sive P e d a g o g y An Ove rvie w o f Re se a rch o n St u d e n t Ou t co m e s By Ja cq u lin e Jo rd a n Irvin e & W illis D. Ha w le y

In t erp ret er and Translat ion Resources

● Te le p h on ic se rvice s--t h e d is t ric t cu rre n t ly u se s a n in t e rp re t e r/t ra n sla t ion com p a n y to p rovid e t e le p h on ic in t e rp re t in g . Th is is u se d w h e n n e e d e d fo r e n ro llm e n t , con fe re n ce s a n d fa m ily m e e t in g s.

● P le a se con t a c t you r sch oo l’s ESL t e a ch e r fo r m ore in fo rm a t ion re g a rd in g t e le p h on ic o r in -p e rson in t e rp re t in g o r t ra n sla t ion se rvice s.

● Add t he log

Append ix 1: ESL Prog ram Form s and Resources (see link for form s and opt ional form s)

Requ ired Form s:

● P a re n t P e rm ission Fo rm ○ Elem entary

ht tps://docs.goog le.com /docum ent /d /1HEn63gIseYCqw -z9uzhhylJk4uevAYybyw ht tps://d rive.goog le.com /drive/folders/1T3ZFlFT5HZ7C7Fcw KpPjju5zGBf2GVTD?usp=sharingq i0N9IFZw /ed it

○ Secondary h t tps://docs.goog le.com /docum ent /d /1bT-b_zDtw ffQDFJh_e_CbRi6OS9HEA8uK8nObDqp29s/ed it

● Did Not Qualify Form h t tps://docs.goog le.com /docum ent /d /1KF2yeSI6qA2IDEzRD7Tt6pAbDEh3pFe8vy9Qa6LHICE/ed it

● ESL Student Dashboard Form ○ (includes test m od ificat ions g iven)

ht tps://docs.goog le.com /spreadsheets/d /1FbHB2iVw HZF-sxlgA2DGHkzKVBPF3tum BLVsm ao9dX8/ed it#g id=1866867540

● Mon itor Form (sem ester) ○ Elem entary

h t tps://docs.goog le.com /docum ent /d /1yFyMRKkm qVTdXyCTMTH16oO8suRzf0L0UnEJ0w AbTXo/ed it

○ Secondary h t tps://docs.goog le.com /docum en t /d /1AtF2X4dfHU36BQLIUd-RgggOSu56d4j9Ym Ue8PEg9i0/ed it

● Port folio Sum m ary Form & Rubric h t tps://docs.goog le.com /docum ent /d /1t -b lH-Ok1Z_VFxpcb4x3d8I-4nJju8qQH8y8ib i52oc/ed it

● Reclassificat ion Form (*if app licab le) h t tps://docs.goog le.com /docum ent /d /1ZfQw S4EvW OJ0qOrDW aarpa10Fu1lao04eVMXYFiUSEA/ed it

● Im age and Educat ional Record Perm ission Form ht tps://d rive.goog le.com /open?id=1opm Uw f_T6ugew 2R4Cayv8BPBr806ibUNRzPRgLW JhHs

Add it ional Form s: h t tps://d rive.goog le.com /open?id=1T3ZFlFT5HZ7C7Fcw KpPjju5zGBf2GVTD

● W elcom e Let ters ● Grade K In it ial Non-qualificat ion Let ter ● Den ial of Services ACCESS let ter ● Grade K Spring Qualificat ion Let ter ● Spring ACCESS Let ters ● Opt ional Reclassificat ion Form s ● Elem entary Checklist

PROGRAMS FOR ENGLISH LANGUAGE LEARNERS

PARENT NOTIFICATION FORM Dear Paren ts, Your ch ild________________________________________________ has been iden t ified as need ing add it ional inst ruct ion to ach ieve Eng lish p roficiency.

Your studen t w as iden t ified as need ing th is support from the follow ing in form at ion :

_____ Hom e Language Survey on School Enrollm ent form _____ W -apt language screener _____Review of other academ ic data

_____ACCESS test for ELLs _____Referral from teacher _____Previous ESL en rollm ent _____Referral from parent

Th is in form at ion iden t ified your studen t as: _____Non-Eng lish Proficien t _____Lim ited Eng lish Proficien t _____ Proficien t Areas of inst ruct ional concern are: Listen ing Speaking Read ing W rit ing The Park Hill School Dist rict uses the follow ing m ethods of language inst ruct ion: pu ll-out , push-in , co-teach ing , scheduled ESL language art s class (secondary). It is recom m ended t hat your studen t receive:

1 Block ESL 2 Blocks ESL Mon itored Prog ress Your ch ild w ill be exit ed from the ESL p rog ram upon com plet ing state requ irem ents, w h ich m ay include:

● o ve ra ll p ro fic ie n cy sco re o f 6.0 o n t h e ACCESS fo r ELLs a sse ssm e n t ● p ro fic ie n cy sco re o f 4 .7-5.0 o n t h e ACCESS fo r ELLs AND p ro fic ie n cy o n s t a t e a n d

d is t ric t t e s t s a n d b e n ch m a rks, a s w e ll a s a ca d e m ic p ro fic ie n cy in su b je c t a re a g ra d e s

P le a se s ig n a n d re t u rn t h is fo rm : P a re n t /Gu a rd ia n a g re e s d o e s n o t a g re e t o se rvice s . _______________________________________________________________________________ (P a re n t /Gu a rd ia n Sig n a t u re ) (d a t e ) If yo u sh o u ld h a ve q u e st io n s o r re q u ire o t h e r a ss is t a n ce , p le a se co n t a c t : (ESL Te a ch e r)

(Sch o o l) (p h o n e ) @parkh ill.k12.m o.us

PROGRAMS FOR ENGLISH LANGUAGE LEARNERS

PARENT NOTIFICATION FORM Dear Parents, Your child______________________________________ has been identified as needing additional instruction to achieve English proficiency.

Your student was identified as needing this support from the following information:

Home Language Survey on School Enrollment form W-apt language screener Review of other academic data ACCESS test for ELLs referral from teacher Previous ESL enrollment referral from parent

This information identified your student as: _____Non-English Proficient _____Limited English Proficient Areas of instructional concern are: Listening Speaking Reading Writing The Park Hill School District uses the following methods of language instruction: pull-out, push-in, co-teaching, scheduled ESL language arts class (secondary). It is recommended that your student receive: 1 Block ESL 2 Blocks ESL Your child will be exited from the ESL program upon completing state requirements, which may include:

● overall proficiency score of 6.0 on the ACCESS for ELLs assessment ● proficiency score of 4.7-5.0 on the ACCESS for ELLs AND proficiency on state and district

tests and benchmarks, as well as academic proficiency in subject area grades Please sign and return this form: Parent/Guardian agrees does not agree to services. _____________________________________Parent/Guardian_______________ (date) If you should have questions or require other assistance, please contact: ELL Teacher: School: Phone: E-mail:

Park Hill School Dist r ict ESL Non -Qualif icat ion Form

Your studen t w as recen t ly screened for t he ESL (Eng lish as a Second Language) p rog ram at ___________ (school). All studen ts w hose enrollm ent form ind icates that a language other t han Eng lish is spoken in t he hom e are in terview ed and /or g iven the W IDA On line Screener. Based on your studen t ’s in form at ion and perform ance, it w as determ ined that your studen t d id not need ESL services at t h is t im e. St uden t ’s Nam e: Grade: Presen t School:

______________________________________________________________________________

☐ Th is st uden t does NOT qualify for ESL services.

● Lang uag e spok en in hom e ot her t han Eng lish :

● Reason st uden t does not qualify for ESL services:

______Sco re o n W -AP T o r W IDA la n g u a g e sc re e n e r ______P re vio u sly e xit e d fro m ESL p ro g ra m ______Ad d it io n a l in fo rm a t io n fro m fa m ily in d ica t e s t h a t t h e

s t u d e n t ’s p rim a ry la n g u a g e is En g lish .

_____Ot h e r: ______________________________________________ Dat e: If you h a ve a n y q u e st ion s, p le a se con t a c t _______________________ (t e a ch e r) (sch oo l) (p h on e ) o r (e m a il)

ESL Prog ram St uden t Dashboard

(See link for form )

ELEMENTARY ENGLISH AS A SECOND LANGUAGE

SEMESTER MONITOR SHEET

DESE’s requ irem ents for exit ing ESL students from ESL services include m onitoring their academ ic perform ance for 2 years to ensure these students are appropriately

exited. Th is m onitoring process w ill be supervised by an ESL teacher. The supervising ESL teacher w ill receive reports and com plete all necessary docum entat ion to m eet the

state’s requ irem ents for m on itoring ESL students. Please com plete the follow ing form and return to your student ’s ESL teacher.

Studen t :___________________Grade:___________ School Year:____________ Mon itor Year 1 Mon itor Year 2 1st

Sem ester 2nd

Sem ester 1. Reads near, on , or above g rade level Yes No Yes No 2. Dem onst rates understand ing of oral inst ruct ions Yes No Yes No 3. Dem onst rates understand ing of w rit t en inst ruct ions Yes No Yes No 4. W rit es leg ib ly Yes No Yes No 5. Dem onst rates a com fort w ith oral response

act ivit ies such as g roup d iscussions, ind ividual response, et c.

Yes No

Yes No

6. Dem onst rates w rit ing skills com parab le to peer’s Yes No Yes No 7. Accep ts correct ion and assistance in w rit t en or oral

responses Yes No Yes No

8. Com pletes assignm ents on t im e Yes No Yes No 9. Dem onst rates appropriate social skills (as com pared

to peers) Yes No Yes No

10. Dem onst rates appropriate behavior in the classroom

Yes No Yes No

Quarterly Grades: 1st 2nd 3rd 4th ELA (Language Art s)

Math Science

Social Stud ies

Com m ents:

Instructions: Complete each question and sign off each semester. Use report card codes. Return this form to the ESL teacher.

Secondary Eng lish as a Second Lang uag e Sem est er Mon it or Form

DESE’s requ irem ents for exit ing ESL students from ESL services include m onitoring their academ ic perform ance for tw o years to ensure these students are appropriately

exited. Th is m onitoring process is supervised by an ESL teacher. The supervising teacher w ill receive the reports and com plete all necessary docum entat ion to m eet the state’s

requ irem ents for exit ing ESL students.

St uden t : Grade:

School Year: __ Con t en t Teacher: ESL Teacher: ___________

2nd Quarter

4th Quarter

1. Reads and understands classroom texts at a level com parab le to peers

☐ Ye s ☐ No

☐ Ye s ☐ No

2. De m o n st ra t e s u n d e rs t a n d in g o f o ra l in s t ru c t io n s

☐ Ye s ☐ No

☐ Ye s ☐ No

3. De m o n st ra t e s a n u n d e rs t a n d in g o f w rit t e n in st ru c t io n s

☐ Ye s ☐ No

☐ Ye s ☐ No

4 . P a rt ic ip a t e s in o ra l re sp o n se a c t ivit ie s su ch a s g ro u p d iscu ssio n s, in d ivid u a l re sp o n se , e t c .

☐ Ye s ☐ No

☐ Ye s ☐ No

5. De m o n st ra t e s g oo d w rit in g skills com p a ra b le t o p e e r’s p e rfo rm a n ce

☐ Ye s ☐ No

☐ Ye s ☐ No

6 . Ma n a g e s co u rse w o rk w it h o u t ESL su p p o rt ☐ Ye s ☐ No

☐ Ye s ☐ No

7. Qu a rt e rly Gra d e s ELA

Re a d in g

Ma t h

Sc ie n ce

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

So c ia l St u d ie s

____

____ ____ ____

If you checked no on any of t he above quest ions, p lease p rovide add it ional in form at ion regard ing language concerns you have for t h is studen t :

Portfolio Summary Form

Student Name

Academic Year

District/School

Grade

Reclassification Documentation

Criterion Evidence Dates:

Oral Language Proficiency *ELA *Math *Social Studies*Science other____________

Classroom Interaction *ELA *Math *Social Studies*Science other____________

Content-Area Writing *ELA *Math *Social Studies*Science other____________

Grade- level content comprehension *ELA *Math *Social Studies*Science other____________

Circle content area

Additional Evidence: ❏ ACCESS Doma in scores ❏ Rea ding comprehension da ta ❏ Recorded a udio sa mples ❏ Writing a rtifa cts (gra phic orga nizers, dra fts) ❏ Cla ssroom observa tion

Portfolio Evaluation Rubric

Approaches Meets Expectations Exceeds

Oral language proficiency (listening/speaking)

Demonstrates ability to comprehend and produce spoken English across content areas with EL support

Demonstrates ability to comprehend and produce spoken English across content areas with EL support comparable to that of native English speakers

Demonstrates ability to comprehend and produce spoken English across content areas

Interactive language Demonstrates ability to interact with peers and teachers across content area classroom with EL support

Demonstrates ability to interact with peers and teachers across content area classroom with support comparable to that of native English speakers

Demonstrates ability to interact with peers and teachers across content area classroom

Content Area Writing Demonstrates ability to clearly accurately express understanding of academic content in writing, across content areas, with EL support

Demonstrates ability to clearly accurately express understanding of academic content in writing, across content areas, with support comparable to that of native English speakers

Demonstrates ability to clearly accurately express understanding of academic content in writing, across content areas.

Content Area Language Comprehension

Demonstrates ability to comprehend academic concepts, across content areas with EL support

Demonstrates ability to comprehend academic concepts, across content areas with support comparable to that of native English speakers

Demonstrates ability to comprehend academic concepts, across content areas

Sociolinguistic Competency

Does not actively seek academic or linguistic resources or clarification

Demonstrates ability to actively seek resources and self-advocate for linguistic and academic needs

Can accurately self-report grades, reflect on language use and adapt as needed.

ESL Reclassification Form

Student

School/Grade Reclassification date must be within 30 days after receiving ACCESS scores. Portfolio and ACCESS scores are required for ALL students scoring less than a 5.0 to be considered for reclassification.

RECLASSIFICATION CRITERIA

MINIMUM SCORE REQUIRED RESULTS

ACCESS 5.0 Overall Or

4.5-4.9 overall with additional criteria below

Portfolio See portfolio Rubric

Input from stakeholders (EL teachers,

classroom/content teacher, counselor or principal)

Majority Recommended

Based on the criteria listed above, the stakeholders agree that this student should be reclassified from receiving ESL services to Monitor status beginning_________________. The school’s ESL personnel will monitor the student’s progress for two years.

ELL Teacher

Classroom/Content Teacher

Counselor/principal/Coordinator Parent Guardian Consultation * check appropriate choice below

❏ Conference ❏ Phone ca ll ❏ Ema il ❏ Lette r home ❏ Da te conta cted_______________

2018-2019 IMAGE AND EDUCATIONAL RECORD PERMISSION

The Park Hill School District would like to be able to feature your child participating in the special program in which he or she is enrolled.

How it Will Be Shared: Your child’s name or image could appear in district print publications; in Park Hill videos online and on TV; on district or school websites; in email newsletters; or on social media sites, including YouTube, Facebook, Twitter and Instagram. Student journalists in our print or broadcast classes, or local media, including newspapers and television stations, might also identify your child as participating in the program.

Permission: Your child and the special program in which he or she is enrolled will be identified. Before we release that information, we want to ensure you are aware of it and agree with it. Therefore, we need your permission for your child to be identified.

• YES, I consent to the release of my student’s likeness or information for the purposes listed above.

• NO, I do not consent to the release of my student’s likeness or information for the purposes listed above. I understand that my child will not be included in these photos, videos and articles.

Student Name: __________________________________________________________

School: __________________________________________________________

Parent/Guardian Signature: __________________________________________________________

Date: __________________________________________________________

Resources

Ident ifying and reclassifying Eng lish learners: Gu idance on Missouri’s Ent ry and Exit Crit eria

Developed by Ryan Rum pf Director of ELL curricu lum departm ent of elem entary and secondary educat ion