wasatch county school district english language … 1974 united states supreme court case in which...

Wasatch County School District

English Language Learner Services Plan

TABLE OF CONTENTS

iii District Statement of Purpose iv ELL Purpose and Beliefs v Federal and State Laws and Guidelines vi Key Terminology viii Wasatch School District ELL Service Department Goals and Objectives 1-0 IDENTIFICATION

1-1 Identification Description 1-2 PHLOTE (English and Spanish) 1-3 PHLOTE (English)

2-0 ASSESSMENT 2-1 Assessment Description 2-2 English Language Proficiency Descriptions

3-0 PARENT/GUARDIAN NOTIFICATION 3-1 Parent/Guardian Description 3-2 Notification of Services Letter (English) 3-3 Notification of Services Letter (Spanish) 3-4 Refusal of Services (English 3-5 Refusal of Services (Spanish) 3-6 Parent Confirmation of ELL Services (English and Spanish)

4-0 PLACEMENT OF LEP STUDENTS 4-1 Placement Description 4-3 District Flow Chart 4-4 School/District Notification of Placement

5-0 TRANSITION TO MONITOR AND EXIT STATUS 5-1 Monitor and Exit Description 5-2 Monitor and Exit Flow Chart 5-3 Elementary/Secondary Monitoring Form 5-4 Elementary/Secondary Exit Form 5-5 Monitoring and Supporting ELLs Form 5-6 Parent Notification of Student Exit from ELL Services (English) 5-7 Parent Notification of Student Exit from ELL Services (Spanish)

6-0 PROGRAM MODELS 6-1 Program Models Descriptions

7-0 SPECIAL PROGRAMS 7-1 Special Programs Descriptions

8-0 PROFESSIONAL DEVELOPMENT 8-1 Professional Development Description and Goals

9-0 PROGRAM EVALUATION 9-1 Program Evaluation Description 9-3 Administrator’s Checklist 9-5 Red Folder/Permanent Record Assessment 9-7 Parent Notification of Failure to meet AMAOs/NCLB (English) 9-8 Parent Notification of Failure to meet AMAOs/NCLB (Spanish)

APPENDIX Supplemental Information for ESL Teachers/Coordinators A What it means to be an ELL teacher/coordinator B Data Collection Checklist C,D ELL teacher Responsibilities Timeline E Red (ELL) Folder Checklist F School-based Language Development Team G Immigrant Students H, I SEP Conference Invitation (English and Spanish) J, K Accommodations for Testing and Instruction L Samples: Individual Instruction Plans/Intervention Plan N, O, P ELL Progress Reports: Elementary, Intermediate, Secondary

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Statement of Purpose

The responsibility and purpose of the Wasatch County Schools is to help each student develop to his/her fullest potential. To achieve this, the schools must teach thoroughly the fundamental skills of reading, writing, and mathematics, teach students to think independently and clearly, and educate them in a sound body of knowledge which will help prepare them for the responsibilities of living in a democracy. The Board of Education is mindful that public schools have long undertaken other tasks to the extent that its primary functions are not weakened. The school system will strive to assist in the development of character and citizenship, of health and safety, and proper recreational and cultural interests. The schools shall require discipline and hard work, and will attempt to inspire a desire to learn which will carry beyond all formal education. Public schools have an equal responsibility to all students, and an obligation to help each student develop to his/her fullest capacity. The Board recognizes the vital importance of quality in education, and the achievement of excellence in all subjects taught shall be a prime objective. In order to accomplish these aims, the Board of Education strives to obtain and keep the most competent teaching and administrative staff obtainable: to provide, with the assistance of the community, facilities which will meet the growth needs of the system; to work closely with the community in keeping the public informed of the program of the schools and the needs of the system, and to formulate and carry out in co-operation with the school staff the educational policies and standards will be necessary to achieve these goals.

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ELL Purpose and Beliefs

Purpose

• Provide equitable and appropriate education in a nurturing and accepting environment;

• Provide English language development instruction that is based on

current research or accepted theory;

• Foster acknowledgment and appreciation for diversity in languages and cultures;

• Advocate for community responsibility and involvement.

Beliefs

We believe that: • The unique attributes of students from linguistically and culturally

diverse backgrounds need to be appreciated and valued.

• English proficiency is essential for success in our society.

• Each ELL/LEP* student is entitled to equal access to all educational programs and curricula.

• The entire educational community shares responsibility for the

academic and social achievement of ELL/LEP* students.

* English Language Learner/Limited English Proficient

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State and Federal Laws and Guidelines

Utah State Law R277-716-4 “Teachers who are assigned to provide English language instruction to LEP students shall have certification with the endorsement in Bilingual Education or English as a Second Language.” Title VI of the Civil Rights Act of 1964 which states: “No person shall, on the basis of race, color, or national origin, be excluded from participation in the educational program offered by the school district.

Lau vs. Nichols A 1974 United States Supreme Court case in which the Court held that “students who understand little or no English are denied equal opportunities when English is the sole medium of instruction and there are no systematic efforts to teach that language to non-English speaking children or language assistance to enable them to participate in the instructional program of the district.” Equal Education Opportunities Act of 1974 This civil rights statute prohibits states from denying equal education opportunity to an individual on account of, “his or her race, color, sex, or national origin.” It specifically prohibits states from, “denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.” Casteñeda Standards A case in the 5th Circuit Court of Appeals, Casteñeda vs. Pickard, 1981, wherein the following standards for programs serving language minority students were developed. Theory: must be based in “a sound educational theory.” Practice: must be “implemented effectively.” Results: program evaluation and modification OCR Policy The program must ensure that ELL students are provided the opportunity to learn English in a timely manner, and have meaningful access to the district’s educational program. The following components are essential:

1. Identification 2. Assessment 3. Placement and Program Participation 4. Transition and Exit 5. Monitoring 6. Program Evaluation

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Key Terminology

ALS – Alternative Language Services AMAOs – Annual measurable achievement objectives (English Language Proficiency Performance Targets established by the USOE consistent with NCLB Title III requirements BEEDE – Bilingual/ ELL Endorsement through Distance Education BICS – Basic Interpersonal Communication Skills (social language) CALP – Cognitive Academic Language Proficiency (classroom and academic language) ELL – English Language Learner FEP – Fluent English Proficient IPT -- Idea Proficiency Test LEP – Limited English Proficient LEP Categories – These are based on the WIDA® (2007) Performance Definitions

LEP Categories 1---Entering (Non English Proficient) 2—Beginning (Non English Proficient) 3---Developing (Slightly Limited English Proficient ) 4---Expanding (Advanced) 5---Bridging (The student is FLUENT and is exited from direct ELL services) Exited from all ELL Services. On MONITOR Status for 2 years. N No longer in ELL program-- No longer LEP

OCR -- Office of Civil Rights

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PHLOTE – Primary Home Language Other Than English. A YELLOW sheet filled out by parents at the time of registration, assisted by the school secretary or other school personnel helping with registration. Pull-out ELL -- the goal is fluency in English. Students leave their mainstream classroom to spend a portion of the day receiving ELL instruction. There is typically no support for L1. Sheltered English Instruction -- sometimes called Specially Designed Academic Instruction in English (SDAIE), the CA model or Content-based ESL --The goal is proficiency in English while learning content in an all English setting. Students from various linguistic and cultural backgrounds can be in the same class. Instruction is adapted to students’ proficiency levels and may be used with other programs. Structured English Immersion – A program with the goal of fluency in English, with only LEP students in the class. All instruction is given in English, adjusted to the proficiency level of students so subject matter is comprehensible. Teachers need receptive skill in students’ L1 and sheltered instructional techniques. T.E.L.L. – Teaching English Language Learners: An ESL endorsement program for teachers TESOL – Teachers of English to Speakers of Other Languages Two-way Dual Language Immersion – Sometimes called two-way immersion, bilingual immersion, dual language immersion or developmental bilingual education, the languages of instruction involve both the majority and a minority language in a 50:50 ratio. UALPA – Utah Academic Language Proficiency Assessment which is used for placement and evaluation of progress of LEP students

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Wasatch School District ELL Services Department Goals and Objectives

The goals and objectives of the Wasatch School District English Language Learner Services Department are to meet the needs of English Language Learners by following research-based and theoretically-sound practices for ELL students. Identification: Initial identification happens at the time of registration. Parents who indicate on the initial registration form that there is a language other than English spoken in the home are then asked to complete a Primary Home Language Other Than English (PHLOTE) survey. The PHLOTE form is kept in the student’s red folder and a copy is sent to the district ELL department. Assessment: Once a PHLOTE is received by the school ELL teacher and a copy is sent to the district ELL services department, the student’s English language proficiency is assessed. A student is given a Limited English Proficiency (LEP) category based on a language proficiency screening assessment. The Utah Academic Language Proficiency Assessment (UALPA) is administered to each LEP student annually to assess progress as indicated by the Utah State Office of Education. Parent Notification: Parents are notified of their child’s LEP category and placement in an ELL program. Placement of Student: Students are placed in an ELL program depending on their LEP category. Students in at the English proficiency levels of 3—Developing and 4—Expanding are preferably placed in classrooms with teachers who have an ELL endorsement. These teachers use research-based techniques and sheltering strategies to meet the cognitive, linguistic, and social needs of ELLs. Students who are at levels 1—Entering and 2—Beginning are also preferably placed in classrooms with teachers who have an ELL endorsement, but in addition, they are provided intensive English language instruction. Students at the 5—Bridging (or “F” Fluent) level are placed in regular mainstream classrooms. Their academic progress is monitored and documented for two years. If academic progress is sufficient during those two years, they are then exited from ELL services. Placement in Special Programs: Special attention is given to ensure ELLS are not over-represented or under-represented in district programs such as Special Education (Resource), Gifted and Talented, Advanced Placement programs, honors classes, etc. Teacher Training: For teachers who do not have an ESL endorsement, Wasatch District uses Brigham Young University’s endorsement program, TELL, as the foundation for teacher training. Utah State University offers the ESL Endorsement program within our community at the Utah Valley State University campus. District professional development will be provided for teachers in sheltered instruction (SIOP), as well. Program Evaluation: The district ELL program evaluation is based on the Annual Measurable Achievement Objectives as defined by NCLB, school attendance, dropout rates, graduation rates, special education services, and retention rates.

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IDENTIFICATION

Identification OBJECTIVE: To identify students with primary or home language other than English TIME LINE: At the time of registration. PERSON(S) RESPONSIBLE: School secretary or other personnel helping with registration PROCEDURE: The local school is responsible for initially identifying all LEP students upon their enrollment. Upon completion of the registration form, if the boxes have been checked indicating a language other than English is spoken in the home and the student’s primary language is not English, a yellow Primary Home Language Other than English (PHLOTE) form must be completed for each child being registered. This applies only to students registering in Wasatch County School District for the first time. All information must be completed. PHLOTE forms do not need to be completed by those who have indicated another language is spoken in the home if that language is not used to the extent that it would create a language barrier for the student; i.e. in the case of a father or mother who has lived in a foreign country and speaks the language of that country, but seldom, if ever, uses that language in the home. PHLOTE forms do not need to be completed by students transferring within the district. After the PHLOTE form is completed, the school secretary is assigned to send the original yellow copy to the school’s ELL teacher(s) so an English Language Proficiency assessment may be given to the student and to be included in the student’s red folder. If the student qualifies for ELL services, a copy of the PHLOTE form is to be placed in the student’s cum file and a copy sent to the district ELL Services Department within seven school days. In the case of a possible LEP student not having completed a PHLOTE, teachers or other school personnel may refer students to the school’s ELL services and request assistance in determining the student’s status. No student will be tested unless a PHLOTE is on file. PHLOTE forms are available in English and Spanish/English. INCLUDED:

• PHLOTE form English and Spanish • PHLOTE form English

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PRIMARY HOME LANGUAGE OTHER THAN ENGLISH (PHLOTE) SURVEY Encuesta PHLOTE: Idioma Nativo o Idioma Hablado en Casa

TO BE FILLED OUT BY PARENT/SCHOOL SECRETARY Note: This form must be completed for every student who speaks a language other than English or who comes from a home where a language other than English is spoken. (Refer to school registration form.) This does not include students or parents who have learned a foreign language by taking classes or by other means. Aviso: Este formulario debe ser llenado para cada estudiante que habla un idioma aparte del inglés o que viene de un hogar donde hablan otro idioma aparte del inglés. Este no incluye los estudiantes cuyos padres han aprendido un idioma extranjero por tomar clases u otros medios. Date _____/________/_________School ____________________ Grade______ Birthdate _____/_____/____ Gender M F Fecha D M Y/A Escuela Grado Fecha de Nac. M D Y/A Last Name____________________________________ First Name________________________________________ Apellido Nombre Parent Name_________________________________________________________Telephone____________________________ Nombre del Padre Teléfono Address____________________________________________City________________________ Zip Code__________ Dirección Ciudad C.P Student’s Country of Birth_______________________________ Ethnicity of Student_________________________ País donde nació el estudiante Etnicidad del Estudiante If student was not born in the United States, date enrolled in a U.S. school__________/______/_______________ Si el estudiante no nació en EE.UU., fecha de inscripción en una escuela en EE.UU. M D Y 1. Is a native language other than English used in the home? □ YES □ NO What language?______________ ¿Se habla otro idioma aparte del inglés en su hogar? □ Sí □ NO ¿Qué idioma?________________ 2. What was the first language the student learned to speak?________________________________________ ¿Cuál fue el primer idioma que el estudiante aprendió a hablar_____________________________ 3. What language is most often spoken by the student? ___________________________________________ ¿Qué idioma se habla más el estudiante? __________________________________________________ Primary language spoken by: Student_____________ Father _____________Mother _________Guardian_________ Idioma hablado principalmente por: Estudiante Padre Madre Guardián What language do you prefer for school-to-home communication?___________________________ ¿En qué idioma prefiere la comunicación de la escuela? ____________________________ School History: Indicate where the student attended school for each grade. Historia Escolar: Indique donde el alumno(a) asistió la escuela durante cada grado.

Kinder 4 8 12

1 5 9 Years of school completed:

Años de escuela terminados:

______________________

2 6 10

3 7 11

DISTRIBUTION: Orig-ESL Red Folder; Copy-School Cum File; Copy-District Office

For Office Use Only—Solo Para Uso de Oficina School_______________________ ELL Teacher__________________________ English Proficiency Assessment Used___________________________________ Student English Proficiency Level: (Circle one)

1-Entering 2-Beginning 3-Developing 4- Expanding 5-Bridging ELL Classification: (Circle one) ELL Fluent--(Former ELL) Fluent—Re-entered into ELL English Only—NOT ELL

1-2 rev. 4/2/2012


PRIMARY HOME LANGUAGE OTHER THAN ENGLISH (PHLOTE) SURVEY English Form

TO BE FILLED OUT BY PARENT and/or SCHOOL SECRETARY Note: This form must be completed for every student who speaks a language other than English or who comes from a home where a language other than English is spoken. (Refer to school registration form.) This does not include students or parents who have learned a foreign language by taking classes or by other means. Date_____/______/______ School_________________________ Grade______ Birthdate____ /_____/______ D M Y D M Y Last Name____________________________________ First Name_________________ In.___ Gender M F Parent’s Names_____________________________________________ Telephone___________________________ Address____________________________________________City________________________ Zip Code________ Student’s Country of Birth_______________________________ Ethnicity of Student______________________ Ethnicity of Parents: Mother______________________________Father___________________________________ If student was not born in the United States, date first enrolled in a U.S. school__________/______/_____________ 1. Is a language other than English used in the home? □ YES □ NO What language? _________________ 2. What was the first language the student learned to speak? ________________________________________ 3. What language is most often spoken by the student? ___________________________________________ Primary language spoken by: Student_____________ Father _____________Mother _________Guardian____ What language do you prefer for school-to-home communication? ___________________________ School History: Indicate where the student attended school for each grade. Kinder 4 8 12

1 5 9 Years of school

completed:________2 6 10

3 7 11

NOTE: If there is another language at home other than English, students will automatically be tested for English language acquisition services.

DISTRIBUTION: Orig-ESL Red Folder; Copy-School Cum File; Copy-District Office rev. 4/2/2012

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For Office Use Only—Solo Para Uso de Oficina School_______________________ ELL Teacher__________________________ English Proficiency Assessment Used___________________________________ Student English Proficiency Level: (Circle one)

1-Entering 2-Beginning 3-Developing 4- Expanding 5-Bridging ELL Classification: (Circle one) ELL Fluent--(Former ELL)

On Monitor Status Fluent—Re-entered into ELL English Only—NOT ELL


PRIMARY HOME LANGUAGE OTHER THAN ENGLISH (PHLOTE) SURVEY English Form

TO BE FILLED OUT BY PARENT and/or SCHOOL SECRETARY Note: This form must be completed for every student who speaks a language other than English or who comes from a home where a language other than English is spoken. (Refer to school registration form.) This does not include students or parents who have learned a foreign language by taking classes or by other means. Date_____/______/______ School_________________________ Grade______ Birthdate____ /_____/______ D M Y D M Y Last Name____________________________________ First Name_________________ In.___ Gender M F Parent’s Names_____________________________________________ Telephone___________________________ Address____________________________________________City________________________ Zip Code________ Student’s Country of Birth_______________________________ Ethnicity of Student______________________ Ethnicity of Parents: Mother______________________________Father___________________________________ If student was not born in the United States, date first enrolled in a U.S. school__________/______/_____________ 1. Is a language other than English used in the home? □ YES □ NO What language? _________________ 2. What was the first language the student learned to speak? ________________________________________ 3. What language is most often spoken by the student? ___________________________________________ Primary language spoken by: Student_____________ Father _____________Mother _________Guardian____ What language do you prefer for school-to-home communication? ___________________________ School History: Indicate where the student attended school for each grade. Kinder 4 8 12

1 5 9 Years of school

completed:________2 6 10

3 7 11

NOTE: If there is another language at home other than English, students will automatically be tested for English language acquisition services.

DISTRIBUTION: Orig-ESL Red Folder; Copy-School Cum File; Copy-District Office

1-3 rev. 4/2/2012

For Office Use Only School_______________________ ELL Teacher__________________________ English Proficiency Assessment Used___________________________________ Student English Proficiency Level: (Circle one)

1-Entering 2-Beginning 3-Developing 4- Expanding 5-Bridging ELL Classification: (Circle one) ELL Fluent--(Former ELL)

On Monitor Status Fluent—Re-entered into ELL English Only—NOT ELL

ASSESSMENT

Assessment

OBJECTIVE: To determine the English proficiency, as well as linguistic and cultural factors which may impact the academic performance of ELL/LEP students identified on the PHLOTE Survey. TIME LINE: Within 30 school days after receiving the initial PHLOTE identification at the

time of registration (or within 2 weeks after the school year has begun). PERSON(S) RESPONSIBLE: ELL Services Department – Staff PROCEDURE: After the parent (with the assistance of the school secretary, if necessary) has completed the PHLOTE survey, the secretary then gives the original form to the school’s ELL teacher/building coordinator. The ELL Services teacher/building coordinator will conduct an assessment interview and administer an English language proficiency screener that measures the student’s speaking, listening, reading, and writing skills. After testing, the ELL teacher will fax a copy of the completed PHLOTE form with testing and placement information included to the designated secretary at the District Office. If the student qualifies for ELL services, a copy will be given to the school secretary to be placed in the student’s cumulative record, and the original will be placed in the student’s red ELL folder. If the student is English proficient and does not qualify for ELL services, the ELL teacher will fill out the bottom portion of the PHLOTE form and return it to the school secretary to be placed in the student’s cumulative record. After PHLOTE identification, students are tested within 30 school days of the commencement of the school year and within two (2) weeks if school has already started. Students are considered LEP if they are non- or limited-English proficient in any of the four modalities (speaking, listening, reading, and writing). They qualify to receive English Language Learner Services. Students are assessed yearly by trained ELL staff to monitor their English proficiency and academic progress. 2-1

ENGLISH LANGUAGE PROFICIENCY DESCRIPTIONS (LEP CATGORIES)

Students are classified according to the following chart:

http://www.wida.us/standards/elp.aspx

• A copy of the completed ELL Classification form with assessment and placement information is to be filed in the student’s cumulative folder at the school. The original form is placed in the student’s red folder. (See p. 4-4.)

• LEP students are assessed each year using the UALPA. Information is recorded in the student’s red ELL folder, the district ELL database, and a copy of the results is given to the student’s parents. The results are also shared with the student’s classroom teacher(s)

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PARENT NOTIFICATION

Parent/Guardian Notification

OBJECTIVE: To notify parent/guardian of a student’s placement in an ELL program. TIME LINE: Letters will be mailed to the student’s home upon determination of a student’s eligibility for ELL services. PERSON(S) RESPONSIBLE: ELL Services Department -- Staff Student’s Classroom Teacher PROCEDURE: After the language placement test has been administered and the

student has qualified for ELL services, written notification will be sent home informing the parents/guardian.

The letter is available in both Spanish and English. An ELL staff member will complete the letter and mail it to the student’s home. Parents/guardians are encouraged to contact the school or the ELL

Services Department if they have questions. Occasionally, a parent/guardian may refuse ELL services. A written notification to the school ELL department/principal is required. A form is available for a parent/guardian to use in this process. This refusal may limit the student from being pulled out of regular class. The student will continue to receive regular classroom instruction that supports acquisition of English language. Lessons will be taught using strategies that support English language learners (ELLs).

INCLUDED: • Parent Notification Letter (English/Spanish) • Parent Refusal of Services Letter (English) • Parent Refusal of Services Letter (Spanish)

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English Language Learner (ELL) Services Department

Parent Notification of Placement Date_________ School_____________ Student Name_________________________________________________Grade_____________ Dear Parents/Guardian: We would like to inform you that your child is eligible to receive services in our English language development program. Students are identified for services based upon your response to the Primary Home Language Survey (PHLOTE survey), teacher recommendation, and an English language proficiency assessment. Your child’s instructional level of English proficiency is: � 1-- Entering � 2--Beginning � 3--Developing � 4--Expanding English language development programs target instruction to the child’s strengths and needs and are based on current research and practices for helping students acquire English skills in listening, speaking, reading, and writing. The expectations for English language learners (ELLs) are that they will transition into mainstream classes, meet academic achievement standards the same as any other students. Your child’s instruction in English language development will be provided as indicated below: � Pull-out program—Students are excused from the regular classroom for English instruction in small groups several times a week. � Push-in program—The ESL teacher goes into the regular classroom to provide English instruction to groups of students. � Sheltered English—The student receives content-based English language instruction. � ESL classes—The student is enrolled in class(es) designed to teach English language development. � Structured English Immersion—The student receives specialized English language support within the grade-level classroom with an ESL endorsed teacher. � Two-way Dual Immersion—The student receives English instruction in the two-way immersion program. � Other (Specify)______________________________________________ Criteria for Exit: The student is exited from direct English language acquisition services when he or she receives a score of “fluent” in all four areas of listening, speaking, reading, and writing on the Utah Academic Language Assessment (UALPA). The student’s academic progress is then monitored for two years. Parents’ Rights: Parents/guardians have the right to refuse English language acquisition (ELL) services at any time. A refusal of services letter must be given to the school for each school year. For more information about the ELL services available for your child, please contact the school at the telephone number below. Sincerely, ____Initial Placement ELL Teacher Phone Number:___________________ ____Continuing Placement

Note: A copy of this letter must be placed in the student’s red ELL folder. Note: You may send the consent for services form along with this letter (See Appendix Q)

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Servicios Para el Aprendizaje del Idioma Inglés Aviso a los Padres

Fecha___________ Escuela_______________ Nombre de Estudiante________________________________________________ Grado____ Estimado Padre/Guardián: Queremos informarle que su hijo/a califica para recibir servicios de nuestro programa para el desarrollo del idioma inglés. Los estudiantes están clasificados basados en la información obtenida en la Encuesta PHLOTE (Idioma nativo o Idioma Hablado en Casa), la recomendación del maestro, y una prueba que mide el dominio del idioma inglés. El nivel de instrucción del dominio del idioma inglés de su hijo/a es: � 1—Entrando � 2—Comenzando � 3--Desarrollando � 4—Ampliando � 1—Entering � 2—Beginning � 3—Developing � 4--Expanding Los programas del desarrollo del idioma inglés tienen objetivo proveer instrucción para las habilidades y las necesidades del niño/a. También la instrucción es basada en los estudios y las prácticas que ayudan a los estudiantes a adquirir las destrezas de escuchar, hablar, escribir, leer, y escribir en inglés. Los expectativos de los aprendices de inglés son poder hacer una transición a las clases regulares y a cumplir los estándares del logro académico igual que cualquier otro estudiante. La instrucción del desarrollo del idioma inglés será proveído como indicado a continuación: � Pull-out program—Los estudiantes están excusados de la clase regular para recibir instrucción de inglés varias veces a la semana. � Push-in program—El maestro/la maestro de ESL entra a la clase regular para proveer instrucción de inglés en grupos pequeños, varias veces a la semana. � Sheltered English—El estudiante recibe instrucción en inglés basada en el contenido de la clase. � ESL classes—El estudiante está inscrito en clase(s) diseñada(s) a enseñar el idioma inglés. � Structured English Immersion—El estudiante recibe apoyo especializado en el salón del grado correspondiente con un maestro titulado en Inglés Como Segundo Idioma. � Two-way Dual Immersion—El estudiante recibe la instrucción en inglés en el programa de inmersión en dos idiomas � Other (Specify)______________________________________________ CRITERIOS DE SALIDA: El estudiante sale del Programa de Aprendizaje del Idioma Inglés (ELL) cuando él o ella califica fluente en cada una de las modalidades de escuchar, hablar, leer y escribir en el examen UALPA. Luego, el progreso académico del estudiante será seguido y evaluado por dos años. DERECHOS DE LOS PADRES: Usted tiene el derecho de rechazar los servicios del programa de Adquisición del Idioma Inglés en cualquier momento. Con el fin de rechazar estos servicios, usted tiene que llenar una carta que está disponible en la oficina de la escuela de su hijo(a). También tienen que entregar la carta de rechazo de servicios cada año escolar. Favor de llamar a la maestra del programa de Aprendizaje de Inglés en la escuela si necesitan más información. Atentamente, ____Initial Placement ____Continuing Placement Maestro(a) de ELL) Teléfono____________________________

Note: A copy of this letter must be placed in the student’s red ELL folder. Note: You may send the consent for services form along with this letter (See Appendix Q)

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English Language Learner (ELL) Services Department Refusal of Services Date: ______________________ To Whom It May Concern:

I request that my child not receive direct services from the English Language Learner Program. I understand that testing will continue until my son/daughter scores Fluent on the Utah Academic Language Proficiency Assessment (UALPA). I understand that this refusal or services is valid only for the current school year and must be renewed each year. Student Name Grade School ________________________ ________ ____________________ Reason for refusal of services: _____________________________________________________ _______________________________________________________________________________ __________________________________________ Parent/Guardian Signature __________________________________________ _____________________ Address Telephone Number

____________________________________ ___________________ Principal/ELL Site Coordinator Signature Date

This parent refusal for ELL Services should be placed in the ELL Student Red Folder in his/her permanent record. A copy must be sent to the ELL Department at the District Office.

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Programa del Aprendizaje de Inglés (ELL) Rechazo de Servicios

Fecha: ______________________ A Quien Corresponda:

Yo les presento mi petición que mi hijo(a) no reciba cualquier servicio del Programa del Aprendizaje del Inglés. Entiendo y estoy de acuerdo que los exámenes del dominio del idioma inglés continuarán hasta que mi hijo(a) reciba la calificación que indica que él/ella es fluente en cada parte del examen Utah Academic Language Proficiency Assessment (UALPA) [La Evaluación de Competencia del Lenguaje Académica de Utah]. Comprendo que este rechazo de servicios es válido solo para este año escolar y es necesario entregar un rechazo de servicios para cada año escolar.

Nombre del Estudiante Grado Escuela _________________________ ________ ____________________ Razón por el rechazo de servicios: ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________ Firma de Padre, Madre o Guardián __________________________________________ __________________________________________ __________________________ Dirección Número de Teléfono _______________________________________ ______________________ Principal/ELL Services Site Coordinator Signature Date/Fecha

This parent refusal for ELL Services should be placed in the ELL Student Red Folder in his/her permanent record. A copy must be sent to the ELL Services Department at the District Office.

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English Language Learner (ELL) Services Department

Parent Consent for Placement in ELL Services Please return this form to your child’s school.

Yes_______ No______I have been informed that my child qualifies for English-language-learner Services in Wasatch County School District in order to improve his/her English language proficiency. Yes______ NO______I agree to these services for my child. (Note: If you do not agree to these services, you will need to contact the ELL teacher at your child’s school in order to complete a refusal of services form.) Name of student_____________________________________ School______________________Grade_____________ Date_________________________ Parent’s Name_____________________________Parent’s Signature________________ ============================================================================

Consentimiento del Padre Para recibir los Servicios de Aprendizaje del Idioma Ingles (ELL)

Favor de devolver este formulario a la escuela de su hijo/a Si________ No______ Recibí notificación que mi hijo/a califica a reciber los Servicios de Aprendizaje del Idioma Ingles (ELL) en el Distrito Escolar de Wasatch para mejorar su dominio del ingles. Si_______ No_______ Estoy de acuerdo con estos servicios para mi hijo/a. (Nota: Si Ud. no esta de acuerdo, debería comunicarse con el maestro de ELL en la escuela de su alumno para llenar un formulario de rechazo de servicios.) Nombre de Estudiante__________________________________________________ Escuela_____________________ Grado_______________________ Fecha_________ Nombre del Padre/Guardián___________________________________ Firma del Padre/Guardián______________________________________

PLACEMENT

Placement of Limited English Proficient (LEP) Students

OBJECTIVE: To provide an appropriate alternative language program for every Limited English Proficient (LEP) student TIME LINE: Following identification, assessment, and parent notification PERSON(S) ELL Services Department, Staff, School Principal RESPONSIBLE: PROCEDURE: We believe that students “learn language through content and content through language” as long as strategies are used to make both content and language comprehensible and meaningful. In each school we offer ELL services which may or may not include, but are not limited to the following: ELL Pull-out Instruction, Sheltered English Instruction, Structured English Immersion, Two-way Dual Language Immersion and a Newcomer/New Arrival Program. The goal of ELL Pull-out is to provide intensive English instruction in a small group setting with a certified, ESL endorsed teacher. Students leave their mainstream classroom to spend a portion of the day receiving English language instruction. There may or may not be support for L1. All instruction is given in English. The teachers have specialized training in meeting the needs of ELL students. The goal of a Sheltered English Instruction is the acquisition and fluency of English language skills as well as content within an all English mainstream classroom. Instruction is given in English with sheltered structures and support provided by the teacher. Instruction is adapted to students’ proficiency levels and may be used with other programs. Teachers have specialized training in meeting the needs of ELL students, possessing either an ELL or Bilingual Endorsement. The goal of a Structured English Immersion is the acquisition of English language skills so that all ELL students can succeed in an English-only mainstream classroom. All instruction is given in English. Teachers have specialized training in meeting the needs of ELL students, possessing either an ELL or Bilingual Endorsement. The goal of a Two-Way Dual Language Immersion Program is to provide additive bilingualism with sustained and enriched instruction through the minority language and the majority language. The goal of a Newcomer/New Arrival Program/Class is to help ELL students who are new to this country learn basic English communication skills and help them adapt to a new school environment as quickly as possible. ELEMENTARY: Each elementary school will have a minimum of one full-time ESL/Bilingual Endorsed teacher. Our goal is to have at least one ESL/Bilingual endorsed teacher at each grade level. The ESL teacher(s) 4-1

will assess English language proficiency for all students who are identified on the PHLOTE form. Students who qualify for ELL services are monitored by the ESL teachers who provide English language development services through pull-out instruction or support within the mainstream classroom until they reach monitor status. The ESL teachers will use best practices from current instructional research to address the needs of ELL students. They will also provide support to the classroom teachers in addressing the needs of LEP students. SECONDARY: Secondary schools will offer direct ELL services by providing English language acquisition classes and/or sheltered English classes taught by ESL endorsed teachers. Our future goal to offer Sheltered English Inclusion or Structured English Immersion in the core content areas with ESL endorsed teachers. The secondary ESL teacher will be responsible to monitor the academic progress of ELL students, with the assistance of the classroom teachers, until they are exited from ELL services. Students who are new to this country potentially may be served for a time in a Newcomer/New Arrival Class. STATE CORE CURRICULUM: The Utah State Core Curriculum defines the skills the students should be taught at each grade level. The curriculum goals are the same for the LEP students as for non-LEP students, but the instruction is modified to meet their individual needs. LEP students must have materials and supplies to ensure that they are achieving academic skills at their own level. Local schools are responsible to provide appropriate instruction to all students. Content is not “watered down” but language may be simplified to make it comprehensible. ADDITIONAL PROGRAMS: LEP students must have equal access to additional school programs such as, but not limited to: Title I, Resource (Special Education), Gifted and Talented, Advanced Placement (AP) and honors classes, sports, clubs, and other programs offered to native English speakers. Likewise, LEP students should not be over-represented in such programs. INCLUDED:

• District ELL Program Flow Chart • School/District Notification of Proficiency and Placement

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-Step 1- Student Language

Identification Includes ALL

Students

-Step 2- Student Language

Assessment Evidence of Linguistic

Function

-Step 3- Student Placement Available Student Service Patterns

-Step 4- Exit Criteria

Including Monitoring

Home Language Survey PHLOTE (Primary Home Language Other Than English) Registration Questions: 1. Is a native language other than English used in the home? 2. Did the student first learn to speak a language other than English? 3. What language is spoken most by the student? 4. Is a language other than English preferred for school-to-home communication?

YES

Assessment for Placement

(N) Non-English Proficient (L) Limited English Proficient

NO !

Only English is Used in the home

Student does not

qualify for the ELL Program

ANNUALRE-TESTING

Teacher Conference and Parent Notification

1. Pullout ESL with ESL endorsed teacher 2. ESL classes with certified ESL endorsed teacher 3. Sheltered classroom with ESL endorsed teacher. 4. Mainstream –no ESL services except monitoring 5. Special programs for qualifying students. 6. Two-way dual immersion classrooms for native Spanish speakers.

Student Tests “FLUENT” on UALPA.

(F) Fluent English Proficient

(F) Fluent— English Proficient

If student tests as FLUENT, monitor status should be determined.

Following the two-year monitoring period, the ELL teachers, counselors, and administrators reviews the ELL’s portfolio/red folder to assess whether criteria for the monitoring has been met.

MONITORING ELL students are monitored each semester for 2 years after the ELL program. Evidence and documentation of continuing English proficiency must be shown during that time through: 1. Standardized Assessments 2. Classroom Performance

EXIT FROM SERVICES If the student passes UALPA with a score of 5-Bridging, he or she will be exited from ELL services and placed on two-year monitor status.

Wasatch School District’s ELL Program Flow Chart Services to Limited English Proficient (LEP) Students

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Wasatch County School District ELL Services Department

IN-SCHOOL & DISTRICT NOTIFICATION

OF STUDENT ENGLISH LANGUAGE CLASSIFICATION AND PLACEMENT

Teachers: This student’s English proficiency level is: ___1-Entering ___2-Beginning ___3-Developing ___4-Expanding ___5-Bridging (Fluent) Name ______________________________________ School ______________ Grade________________ Date__________________ INSTRUCTIONAL SETTING: This student will receive instruction in English-language development in the following setting(s) Mark as applicable: ___Pull-out ESL ___ESL class ___Push-in ESL ___Dual Language Immersion ___English Immersion with ESL-endorsed teacher ___Sheltered Classroom (__________) Using test data as evidence, this student needs additional instructional support in the marked areas. Please provide more instruction in these areas to accelerate the student’s English language acquisition.

o Listening: o Speaking and Oral Language:

o Reading:

o Writing:

Additional support should be given to this student in math, science, and language arts, particularly with vocabulary, presentation, research, and study skills, etc., in order for the student to demonstrate mastery of concepts, skills, and knowledge on the Utah core tests. Thank you, ESL Teacher NOTE: This document must be placed in the student’s red ELL folder. Copies must be given to the classroom teacher, the counselor, and the ELL Services Department at the District Office. The copies may be sent to the teachers and district office via email.

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EXIT AND MONITOR

Transition to Exit and Monitor Status

OBJECTIVE: To modify an ELL student’s classification from active/direct services to exit

and monitor status To monitor a fluent English-proficient student’s academic progress for two years

TIME LINE: For two years following a student reaching 5—Bridging (Fluent Level) PERSON(S) RESPONSIBLE: ELL Teacher Classroom Teacher(s) Other licensed teachers who work with the student PROCEDURE: Each identified LEP student will be tested once each year with the UALPA test. When a student tests fluent (5-Bridging) in all four modalities of speaking, listening, reading, and writing, he or she will then be exited and placed on monitor status. Following exit and during the two years of monitoring, student achievement and progress will be evaluated according to the following schedule: In collaboration with the school’s ELL teacher, classroom teachers will complete the Elementary/Secondary Monitoring Report twice yearly—preferably after the first and third quarters. After students have demonstrated academic progress for a period of two years, they will no longer receive ELL services. Students who do not demonstrate appropriate academic progress will be referred to the ELL committee where a return to active/direct ELL services or an individual academic intervention plan will be considered. A change of status (active to exit, and exit to monitor) will be marked on the Exit/Monitor form and placed in the red ELL folder to be included in the student’s cumulative file as well as on the district ELL database. INCLUDED:

• Exiting and Monitoring Flow Chart • PHLOTE/UALPA Language Assessment Form • Elementary/Secondary Monitoring Report • Parent Notification of Exit from Services (English) • Parent Notification of Exit from Services (Spanish)

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Exiting and Monitoring an ELL STUDENT Exiting Direct Services Once a student who is being served by ELL services receives a score of 5-Bridging on the UALPA Test), he or she is exited from direct ELL services and placed on monitor status. UALPA Test The ELL student scores fluent and competent on the state UALPA in all four modalities (Speaking, Listening, Reading, and Writing). Classroom Performance The ELL student’s performance is equal to or above his/her peers as indicated by:

--Elementary/Secondary grade reports --Teacher observation and evaluation

Monitoring

ELL students must be monitored once each semester for two years after exiting direct ELL services. Evidence of monitoring must be collected and filed for the final review at the end of the two-year process. This evidence must include: STANDARDIZED ASSESSMENTS The ELL student’s scores must be equal to or above his/her class average on: --State core test scores --UBSCT CLASSROOM PERFORMANCE The ELL student’s performance is equal to or above his/her peers as indicated by --Elementary/Secondary grade reports --Teacher’s written verification CLASSROOM ASSESSMENT The ELL student’s performance is equal to or above his/her peers as indicated by any of the following: --An ELL Student Observation form completed by a teacher knowledgeable about the ELL student’s academic proficiency. --Alternative/authentic assessments or other teacher assessments showing appropriate comparative data (equal to or above peer performance). --Other evidence acceptable to the exiting committee that demonstrates academic competency such as a portfolio comparable to peers’.

Full Exit

Following the two-year monitoring period, the school ELL specialist, the principal or designated educator, a classroom teacher, and a parent of the student, when possible, review the student’s portfolio (cum file and red folder) determine if monitoring is to be discontinued. Following their review, they may discontinue monitoring by ELL services or refer the student for return to direct ELL services. Those authorizing the discontinuation of monitoring must sign the following form. NOTE: Should a student’s future academic progress be jeopardized by his/her lack of English proficiency, the student may be readmitted into the ELL program by a referral from his/her teacher or parent and after a team decision that returning the student to ELL services is in his/her best interest.

It is recommended that a Language Development Team be established at each school site. Members recommended:

• Principal or qualified designee

• ELL teacher • Classroom teacher

knowledgeable about the student’s English skills

• Student’s parent or guardian

• ELL student (optional)

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ELL Program ELL Exit Form

Elementary and Secondary

Student Name________________________________Grade_________School________________ Date_______________________ UALPA--DATE of the most recent UALPA __________ Proficiency Level_________

Scores: Listening______ Speaking______ Reading_______ Writing_______

STUDENT’S CLASSROOM PROGRESS: _____Satisfactory _____ Unsatisfactory

Exited? ____Yes ____No Date Exited_______________

Comments:

Signature, ELL Teacher/Coordinator______________________

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ELL Monitoring Record

(To be completed by ELL teacher) Student Name____________________Grade________Date_____ School_____________ Informal Assessment/Classroom Performance

Instructions 1. Have the teacher(s) of each monitored student complete the “Monitoring and Supporting Exited

English Language Learns” form once each semester. 2. Show evidence of monitoring twice a year for two years. (Recommended at the end of 1st and 3rd

terms) 3. Evidence of student’s performance may include, but is not limited to [1] Grades; [2] Progress

Reports; [3]Classroom Assessments; [4] Portfolios; [5] Teacher Observations; [6] Other. Write the numbers that apply on the evidence line below.

4. From information provided by this student’s teacher(s) student performance is: 5. _______Equal to or Above Peers ______Below Peers (Check only one.)

1st Monitor YEAR 1

Term______

Date Grade Report __Satisfactory __Unsatisfactory

ELL Teacher

Signature

Evidence to verify student performance:

2nd Monitor YEAR 1

Term______


ELL Teacher Signature


1st Monitor YEAR 2

Term____




2nd Monitor YEAR 2

Term ____




Language Development Team Decision and Recommendations Write decision and comments below. Continue to Monitor? ___Yes ___No Return to ELL Services? ___Yes ___No _________________ ______ _________________________ ___________ Teacher’s Signature Date Administrative Signature Date _________________ ______ _________________________ ___________ ELL Teacher/Admin Signature Date Other (Specify Date NOTE: Monitoring is a federal requirement for two school years of all ELL students no longer receiving direct ELL instruction. The purpose of his form is to document that student performance is equal to or above his/her peers. Documentation of monitoring must be included in the student’s file. Student progress reports may be attached to this form.

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ELL Services Department Monitoring and Supporting Exited English Language Learners

Instructions to the Teacher:

ELLs who have been classified fluent with a UALPA score of 5—Bridging are, by law, monitored for two years after exit from ELL services to ensure that they are keeping pace with their peers. Monitoring includes: 1) Review of grades, standardized test scores, and performance assessments; 2) Completion of this monitoring form by the student’s classroom teacher(s); and 3) Consultations with the student’s classroom teacher(s) to clarify any questions on the monitoring form. (This form may also be used to provide information to the ELL Services Department regarding students who have been exited from services but who are not making adequate academic progress and may need to be returned to ELL services.)

Teacher_________________________________ Subject ________________Date__________ Name of Student_________________________________ Grade_______ School_____________ Key: 5 = The student’s skills are significantly above the peer group. Total Score: _____/45 4 = The student’s skills are slightly above the peer group. 3.= The student’s skills are average. 2 = The student’s skills are only slightly below the peer group. 1 = the student’s skills are significantly below the peer group.

Circle your response: How does the student compare to his/her peers… Low High 1. In understanding conversational English? 1 2 3 4 5 2. In speaking conversational English? 1 2 3 4 5 3. In writing proficiency? (In content area) 1 2 3 4 5 4. In reading fluency? 1 2 3 4 5 5. In reading comprehension? (In content area) 1 2 3 4 5 6. In progress in other content areas: Math 1 2 3 4 5 Science 1 2 3 4 5 Social Studies 1 2 3 4 5 Other (Specify) 1 2 3 4 5 7. What difficulties or needs does the student have? Teacher Comments and Recommendations: Teacher Signature________________________________________ Date________________ Please complete this for the ELL student above students at the end of 1st and 3rd terms and return it to the ESL teacher in your building to be included in the student’s red ELL folder.

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ELL Services Department

Parent Notification of Student Exit from ELL Services

Date___________________________ School_______________________________

Dear Parents/ Guardians:

Congratulations! We are pleased to notify you that your son/daughter _________________, who is currently in ________grade has made sufficient progress in English language development he/she no longer requires support from the English Language Learner (ELL) Program. In order to qualify for exit from services your child had to demonstrate a score of 5-Bridging (Fluent) on this year’s UALPA English language proficiency test. Competency on classroom assessments and academic progress were also considered. Your child will be exited from the program. If you have questions or concerns, please contact your child’s ELL teacher.

Sincerely, ELL Teacher

*A copy of this letter is to be placed in the student’s red folder.

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Wasatch County School District Aviso a Los Padres

Salida del Programa de Aprendizaje del Idioma Inglés

Fecha___________________________ Escuela_______________________________

Estimados Padres/Guardián:

¡Felicitaciones! Estamos contentos avisarles que su hijo/a___________________________ quien está en el________grado, ha hecho suficiente progreso con el dominio del idioma inglés que ya no requiere el apoyo del Programa del Aprendizaje del Idioma Inglés (ELL). Un estudiante puede calificar para la salida de los servicios del ELL si el/ella demuestre capacidad suficiente, 5--Bridging en la prueba UALPA. También tiene que demostrar competencia en las evaluaciones de progreso académico en el salón de clase. Su hijo/a ya califica a salir del programa ELL. Si tengan cualquier pregunta, favor de comunicarse con el/la maestro/a de ELL.

Atentamente,

Maestro/a de ELL El Departamento del Aprendizaje del Inglés (ELL) *A copy of this letter is to be placed in the student’s red folder.

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PROGRAM MODELS

Program Models

OBJECTIVE: To ensure that all LEP students will be placed in an educational program which will best meet his/her language and content area needs.

TIME LINE: Following identification, assessment, and parent notification PERSON(S) ELL Specialist RESPONSIBLE: Building Administrator(s)

Counselor(s) ESL Teacher(s) PROCEDURE: All identified LEP students will receive appropriate alternative

language services based on educational need. ESL MODEL: The District has selected an ESL Education Model that includes intensive group and/or individualized instruction with specifically designed methodology for the acquisition of English. The goal of the program is to maintain appropriate language proficiency and academic achievement. All subjects, including literacy, are taught in English. A certificated, ESL endorsed teacher will provide direct services to all LEP students in active status. The ESL teacher(s) in a school will also provide support, as needed, to other teachers interacting with the LEP students. The State Core Curriculum defines the skills the students should be taught at each grade level. The curriculum goals are the same for the LEP students as for the non-LEP students, but the instruction is modified to meet their individual needs. LEP students must have materials and supplies to ensure that they are achieving academic skills at their own level. School ESL teams determine the appropriate materials and supplies to be used for LEP students. The schools purchase these materials and supplies. ESL INSTRUCTION/ Elementary and Intermediate School time allotted for English language acquisition will vary with each LEP student’s needs. A student who is fluent in English will not be assisted unless he/she is referred for help in a specific curricular area or unless he/she is not making adequate academic progress as indicated on standardized testing and classroom performance. In addition to direct English instruction within the regular classroom or during pull-out time, all elementary students receive targeted literacy instruction in the regular classroom during the district-wide literacy block. Limited English-proficient students may also be receiving Tier 2 or Tier 3 academic interventions as needed. TWO-WAY DUAL LANGUAGE IMMERSION/Elementary At the elementary school(s) that provide this optional program, students receive instruction in Spanish and English. They are in classrooms with both English-speaking and Spanish-speaking peers in order to gain bilingualism and bi-literacy. The students in this program receive approximately 50% of their instruction in Spanish and 50% in English from certificated teachers according to the Utah model of dual language immersion education.

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ESL CLASSES/ Secondary Secondary schools offer direct services to LEP students in self-contained ESL classrooms where they receive direct instruction in English language acquisition. The secondary schools also offer sheltered instruction/academic support classes for LEP students. The students’ progress in content classes is monitored. Some sheltered classes in content areas are available for ELLs on the secondary level, i.e.; math, English, science, social studies. Secondary content teachers are directed to assist LEP students with English language acquisition through differentiated and sheltered instruction. It is the goal of Wasatch School district to provide ongoing professional development to elementary, intermediate, and secondary teachers in research-based sheltered instruction teaching methods (e.g. SIOP/SDAIE). Additional Programs Available to LEP Students In addition to ESL education programs, LEP and former LEP students may participate in other ELL Services programs for which they meet the program specific criteria. These include gifted education, special education, Title I, and other available programs.

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SPECIAL PROGRAMS

Special Programs

OBJECTIVE: To ensure ethnically and linguistically diverse students who have

special needs are appropriately identified and served in appropriate programs

TIME LINE: Ongoing PERSON(S) District Special Programs Director School Principals RESPONSIBLE: District Special Education, Title I Director School Counselors District Pupil Services Director Classroom Teachers District Adult Education Director ELL Teachers School Principals Instructional Coaches Gifted and Talented Teachers PROCEDURES: A coordinated effort will be made by district personnel to provide

appropriate services to ELL students who have special needs and abilities:

• Advanced Learners Advanced learners will be identified using culturally appropriate measurements. The success of recruitment and retention of ELL students in advanced programs will be evaluated annually.

• Special Education

Wasatch School District’s policy of student referral for Special Education services is the same for LEP students as it is for native English speakers. Culturally appropriate measurements will be used to identify and evaluate students who are referred for Special Education. The over-and under-identification of ELL students in Special Education programs will be monitored on a regular basis.

• Alternative High School/Young Parents Program

ELL high school courses will be developed to meet graduation requirements, and credit recovery will be made available to students who have fallen behind. SEOPs will be designed to help ELL students’ transition from high school to post-secondary education or the workplace.

• Family Literacy

Resources will be provided through the district Adult Education Program for ELL adult learners to acquire English skills and to potentially complete high school graduation requirements. A network for disseminating information to adult learners will be developed, and each school will engage the parents/guardians of LEP students in the instructional process.

• Other Ethnically diverse and LEP students will have the same opportunities to participate in vocational, arts, technology, athletics, clubs, and other extra-curricular activities as their native English-speaking peers.

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Professional Development

Professional Development

OBJECTIVE: To provide appropriate professional development to enable ESL as

well as classroom teachers to meet the needs of LEP students. TIME LINE: Ongoing PERSON(S) District Administrators RESPONSIBLE: District ELL Literacy Specialist School ESL Teachers PROCEDURE: Wasatch School District encourages all teachers to become ESL

endorsed. District administrators are asked to assist in meeting the goal of having at least one ESL endorsed teacher at each grade level. In partnership with Brigham Young University, the TELL (Teaching English Language Learners is offered within Wasatch School District. Teachers may also enroll in the ESL Endorsement program that Utah State University offers locally at the Heber campus of Utah Valley State University.

District Training Fall Institute: Wasatch School District sponsors an annual, ESL Fall Training for ESL teachers and at the beginning of each school year. Monthly Professional Learning Community: Monthly ESL teacher professional development meetings are conducted. These are both business and training meetings

with a focus on current research in effective teaching strategies for LEP students.

The following include future goals for professional development in Wasatch School District.

SHELTERED INSTRUCTION:

Wasatch School District will provide teachers (and administrators) with professional development in sheltered instruction such as SIOP/SDAI E and other research- based teaching practices for content-area teachers.

ORAL LANGUAGE DEVELOPMENT:

ESL as well as classroom teachers will receive on-going training in strategies for building LEP students’ oral language.

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The purpose of this training is to ensure that students—especially in the primary grades—receive direct instruction in oral language acquisition.

OTHER: It is the goal of Wasatch School District to provide continuing professional development to teachers in research-based best practices for English language development as well as in multicultural and ethnic issues.

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PROGRAM EVALUATION

Program Evaluation

OBJECTIVE: To complete an annual evaluation of Wasatch School District’s ELL

Services program. To make modifications and adjustments where needed. TIME LINE Annually – June-July PERSONS RESPONSIBLE: District Administrators/Specialists District ELL Literacy Specialist District Technical Services (Data Collection) PROCEDURE: Wasatch School District will conduct an annual evaluation of the

district’s ELL Services Program. Academic and non-academic indicators will be used to measure the success of the ELL program.

Academic Indicators: Academic achievement will be measured the same as ESEA (No Child Left Behind) with adequate yearly progress in the following three areas:

1. The percentage of limited English proficient students who have attained English proficiency by the end of the school year. 2. The percentage of limited English proficient students who are at or above the proficient level in reading/language arts on the state’s assessment. 3. The percentage of limited English proficient students who are at or above the proficient level in mathematics on the state’s assessment.

Non-Academic Indicators The percentage of LEP students will be similar and proportional to non-LEP students in the following: 1. School attendance 2. Dropout rates 3. Graduation rates 4. Special Education Services 5. Retention rates 6. Gifted and Talented/Advanced Programs Program Effectiveness: Evaluation of program effectiveness will determine if the program is satisfying established goals for student achievement in the ELL Services Program. The review will include, but not be limited to, the following: --Identification: The district will conduct a spot audit of student cum folders to verify accuracy and use of the District’s PHLOTE form. Modifications and corrections will be made within 30 days.

9-1

--Assessment: The district will conduct a random audit of student cum folders to determine if students are timely evaluated in listening, speaking, reading, writing, and comprehending English prior to program placement and within 30 days of enrollment. If assessment is not completed within the time specified, schools will be given two weeks to complete assessment. --Placement and Participation: Schools will be reviewed to determine whether all LEP students are receiving program services from qualified staff and placed according to the district’s ELL Services Plan. --Staff Qualifications: Schools will be reviewed to determine whether the school has sufficient numbers of qualified staff to appropriately implement the services models for LEP students and whether staffs are adequately implementing required instructional technique and curriculum to address the needs of LEP students. --Monitoring and Exiting: The district will conduct a random audit of student cum folders to determine if students are being exited according to district and state guidelines. Students are to be monitored twice during the school year for two school years following exit from services. Schools who have not met monitoring and exiting requirements will be given two weeks to meet the requirements. --Service Components: The district will conduct an annual review of program components with school administrators. A checklist will be completed by the school principals and returned to the district ELL Services Director at the end of each school year. Program modifications should be implemented at the beginning of the next school year.

Included:

• Administrator’s Checklist • Red Folder/Permanent Record Assessment • Parent Notification of AMAOs/NCLB (English) • Parent Notification of AMAOs/NCLB (Spanish)

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English Language Learner Services Department ELL Program Evaluation

Administrator’s Checklist SCHOOL_____________________________

SCHOOL YEAR_______________________

IDENTIFICATION PHLOTE* form completed for each qualifying student upon registration? Yes No

• Is the country of origin indicated? Yes No • Is a date of USA entry into a U.S. school recorded? (For immigrant funds) Yes No • Is a red ELL folder created for each qualifying student? Yes No

ASSESSMENT • Is a language proficiency test administered to each identified student? within 30 days of registration? (Summer registrants will be tested at the beginning of the school year) If enrolled during school, within 2 weeks? Yes No

• Is testing information properly entered on the district ELL database? Yes No • Is the classroom teacher & district notified of the student’s LEP designation? Yes No

PARENT NOTIFICATION • Are parents of a limited English proficient student notified of ELL placement within 30 days of the beginning of school? Yes No • If enrolled during school, within the first 2 weeks? Yes No • Is the letter sent in an appropriate language? Yes No

PLACEMENT/PARTICIPATION Are qualified students placed in an appropriate program? Yes No Elementary:

ELL Pull-out Newcomer/New Arrival Structured English Immersion

Mainstream Classroom Sheltered English Instruction Other Approved Program Secondary:

ELL classes Sheltered Instruction Mainstream Classroom Newcomer/New Arrival Other Approved Program

• Are LEP students participating in special or advanced programs? Yes No

EXITING AND MONITORING 1. Are students who have achieved the level of FLUENT in speaking, reading, writing, and comprehension on the English language proficiency test being monitored twice yearly for two years? Yes No 2. Have exit and monitor forms been completed and included in the

student’s red ELL folder as appropriate? Yes No 3. Has an exit date for exited students been entered on the district database? Yes No

4. Are former LEP students using the same course materials as their classmates? Yes No If not, please indicate materials used or modifications made.

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STAFFING • Does your school reflect an accepting attitude of diversity? Yes No • Do you watch for elements of effective ELL teaching strategies during observations? Yes No • Have you encouraged your teachers to get endorsed? Yes No

What percentage of your faculty is endorsed? ____Teachers out of ____Total

STUDENT PERFORMANCE • Is your school’s program helping LEP students learn English? (listening, speaking, reading, and writing)? Yes No

If yes, how do you know? (What evidence do you have?)

If no, what modifications are you implementing? The Administrator Checklist is to be completed once each school year and returned to district ELL Director/ ELL Literacy Specialist no later than May 1. Results of the checklist regarding program deficiencies will be discussed in a meeting with the district ELL Director or ELL Literacy Specialist and the building administrator. The meeting will also provide guidance to administrators in the following areas:

• Areas of deficiency • Ways to modify current programs, if needed • Alternative programs, if needed

I have reviewed this document and verify that the information is correct.

Principal’s Signature________________________________________________ Date____________________

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English Language Learner Services Department

RED FOLDER/PERMANENT RECORD ASSESSMENT School___________________________ Date ____/____/___Number of Folders Checked_____

*Note: If enrolled during school year, within the first 2 weeks.

Red Folder Assessment Completed by_________________________________ Date__________________________ Signature__________________________

No. to be Corrected

Is there a red ELL folder for each qualifying student? Yes No Is there a PHLOTE form in each student’s folder? Yes No Is the country of origin indicated? Yes No Is a date of entry to the USA indicated? Yes No Is a date of enrollment in a USA school provided? Yes No Comments: ASSESSMENT and PROGRESS Is the placement/screening test administered within 30 days?* Yes No Is the student’s testing history included in the ELL folder? Yes No Is student progress documented in the ELL folder? Yes No Comments: PARENT NOTIFICATION Are parents notified within 30 days? * Yes No Is a copy of the letter in the folder? Yes No Is the letter sent in an appropriate language? Yes No Comments: MONITORING AND EXITING Are fluent students monitored for 2 years? Yes No Is a monitoring/exiting form in the folder? Yes No Is an exit date, where appropriate, indicated on the form? Yes No Comments

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Wasatch County School District 101 East 200 North

Heber City, UT

English Language Learner (ELL) Services Department Date:____________ Dear Parent/Guardian: Wasatch School District receives Title III funding from the federal government to help English learners to speak, read, and write in English and to achieve in reading and mathematics. School districts and other agencies that receive Title III funds are reviewed each year to see if they meet three objectives (AMAOs) for their English learners:

Progress in learning English Progress in the percentage of students who become proficient in English Academic targets in English-language arts and mathematics

For the _________________ school year, ________________________________________School did not meet one or more of these targets underlined above. If you would like more information about how your child is performing on these targets, please contact your child’s teacher or school. Please contact ____________________________ at the following phone number____________________. Sincerely, Director of ELL Services Department

(SAMPLE)

Notification of AMAOs/NCLB

9-6

Wasatch County School District 101 East 200 North

Heber City, UT

Departamento de Servicios Para el Aprendizaje del Inglés Fecha__________________ Estimados Padres/Guardianes: El Distrito Escolar de Wasatch recibe fondos del Título III del gobierno federal para ayudar a los alumnos que están aprendiendo a hablar, leer, y escribir el inglés y para alcanzar progreso en lectura y en matemáticas. Cada año se evalúan los distritos escolares y otras agencias que reciben los fondos del Título III para ver si sus aprendices del inglés alcanzaron los tres objetivos (AMAOs por sus siglas en inglés).

Progreso en el aprendizaje del inglés Progreso en el porcentaje de estudiantes que alcanzan competencia en inglés Logro de las metas académicas en el idioma inglés y en matemáticas.

En el año escolar de _________________, la Escuela ___________________no alcanzó una o más de estas tres metas que están subrayada(s) arriba. Si desean más información sobre como se esta desempeñando su hijo(a) en estas metas, por favor comuníquese con ______________________________ al teléfono________________. Atentamente, Director(a) del Departamento de Aprendizaje del Inglés

(Muestra) Notification of AMAOs/NCLB

9-7

APPENDIX


English Language Learner Services

Supplemental Information for ESL Teachers/Coordinators

What does it mean to be an ESL teacher/coordinator? As a site-based English as a Second Language (ESL) teacher and coordinator in Wasatch County School District (WCSD), you are, first and foremost, an advocate for the English language learner (ELL) population at your school. In addition to this great responsibility, you are the contact person for the district office when issues regarding ELLs arise. You also serve on the school Language Development Team (LDT) to insure that this team meets to address the needs of ELLs as needed. You are to assist your school administration in maintaining your school’s compliance with the Wasatch County School District ELL Services Plan and state and federal laws. You are responsible to insure that all PHLOTE (Primary Home Language other than English) students are assessed in a timely manner after intake and that they are placed appropriately in content classes that will allow them to be successful, as well keep them on track to graduate with their peers. You will also insure that the annual Title III (UALPA) testing is conducted in a timely fashion and testing materials returned to the district office in order for these materials to be sent to the Utah State Office of Education (USOE). You will be asked to attend various district meetings, and you are also expected to have your Utah English as a Second Language endorsement or be in the process of completing that endorsement.

A

Data Collection Checklist Items that need to be collected throughout the year to complete the year-end report Elementary and Secondary 1. ________Number of students who took the QIA screener and passed all modalities

2. ________Number of students monitored and a list of students who are being monitored

3. ________List of students who received accommodations on standardized testing

4. ________Number of ELLs whose parents attended SEP/SEOPs during the school year

5.________ Number of ELLs whose parents held school governance positions this year

7.________ Number of teachers in the school.

8.________ Number of teachers who have ELLs in their classrooms

9.________Total number of ELLs you have served this year.

10._______Total number of 2-year monitor students you have tracked this year.

11. ______ The number of immigrant students (Get this information from the PHLOTE form and from the school secretary.)

To be considered an immigrant, students must meet all three criteria listed below. a. Be between the ages of 3 and 21; b. Born outside the United States of America; and c. Have not been attending one or more schools anywhere in the United States for more than three full academic years

Secondary (The counselors or administrators may help you obtain this information.) 1. ________Number of ELLs in Advanced Placement (AP) classes

2. ________Number of former ELLs in AP classes

3. _______ Number of ELLs who will graduate this year

4. _______ Number of ELLs who left school before graduating

B

Responsibilities Timeline August/September

o With your building principal, establish a Language Development /Intervention Team at your school

o Check with secretary to ensure procedures are in place for intake process –registration forms and PHLOTE form

o Create red folders for newly-registered students who are determined to be LEP o Place red folder for students who are exited and who have completed the two-year

monitoring process in their school cum files * o Administer QIA for Language Proficiency Screening to newly-registered PHLOTE

students* o Record new students’ QIA proficiency levels PHLOTE form and fax it to the district ELL

secretary* o Place students in appropriate classes according to language proficiency level* o Send home Parent Notification of Services Letter and place a copy in the red folder* o Check with school secretary to ensure that a copy of the PHLOTE form and assessment

results (level) are sent to secretary at district office* o Verify ELL numbers and student names and submit changes to district ELL Literacy Specialist and to district ELL secretary o From registration and PHLOTE forms determine which students are immigrants and send

this information to the district ELL secretary * (This will need to be coordinated with the school secretary/registrar.)

o Meet with LDT to determine if an ELL will receive accommodations on standardized tests (CRT, DWA,etc.) and to document specific accommodations to be made for instruction

o Make sure any students new to the district are reported (by faxed PHLOTE form) to the district ELL secretary prior to September 29 (for the October 1 count)

o If parents opt out or deny services, collect documentation* October

o Distribute Teacher Monitor Form (p. 5-5) to monitored students’ teacher(s) for these content areas: language arts, social studies, math, science before end of first term

o Collect monitor forms from students’ teacher(s) o File completed monitor forms in red folders

December o Send list of students who will take UALPA to district ELL literacy specialist and to district

ELL secretary--Use the Excel Form you will be given January

o Attend UALPA training o Begin annual Title III (UALPA) testing (Keep in mind testing deadline)

March o Distribute Teacher Monitor Form (p. 5-5) to monitored students’ teacher(s) for these content

areas: language arts, social studies, math, science before end of third term o Collect monitor forms from students’ teacher(s) o File completed monitor forms in red folders o Review status and level of Advanced proficiency students with LDT (See p. 15) o Finish annual Title III (UALPA) testing

C

May

o Complete year-end reports and submit to district ALS coordinator. o Return all UAPA testing materials to district office * These items are ongoing throughout the school year when all new PHLOTE students register.

D

ESL Folder Checklist (Red Folder) Student Name: __________________________________ Date: ___________________ � PHLOTE form completed and dated � Initial English Proficiency Assessment with scores and date � UALPA Parent Report with date—scores with level � Student’s test results (as applicable (e.g., IOWA, DWA, CRT, etc.) � Instructional plan if student is at-risk � Copy of parent notification letter � Individualized Language Development Plan (if needed) � Written parent refusal of ESL services (if needed) (yearly) � Documentation of exit (see exit form) � Copy of parent notification of exit � Teacher Monitor Form at end of 1st and 3rd terms (for two years following exit) � Monitor Form at end of 1st and 3rd terms for two years following exit � Anecdotal records and informal test data to indicate student’s progress (e.g., DIBELS, DRA, other reading scores, math benchmark scores, etc.

ESL Folder Checklist (Red Folder) Student Name: __________________________________ Date: ___________________ � PHLOTE form completed and dated � Initial English Proficiency Assessment with scores and date � UALPA Parent Report with date—scores with level � Student’s test results (as applicable (e.g., IOWA, DWA, CRT, etc.) � Instructional plan if student is at-risk � Copy of parent notification letter � Individualized Language Development Plan (if needed) � Written parent refusal of ESL services (if needed) (yearly) � Documentation of exit (see exit form) � Copy of parent notification of exit � Teacher Monitor Form at end of 1st and 3rd terms (for two years following exit) � Monitor Form at end of 1st and 3rd terms for two years following exit � Anecdotal records and informal test data to indicate student’s progress (e.g, DIBELS, DRA, other reading scores, math benchmark scores, etc.

E

School Language Development/Intervention Team Members may include but are not limited to: 1. Principal/Vice Principal 2. ESL teacher/coordinator 3. Content teacher(s) 4. Intervention Specialist 5. Counselor 6. Homeroom teacher 7. Parent(s) The following are discussion items for language development teams. What is the current language acquisition level of the student?

What is the student’s current reading level? Is the student performing on grade level in math, science, and social studies? Is the student’s attendance affecting his/her performance? What are the individual needs of this student? What evidence is there that the student is/is not performing on grade level? What concerns do the content teachers have? What accommodations does the student qualify for? What accommodations does the student need? What accommodations will the student receive throughout the year including on the CRTs? What does the student need to maintain grade-level performance? What interventions does the student need in order to perform on grade level? What is the recommendation of the language development team? Will the student remain on monitor status (if applicable) or will the student be mainstreamed with no further follow-up from the LDT?

F

Immigrant Students Title III definition [3301(6)(A),(B), and (C)] The term ‘immigrant children and youth’ means individuals who-

(A) are aged 3 though 21; (B) were not born in any State; and (C) have not been attending one or more schools in any one or more States for more than 3 full academic years (FAY).

What this means for you, 1. All kindergarten students who were born outside of the United States of America and are enrolled in the Wasatch County School District are classified as immigrant students.

1.1. If the student has attended a district-sponsored preschool, the FAY that they attended this preschool counts toward the three years noted in the Title III definition.

2. First grade students who were born outside of the United States of America and are enrolled in the Wasatch County School District are classified as immigrant students.

2.1. If the student has attended a district-sponsored preschool, the FAY that they attended this preschool counts toward the three years noted in the Title III definition.

3. Second through twelfth grade students who were born outside the United States of America and are enrolled in the Wasatch County School District may be classified as Immigrant students if the total number of full academic years in any U.S. school is not greater than three (3). 4. The school secretary should place a copy of the students’ birth certificates in their cum folder to verify that they were not born in the United States. If your are in doubt about a student’s birth country, check the student’s cum folder. 5. Please send to the district ALS coordinator the name of the student, the name of the birth country, and (to the best of your knowledge), the number of FAYs in the U.S. school system.

G


English Language Learner Services Department 101 East 200 North

Heber City, UT 84032

Student Education Plan (SEP) (SEP Invitation Form)

Dear Parents/Guardian: ________________________________Elementary School will be having its SEP (Student Education Plan) Conferences the week of ______________________________________________. The purpose of the conferences is to provide an opportunity for the parents/guardians, the teacher, and the student to discuss academic progress and set educational goals for the student. It is important to identify the individual needs of the student and set goals that will support his/her academic success. Please review the date and hour that have been assigned for your child’s SEP conference and indicate whether or not you will be able to attend the conference. Student_______________________________________________________________________ Date_________________________________________________________________________ Hour_________________________________________________________________________ Classroom____________________________________________________________________ Teacher______________________________________________________________________ We ask you to please arrive on time. Thank you for your participation in your child’s education. I am looking forward to meeting with you. Sincerely, ____________________________________ ______________ Teacher’s Name Telephone Number ------------------------------------------------------------------------------------------------------------------------ Please complete and return this form as soon as possible. ______Yes, I will attend the SEP conference of my child. ______I would like to change the date/time for my child’s SEP conference. ______I would prefer to meet with you on _____________________________at ________o’clock. Day of the Week and Date Time _____No, I will not be able to attend my child’s SEP Conference. Signature of Parent/Guardian_______________________________________________________

H


English Language Learner Services Department 101 East 200 North

Heber City, UT 84032

Plan Educativo del Estudiante (SEP) Invitación (SEP Invitation Form)

Estimado Padre(s)/Guardián Legal: La Escuela Primaria_______________________________________ tendrá sus reuniones SEP (Plan Educativo del Estudiante) la semana de ____________________________. El propósito de las reuniones SEP es ofrecer a los padres/guardianes, el estudiante y el maestro(a) la oportunidad de discutir el progreso académico del estudiante y ponerse de acuerdo con las metas educativas del estudiante. Es importante identificar las necesidades individuales del estudiante y apoyarlo en la experimentación del éxito académico. Por favor, revise la fecha y la hora asignada para la reunión SEP de su hijo(a) e indique si usted(es) pudiere(n) asistir a la reunión. Estudiante__________________________________________________________ Fecha______________________________________________________________ Hora_______________________________________________________________ Salón______________________________________________________________ Maestro(a)__________________________________________________________ Nosotros les solicitamos que lleguen en hora. Gracias por su participación en la educación de su hijo(a). Yo estoy entusiasmado(a) para reunirme con usted(es) Atentamente, _________________________________ ________________________________ Nombre del Maestro(a) # de Teléfono ------------------------------------------------------------------------------------------------------------------------ Por favor, entregue este formulario cuanto antes. _____Si, podré asistir a la Reunión SEP de mi hijo(a)_____________________________________. _____Me gustaría fijar la fecha/hora de la Reunión SEP para otro día. _____Yo preferiría asistir el ____________________________________ a las _____________. Día y Fecha Hora _____No, no podré asistir a la Reunión SEP de mi hijo(a)_________________________________. Firma del Padre/Guardián Legal_____________________________________________________

I


Testing Accommodations for LEP Students Wasatch County School District follows the state guidelines for providing testing accommodations for LEP students. These guidelines are specific to the UALPA, CRTs, UBSCT, as well as for any standardized tests the district uses to measure student achievement. Please refer to the accommodation guidelines on the Utah State Office of Education website for the specific tests being administered. If students are given accommodations, record the accommodations provided copies of the following sheet.


J

Accommodations for testing (and instruction)

Student Name: ___________________ Date: ____________Test(s)_______ (Check accommodations appropriate for this student.)

o Directions signed o Questions signed o Directions read o Questions read o Screen reader o Large print o Magnification devices o Braille o Tactile graphics o Audio amplification devices o Visual cues- hearing impaired o Talking materials o Word processor (no spell

check) o Calculation devices

o Write in the test booklet o Scribe o Visual organizers o Graphic organizers o Speech-to-text conversion o Recording device o Reduce distractions to student o Reduce distraction to others o Physical access- Americans

with Disabilities Act (ADA) o Extended time o Multiple breaks o Schedule change o Translations

_____________________ ______________________ _____________________ Team Member Team Member Team Member _____________________ ______________________ _____________________ Team Member Team Member Team Member (Place this sheet in the student’s red folder.)

K


English Language Learner Services Department Individual Instruction Plan for At-Risk LEP Students

Student____________________________________ Prof. Level: PE E I A Start Date_______ School______________________________________Birthdate_______________School Year____ Testing: * UALPA: Yes No Results if Tested: Listening_______ Speaking_________ Data: Date___________ Reading________ Writing__________

IOWA__________ Date________ Score____________ CRT____________ Date________ Score____________

OTHER_________ Date________ Score____________ STUDENT IS NOT MAKING PROGRESS IN THE FOLLOWING AREAS: Circle one or more: LISTENING SPEAKING READING WRITING

Long-Term Student Goal: Fluent English Proficient and Exit from ELL Services

Objectives What methods and strategies will be used to help the student

improve?

How will progress be measured?

End-of-Year Evaluation Results*

Listening: Test________________ Teacher Observation ___________________

Totally met Not met Date:

Speaking:

Test________________ Teacher Observation ___________________


Reading: Test________________ Teacher Observation ___________________


Writing Test________________ Teacher Observation ___________________


Other: Test________________ Teacher Observation ___________________






* Circle appropriate response

Additional Comments____________________________________________________________________________ Team Member Signatures and Titles: ___________________________________ ___/___/___

L

Wasatch School District ELL Services Department

Secondary Student Intervention Plan Name of Student___________________________________ School_________________ Grade________ Date________________ School Term_____ Current LEP Classification_________________ Current Placement/Services Provided____________________________________________________ Class Schedule Period Class Teacher Current

Grade If the student is failing

a class, indicate the problem areas

Student’s Goals for Improvement

1st

2nd

3rd

4th

6th

7th

8th

9th

Other I _____________________________________ (Signature) agree to work on the goals I have set to improve my school success. Date____________ ESL Teacher_______________________________ Counselor_____________________________ Parent________________________________

M

Wasatch School District ELL Services Department

Elementary/Intermediate Student Progress Sheet Name of Student___________________________________ School_________________ Grade________ Date________________ School Term_____ Current LEP Classification_______ Current Placement/Services Provided___________________________________________________ Subject Teacher

Signature Current Level of

Performance

Please specify any problems Recommendations for Interventions

Reading

Writing

Handwriting

Spelling/ Vocabulary

Oral Language

Math

Science

Social Studies

Computers

Music

English Lang. Development

Comments: N


Elementary/Intermediate ELL Progress Report

Name of Student _____________________________________Date _____/ /___

Grade __________ Teacher ___________________________________________

School _______________________________ ELL Teacher___________________

Classroom Involvement Rating: Please rate the students on their classroom performance in

the following areas. If a subject does not apply, fill in with N/A.

Score Score Score

Reading Science Handwriting

Speaking/Oral

Lang.

Spelling/Vocabulary Art

Writing Social Studies Health

Mathematics PE Other:

Ratings Key: 4 – Total classroom involvement. Expectations and performance are the same as for native

speakers.

3 – Acceptable classroom involvement. Accommodations are made for limited English but student

works well in this area.

2 – Partial classroom involvement. Student makes an effort to participate in activities but is unable

to comprehend much of the instruction and only speaks English occasionally

1 – Minimal classroom involvement. Student is unable to understand material and assignments.

If appropriate, + or – may follow each numerical rating.

Teacher’s Comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

O

Wasatch School District

ELL Services Department Secondary ELL Student Progress Report

Name of Student___________________________________ School _______________Date___________ Grade______ School Term_____ Current LEP Classification (Circle One) ___PE ___E ___I ___A Current Placement/Services Provided: _____ESL Class _____ESL English _____ESL Study _____Sheltered Instruction Classes (Specify)________________________________ _____English Immersion _____Other (Specify) ______ _____________________ Period Class Teacher Grade/

Scores Student’s Level of

Classroom Performance

(Use the levels in the next column.)

Ratings Key:

4 – Total classroom involvement.

Expectations and performance are

the same as for native speakers.

3 – Acceptable classroom

involvement. Accommodations are

made for limited English but

student works well in this area.

2 – Partial classroom involvement.

Student makes an effort to

participate in activities but is unable

to comprehend much of the

instruction.

1 – Minimal classroom

involvement. Student is unable to

understand material and

assignments. Needs much

assistance.

If appropriate, + or – may follow each a numerical rating

1st

2nd

3rd

4th

6th

7th

8th

9th

Other ____________________________________

Teachers’ comments:

P

wasatch county school district english language … 1974 united states supreme court case in which...

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