ELL Plan

English Valleys Schools
English Language Learner (ELL) Plan


It is the policy of the English Valleys School District not to discriminate on the basis of race, creed, color, sexual orientation, gender identity, national origin, gender, disability, religion, age, political party affiliation, or actual or potential parental, family or marital status in its programs, activities, or employment practices as required by the Iowa Code sections 216.9 and 256.10(2), Titles VI and VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000d and 2000e), the Equal Pay Act of 1973 (29 U.S.C. § 206, et seq.), Title IX (Educational Amendments, 20 U.S.C.§§ 1681 – 1688), Section 504 (Rehabilitation Act of 1973, 29 U.S.C. § 794), and the Americans with Disabilities Act (42 U.S.C. § 12101, et seq.).

English Language Learner (ELL) Goals

ELL students will master English in speaking, listening, reading, writing and understanding.

ELL students will master grade level appropriate skills.

ELL students will be provided an environment for learning.

ELL students will have equal opportunity to access the mainstream curriculum.

Highly qualified and credentialed instructors will teach ELL students.


REGISTRATION and IDENTIFICATION

Every attempt is made to identify potential English Language Learners (ELL) in the English Valleys School District. The District has established a uniform procedure to be followed in order to identify students of diverse languages who may need to be assessed in order to determine if they are in need of the services from the alternative language programs available in the district.

All building office personnel responsible for registering students are familiar with the procedure. 

This procedure will be followed at the beginning of every school year as well as throughout the year as new students register in the district. 

When a student registers, parents will complete:

Student Information Card with Home Language Indicator 

Home Language Survey

Other forms deemed necessary by District

The District assists parents who do not speak English at registration by:

Providing translated documents

The District can access translated documents through their subscription to Transact.

When a parent indicates a language other than English on the Student Information Card and/or the Home Language Survey, the information will be given to the building principal. That referral is immediate. The building principal will then begin the Program Entrance process.  


Assessment/Program Entrance Procedures

After the initial identification of a potential language minority student at registration, initial assessing for placement is conducted on all identified students. The district uses the IDEA Proficiency Test (IPT) to evaluate English language proficiency in speaking, listening, reading, and writing for initial placement. 

The appropriate test forms for grade levels are as follows: 

Preschool Pre-IPT Oral, Ages 3-5

Kindergarten IPT I Oral, English, Grades K-6

IPT Early Literacy Reading, Grades K-1

Grade 1 IPT Early Literacy Writing, Grades K-1 

Grade 2 IPT I Oral, English, Grades K-6

IPT I Reading, English, Grades 2-3

Grade 3 IPT I Writing, English, Grades 2-3

Grade 4 IPT I Oral, English, Grades K-6

Grade 5 IPT 2 Reading, English, Grades 4-6

Grade 6 IPT 2 Writing, English, Grades 4-6

Grade 7-12 IPT II Oral, English, Grades 7-12

IPT 3 Reading, English, Grades 7-12

IPT 3 Writing, English, Grades 7-12                                     

The IPT is administered by trained personnel and is conducted within 15 school days from initial referral for identification.  After proficiency testing has been conducted, the principal and the Language Assessment Committee (LAC) will review all documents and make recommendations for alternative language services, if needed. 

English Valleys will utilize support from Grant Wood AEA in securing and administering the IPT.

Part 2
The Language Assessment Committee (LAC) is a group established within the school district whose responsibility is to oversee the alternative language services offered to language minority students. LAC is comprised of from 3-4 members who have knowledge about second language acquisition and ELL issues. This committee meets (as needed) throughout the school year when ELL students are enrolled in the district.

Specific duties include: 

Review proficiency testing, any documents and information about newly identified language minority students for appropriate placement with alternative language services and issue parent notifications within 30 days of new student registration.

Create the Language Progress File (LPF).

Review any temporary ELL/language services placement for final determination.

Review annual proficiency testing to make recommendations for placement for the next school year.

Review referrals for program exit.

Review the transition status of students after program exit.

Receive initial referrals from classroom teachers regarding academic classroom concerns of ELL students and recommend pre-referral strategies.

Review and recommend referral to adjunct services. (Title 1, TAG, T.A.T., etc.)

Upon receiving the proficiency testing, the LAC will meet and review the testing along with other documentation available in order to make a determination within 5 school days if the student needs alternative language services. Once the need for alternative language services has been determined, the LAC completes the Parent Notification form and mails it within 24 hours of the Committee meeting along with the Student Information Questionnaire. The LAC Recommendation Form is also completed and copies sent to the classroom teacher, the principal, to other personnel as needed (for example: ELL, SPED, TAG, Title 1, etc.) and one copy to the LPF.  Placement in the ELL program may be of a temporary nature. The LAC meets again after a trial period to consider if the placement is appropriate.

Other documentation besides proficiency testing results that the LAC can use to help determine appropriate language services include:

Student interview

Student academic history

Student portfolios

Student Information Questionnaire(s)

Family background 

Parent input

Classroom teacher input

ELL teacher input                                                                                       

Achievement testing

Recent English proficiency testing from a previous school district only if complete (reading, writing, speaking and listening)

In determining placement/alternative language services, the LAC follows the

guidelines adopted by the district for ELL program placement in grades 2-12 using the IPT: 

If a student receives a designation of NES (Non English Speaker) or LES (Limited English Speaker) orally, he/she qualifies for alternative language services.

If a student receives a designation of NR (Non English Reader) or LR (Limited English Reader) in reading, he/she qualifies for alternative languages services.

If a student receives a designation of NW (Non English Writer) or LW (Limited English Writer) in writing, he/she qualifies for alternative language services.

The district has adopted the following guidelines for ELL program placement in

grades K-1 using the IPT: 

If a student receives a designation of NES (Non English Speaker) or LES (Limited English Speaker) orally, he/she qualifies for alternative language services.

If a student receives a designation of P (Pre-Reader) or B (Beginning Reader) in reading, he/she qualifies for alternative languages services.

If a student receives a designation of P (Pre-Writer) or B (Beginning Writer) in writing, he/she qualifies for alternative language services.

Part 3
The final step for initial placement of ELL students is the creation of the Language Progress File (LPF). This is a essential tool for keeping track of all the various components of the district’s plan and a means of tracking a student’s progress. Each school building has determined that the LPF is to be placed with the student’s cumulative file. 

The LPF will contain the following:

All original testing forms

Home language survey

LAC Recommendation Form(s)

Parent waiver form, if necessary

Student Information Questionnaire(s)

Copy of the Parent Notification Form

Exit Form

Monitor Forms

Dated writing samples

Other district forms deemed necessary

The LPF has a checklist form on the front and back of the file that is completed as information is put into the file.

When a student leaves the district the LPF becomes an “inactive file” and is sent to the designated place to be stored. If the same student returns to the district, it becomes an “active file” again and sent to the appropriate building where the student is attending school to be updated and maintained by the LAC. NOTE: When another school district requests student records, copies of the front and back of the LPF are included as part of that student’s records. However, all original testing and forms completed at English Valleys remain in the file and only copies are released to the out-of-district school.

LAC Recommendation Form




Today’s date___________________




Student name ___________________________________________Grade_____

Father’s name_____________________________________________________

Mother’s name____________________________________________________

Classroom teacher_______________________

Primary language_______________________Testing date_________________

Testing Data:________________________________________(name of test)

Oral ______________    Reading _______________   Writing _______________

Other Data _______________________________________________________

Placement in ELL  Program                 YES                NO

Other language services (please explain) _______________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Refer student to:      T.A.T.         TAG        TITLE 1     ______         

LAC members’ signatures

__________________________________            copies to: 

                                                                                                  

__________________________________                              

__________________________________                                 __________________________________







La Historia del ELL Estudiante

El Distrito de Escuelas de English Valleys




La escuela_____________________________________La fecha_________________

El nombre del estudiante__________________________________________________

La(s) idioma(s) identificada(s)______________________________________________

País de nacimiento ________________________La fecha de nacimiento_____________

El nombre del padre/guardián ______________________________________________

El lugar de empleo_____________________________El número telefónico___________

El nombre de la madre/guardián_____________________________________________

El lugar de empleo_______________________________El número telefónico_________

La dirección de casa_____________________________________________________ El número telefónico de casa_______________________________________________




Por favor. ponga un círculo alrededor de sí o no…

¿ Ha recibido su hijo(a) alguna instrucción en ELL (inglés como segundo lengua) en alguna escuela?............................................................................................................................Sí                    No

¿ en qué grados?    K    1    2    3    4    5    6   7    8    9    10    11 

¿ Ha recibido su hijo(a) instrucción adicional o avanzada en…

                                                                            matemáticas?.................... Sí                    No

                                                                                     lectura?.................... Sí                    No     

                                                                                      habla?..................... Sí                    No

¿ en qué grados?   K    1    2    3    4    5    6   7    8    9    10    11

Mi hijo(a) lleva anteojos a la escuela….………………………………………………… Sí                    No

Mi hijo tiene dificultad con oído………………………………………………………… Sí                    No

Mi hijo(a) toma medicina requerida……………………………………………………… Sí                    No

Mi hijo(a) saca un instrumento músical………………………………………………… Sí                    No

A mi hijo le gusta cantar………………………………………………………………… Sí                    No




La(s) escuela(s) asistida(s)

La ciudad y estado o país                             Año(s)                               Grado(s)               Idioma(s) de las Maestras




_________________________________    _________-__________      ______________     _______________________

_________________________________    _________-__________      ______________     _______________________

_________________________________    _________-__________      ______________     _______________________




ELL Student History

English Valleys School District




School______________________________________Date_____________________

Student name_________________________________________________________

Identified language(s)___________________________________________________

Country of birth___________________________Date of birth__________________

Father/guardian’s name__________________________________________________

Place of employment_______________________Telephone number________________

Mother/guardian’s name_________________________________________________

Place of employment_______________________Telephone number________________

Home address_________________________________________________________

Home phone number____________________________________________________

Please circle yes or no…

Has your child received ELL(English as a Second Language) instruction?.................................................................................................................Yes           No

In what grades? (please circle)  K    1    2    3    4    5    6    7   8    9    10    11

Has your child received additional or advanced instruction in

                                                                          mathematics?.................... Yes           No

          reading?................ Yes           No

speech?............. Yes           No

In what grades? (please circle)  K    1    2    3    4    5    6    7   8    9    10    11

My child wears glasses at school………………………………………………………… Yes           No

My child has a hearing problem……………………………………………………………… Yes           No

My child takes required medicine…………………………………………………………… Yes           No

My child plays a musical instrument……………………………………………………… Yes           No

My child likes to sing………………………………………………………………………… Yes           No

Schools attended…                                                                                               Language of

City and state or country                            Year(s)                           Grade(s)     Instruction 




__________________________      _______-_______   _______    ________________




__________________________      _______-_______   _______    ________________




__________________________      _______-_______   _______     ________________

    

LAC Checklist - Elementary


Parent Notification(s) for continued placement sent…………………………………………………




New student(s) tested and placed in services…………………………………………………………




LPF created for new student(s)………………………………………………………………………




Parent Notification(s) for initial placement sent……………………………………………………




ELL roster updated for district reporting……………………………………………………………




Notify teacher(s) of ELL status and language proficiency…………………………………………




New student(s) tested and placed in services…………………………………………………………




LPF created for new student(s)………………………………………………………………………




Parent Notification(s) for initial placement sent……………………………………………………




ELL roster updated for district reporting……………………………………………………………




Notify teacher(s) of ELL status and language proficiency…………………………………………




Meet and address classroom teacher(s) concerns about ELL student(s)………………………….




Determine achievement testing status/accommodations of ELL student(s)……………………..




Update LPF with spring proficiency testing…………………………………………………………




Determine continued placement for next school year…………………………………………………




Evaluate and review current program and recommend changes (March/April)…….




Recommend staffing needs for next school year……………………………………………………




Parent Notification forms prepared for next school year…………………………………………




ELL roster updated for district reporting……………………………………………………………




Determine student(s) ready for exit…………………………………….………………………… 




Have “exit” meeting with parent(s) of eligible student(s)………………………………………….. 




Monitor forms prepared for transitional/exit student(s)………………………………………….




Files forwarded to Junior High/Middle School of students for next year…………….




Spring testing scores reported to state……………………………………………………………… 




LAC Checklist - Secondary




Parent Notification(s) for continued placement sent…………………………………………………




New student(s) tested and placed in services…………………………………………………………




LPF created for new student(s)………………………………………………………………………




Parent Notification(s) for initial placement sent……………………………………………………




ELL roster updated for district reporting……………………………………………………………




Notify teacher(s) of ELL status and language proficiency…………………………………………




New student(s) tested and placed in services…………………………………………………………




LPF created for new student(s)………………………………………………………………………




Parent Notification(s) for initial placement sent……………………………………………………




ELL roster updated for district reporting……………………………………………………………




Notify teacher(s) of ELL status and language proficiency…………………………………………




Meet and address classroom teacher(s) concerns about ELL student(s)………………..




Determine achievement testing status/accommodations of ELL student(s)……………




Determine student(s) ready for exit…………………………………….……………………………




Have “exit” meeting with parent(s) of eligible student(s)…………………………………………..




Monitor forms prepared for transitional/exit student(s)………………………………………….




Update LPF with spring proficiency testing…………………………………………………………




Determine continued placement for next school year…………………………………………………




Evaluate and review current program and recommend changes (March/April)…….




Recommend staffing needs for next school year……………………………………………………




Parent Notification forms prepared for next school year…………………………………………




ELL roster updated for district reporting……………………………………………………………




Determine student(s) ready for exit…………………………………….……………………………




Have “exit” meeting with parent(s) of eligible student(s)…………………………………………..




Files of Middle School students forwarded to High School for next year……………. 




Monitor forms prepared for transitional/exit student(s)………………………………………….




Spring testing scores reported to state……………………………………………………………… 




Program

In order to best serve the needs of English Language Learners, English Valleys takes many factors into consideration in order to deliver language services to all ELL students. While services in every building may vary in appearance due to those factors, the program is designed to meet the individual needs of all ELL students through appropriate instruction delivered by quality teachers. All  ELL programs in the district are content based ELL programs rather than a traditional ELL program model. 

Part 1   Secondary – High School

English Valleys Junior/Senior High School utilizes either a Sheltered English model program and/or a content English ELL program. It consists of a five level approach: Beginning, Advanced Beginning, Intermediate, Advanced and Transitional. The levels are not determined by grade level, but language proficiency level. As students are identified for placement, they are placed at the appropriate level of language development and classes are scheduled accordingly.


Beginning Level:

ELL (2 periods)

Sheltered Math

Sheltered  Science

Sheltered Reading/Writing/English

Art, P.E., Music

Advanced Beginning

ELL  (2 periods)

Sheltered Math

Sheltered Science

Sheltered Social Studies/History

Sheltered Reading/Writing/English

Art, P.E., Music

Intermediate

ELL  (1 period)

            Math

Sheltered Science

Sheltered Social Studies/History

Sheltered Reading/Writing/English

Art, P.E., Music

Advanced

ELL  (1 period)

            Math

            Science

Sheltered Social Studies/History

Sheltered Literature/Grammar

Art, P.E., Music

Transitional

ELL Monitor


Staff Requirements:   ELL teachers, Sheltered English trained general education teachers in Math, Science, Social Studies and English for each building.

Materials/Equipment: ELL curriculum, bilingual materials, technology, textbooks and accompanying materials, library materials.



Part 3  Elementary – ELL Centers

An elementary school with more than 6 identified ELL students is considered an ELL Center. The elementary schools designated ELL Centers follow a Sheltered English/ ELL program. It consists of a content ELL program combined with sheltered instruction in English in the general education classroom. The ELL teacher and general education staff collaborate to successfully serve the needs of all ELL students in the building. At this level developmental appropriate instruction is an important factor, therefore, each building may look different as it delivers services. However, all programs follow these key components. 

The ELL program serves all levels, Pre-K through six.

All ELL teachers are endorsed in ELL or are working on the endorsement.

All general education teachers, Pre-K through 6th grade will be given training in research-based strategies to use with ELL students. 

All staff participates in all staff development given by the district or has opportunity to attend conferences/workshops pertaining to ELL issues. 

ELL teacher attends meetings for all ELL students.

Staff Requirements: Staffing will be based on number of ELL students and identified needs.

Materials/Equipment: ELL curriculum, bilingual materials, technology, textbooks and accompanying materials, library materials, adequate classroom facilities

OPTIONS:

Sheltered English 

Pull out ELL  (content based)

Push in ELL 

Traditional ELL 

Combination of Sheltered English and ELL 


English Valleys Schools
Notification of English Language Learning Program Placement
Initial Placement            Continuing Placement

Name of Student:__________________________________________Date:_______________

School Location:______________________________________________________________

Dear Parents:

Based on your child’s English proficiency test scores, your child will receive the services of our district’s English Language Learning program. The goal of our English Language Learning program is to help your child learn English so that she/he will be able to meet age appropriate academic standards for grade promotion and graduation. You may request to have your child exit the program at any time.


Your child’s level of English proficiency was measured using the following test(s):


Test:        IPT       Oral             Reading             Writing

               LAS       Oral            Reading              Writing

              Other ______________________________________________________________




Designation:              NEP                                        LEP                                             FEP

                    Non-English Proficient           Limited English Proficient           Fluent English Proficient 




The method of instruction used in your child’s English Language Learning program is:




_____Content-based English Language Learner (ELL)/ English as a Second Language (ELL): 

          Instruction is provided in English only and adapted to student’s level.

_____Pull out ELL/ELL: Student leaves his/her English-only classroom during the day for ELL/ELL

          instruction.

_____Sheltered English Instruction in the classroom

_____English-only classroom with academic modifications.

_____English only classroom with no modifications

_____Other (please describe)___________________________________________________




Academic concerns are: ________________________________________________________




Please contact the person below or ___________________________ if you would like to request: (a) immediate removal of your child from the English Language Learning program; (b) options available for your child if you decline enrollment or would like another method of instruction; or (c) assistance in selecting other district programs or instructional methods, if available or (d) information on program exit requirements.

Name:_______________________________________Title:__________________________

Telephone Number:_____________________________Email Address____________________



Las Escuelas Públicas de (School name)

Notificacion de asignación al programa de desarrollo del inglés

Asignación inicial            Continuación de asignación


Nombre del estudiante:______________________________________Fecha:______________

Ubicación de la escuela:_________________________________________________________

Estimados padres:

Según los puntajes de aptitud en ingles, su hijo(a) recibirá los servicios del programa de desarrollo del ingles de nuestro distrito. La meta del programa de desarrollo del ingles es ayudar a su hijo(a) así que aprenda ingles a fin de que pueda cumplir los criterios académicos pertinentes para su edad, y así  pasar de curso y graduarse.  Uds. pueden solicitar el retiro de su hijo(a) en cualquier momento. 

Se utilizaron las siguientes pruebas para medir el nivel de aptitud en ingles de su hijo(a):

Evaluación:        IPT       Oral             Lectura             Escritura

                           LAS       Oral            Lectura             Escritura


Otra____________________________________________________________



Asignación:              NEP                                           LEP                                             FEP

                    Ninguna proficiencia                 Proficiencia limitada                      Fluencia en inglés 


El método de instrucción que se utilizara en el programa de desarrollo del inglés de su hijo(a) será:



_____Enseñanza en ingles basada en contenidos (ELL-English Language Learner)/ Ingles como Segunda Lengua (ELL-English as a Second Language):La instrucción solo se entrega en ingles y se adapta al nivel del estudiante.

_____ELL/ELL parcial: durante el día el estudiante sale de su clases en la que solo se habla ingles para recibir instrucción mediante el programa ELL/ELL.

_____Hay instrucción en ingles en la clase regular con adapciones (Sheltered Instruction)

_____Una clase en que solo se habla ingles con modificaciones académicos.

_____ Una clase en que solo se habla ingles sin modificaciones académicos.

_____Otro (por favor, describe)__________________________________________________




Preocupaciones académicos son: __________________________________________________




Por favor comuníquense con  __________________________________ si desean solicitar: (a) el retiro inmediato de su hijo/a del programa de desarrollo de ingles del distrito; (b) las opciones disponibles para su hijo/a en caso que Uds. no aceptan la inscripción en el programa o deseen otro método de instrucción: (c) ayuda para seleccionar otros programas o métodos de instrucción del distrito o (d) información de requisitos de salida del programa.




Nombre:______________________________________Cargo:_________________________




Numero telefónico:___________________Dirección de correo electrónico:_________________


Program Exit and Monitoring

EXIT

English Valleys Schools recognizes the goal to provide alternative language services for every ELL student until a fluent level of proficiency is attained at which time an ELL student is ready to transition to the core curriculum at a level of his English speaking peers. It becomes a critical issue to determine the point at which that transition should occur. Also of importance is to provide the student with follow-up support to ensure a successful transition. With that in mind, the District has established the following exit and monitor procedures.

Part 1:   Exit

The responsibility for implementation of exit procedures is the task of the English Valleys Child Study/Intervention Team. The team members include the general education teacher, ELL teacher, administrative personnel, Grant Wood consultants, and parents.  All team members are informed that an exit review is taking place and invites them to attend. The Child Study Team (CST) follows these steps…

CST meets to review ELL student’s file and collect exit data.

Data is reviewed.

Input from staff and parent(s) is presented.

Recommendation is made.

Exit Form is completed and signed by all present.

Copies of the Exit Form are given to the parent(s), ELL teacher, and principal and a copy is put in the student’s file . NOTE: Exit information is marked on the front of the student’s file..

The Monitor follow-up procedure is explained to parents. If the parent(s) are not at the meeting, a signature must be obtained on the Exit Form. A copy of the signed form and an explanation of the follow-up procedure is sent home.

The data that is collected for review are…

Current English proficiency testing

Current standardized Achievement Test scores (reading and math)

Current reading assessment or reading level

Recent writing samples

Current report card

The District guidelines for using the collected data are…

A student must achieve fluent (F) level in each category of oral, reading, and writing proficiency on a recent English proficiency test. If a student is recommended for exit before reaching a fluent level in all three categories, the reasons must be written on the Exit Form.

A student should be at 41%ile or above on Achievement Test scores in reading and math.

A student should be at an acceptable reading level of same grade non-ELL peers.

A student should be at an acceptable writing level of same grade non ELL peers.

A student’s grades should reflect success at an average level in the mainstream classroom.


Input from teachers and parents include…

Classroom  academic performance

Social success

Homework/study skills


Part 2:  Exit and Monitoring

The responsibility to monitor the transition of ELL students into the mainstream classroom fulltime is the task of the Language Assessment Committee (LAC). The LAC initiates the process when they recommend that an ELL students exits the ELL/alternative language services. The process includes these steps…

The LAC prepares four Monitor Forms.

A Monitor Form is issued to the classroom teacher at the end of each academic year school semester for two consecutive years. NOTE: the classroom teacher at the elementary level receives the form and the Core team or the language arts and/or math teachers at the secondary level receive the form. This form is completed and returned to the LAC within a week.

The LAC reviews the form.

A recommendation is made to continue monitoring and/or give support. NOTE: The LAC can decide to extend the monitoring period to up to two years.  If monitoring is requested beyond two years, the committee should look at re-qualifying the student for ELL services/program. 

or

If support help is recommended, copies of the Monitor Form are given to the ELL teacher and/or appropriate staff member(s). That person will be responsible for assuring that ELL/alternative language services follow-up support is given. NOTE: If the ELL program becomes the follow-up support, the LAC may recommend a longer period of monitoring. The reason for the extension should be noted on the form. The LAC continues to monitor progress for the two year period. 

All Monitor Forms are placed in the LPF. NOTE: Monitor information is marked on the front of the LPF.

If the student has a successful four semesters of monitoring, the LPF is sent to the inactive file center. 


LAC Exit Form

Today’s date________________

Student name_________________________________________Grade____________

School________________________________________________________________

Classroom teacher_______________________ELL teacher______________________

Testing information

English Proficiency:  Test name ____________________________________________

                      Oral ____________     Reading___________    Writing__________

Achievement Scores:  Reading ___________    Math____________

Reading : Assessment name and score _____________  or reading level___________

Writing:     Samples attached                ___yes        ___no

Report card:   Copy attached                ___yes        ___no

Comments _________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________


Signatures




_________________________________________________Parent(s)

_________________________________________________ELL teacher

_________________________________________________Classroom teacher

_________________________________________________LAC member

_________________________________________________LAC member

copies to: Parent(s), Principal, School secretary, LPF




La Forma de Salida de LAC




                                                             La fecha de hoy__________

El nombre del estudiante_____________________________El grado________

La escuela______________________________________________________

El/la maestro(a)__________________el/la maestro(a) de ELL______________

La información académica

Aptitud de inglés:       el nombre de la evaluación ______________________

               Oral____________   Lectura____________   Escritura___________

Rendimiento académico:             Lectura____________   Escritura___________

La lectura:  El nombre de la evaluación y la nota ______________________ o el

                   nivel de lectura _______

La escritura: ejemplos envuelta                ____sí        ____no

La tarjeta de calificaciones: una copia envuelta      ____sí        ____no

Comentarios ____________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Las firmas

___________________________________Padres

___________________________________ El / la maestro(a) de ELL

___________________________________ El / la maestro(a) de la clase

___________________________________Miembro de LAC

___________________________________Miembro de LAC

___________________________________Miembro de LAC

___________________________________Otro

Copias al: el/los padre(s), Director(a), La secretaria de la escuela, LPF


LAC Monitor Form
To be completed by classroom teacher


Student name_________________________________________Grade_____________

School_________________________________________________________________

Classroom teacher_______________________________________________________

Information

Achievement Scores:             Reading ___________    Math____________

Reading : Assessment name and score _____________  or reading level______

Writing:     Samples attached                ___yes        ___no

Report card:   Copy attached                ___yes        ___no

Comments______________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

To be completed by LAC




Student exit date ________________________Today’s date__________________


Person responsible for support help _________________________________________




Brief description of support help_____________________________________________

____________________________________________________________________________________________________________________________________________

Signatures:




_________________________________________________ELL teacher

_________________________________________________LAC member

_________________________________________________LAC member

copies to: Classroom teacher, LPF



Dear Parent(s),




Your son/daughter, ________________________________ has achieved a level of English language proficiency that means he/she no longer needs the fulltime support of the ELL/alternative language services offered by this school. Your son/daughter will now participate in the regular education classroom all day. The following steps are followed to ensure your son/daughter will have success:




Your son/daughter’s teacher(s) is (are) asked to complete a Monitor Form at the end of each of the first four semesters following “exit”. This form includes information about academic work.




The Language Assessment Committee (LAC) will review the evaluations at each semester and monitor your child’s progress. They will make recommendations to continue monitoring the student or to seek appropriate support help.




If you have any questions please contact, _______________________________

during school hours at ________________________________.



Estimados padres,


Su hijo(a), _________________________________________________ ha ganado un nivel de aptitud de inglés que quiere decir él/ella no necesita nada más el soporte de ELL/servicios alternativos de lenguaje dado en esta escuela. Los siguientes pasos son implementado para asegurar que su hijo(a) tendrá éxito durante este período de observación:




El/los maestro(s) de su hijo(a) complementará(n) una MONITOR HOJA al fin de cada de los cuatro semestres principios después de “salida”. Esta hoja contiene información del trabajo académico.




El Comité de Lenguaje (LAC) repasará las evaluaciones a cada semestre y observará el progreso de su hijo(a). Dirá recomendaciones para continuar la observación o pedirá la ayuda apropiada para soportar a su hijo(a).




Si tiene UD. preguntas, por favor, llame a _________________________, durante las horas de escuela a ________________________.



Additional Options/Things to Consider:

A meeting with parents for “exit” purposes is not required, but recommended

Notification of “exit” is required.

Length of monitoring after “exit” can vary from 1 to 3 years.

Exit criteria must include achievement testing and proficiency testing, but reading and writing levels and evidence of classroom success can be obtained in different ways and from sources that the district might already have in place.


Special Programs

Special Education

The Language Assessment Committee (LAC) is the starting place for determining if an ELL student needs to be referred to Special Education. The LAC is the early intervention arm of this process. The LAC follows these steps:

1. Teacher completes ELL Referral Forms.

2. LAC meets to discuss concerns and make recommendations. Teacher and

    parents are invited. An interpreter is provided or the Language Line is

    used. An ELL Instructional Strategy Form is completed and a date is set

    for follow-up meeting. The interim before follow-up meeting is 6-8 weeks in

    length.

3. LAC meets in follow-up and makes recommendations.

STEP 1

The ELL Referral Form allows the teacher to specifically outline the kinds of classroom concerns he/she has. It also aids the LAC committee to understand the nature of the concerns for that individual student.

STEP 2

The purpose of the pre-referral process is to determine if the student’s difficulties stem from English language learning issues. Therefore, it is important to implement instructional strategies first before recommending Special Education referral. The LAC will complete an English Language Learner Success Plan in collaboration with the classroom teacher/parents. There are many options for the LAC to choose from on that Form. If there are strategies that need to be implemented, they are documented (ELL INSTRUCTIONAL Form) and given 6 to 8 weeks in order to determine success or failure. The LAC sets the follow-up meeting date for 6-8 weeks later. Again, classroom teacher/parent are asked to come.

STEP 3

At the follow-up meeting, the results of the previous weeks’ strategies are discussed. The LAC has many options at their disposal. If strategies are being successful, no more early intervention is required and current intervention is continued. If the strategies are not successful, the LAC can recommend different strategies, or can call on additional support help such as AEA  #13 assistance. Whatever early intervention is used, the LAC documents it and gives it from 6-8 weeks to succeed or fail. This step can be repeated. The LAC may also recommend that the student needs referral to Special Education. When that happens, the LAC completes the LAC Recommendation Form and provides all the information it has for the referral process. At this time it is important that parents understand what Special Education is and what to expect during the referral process.

When the LAC recommends a referral to Special Education, the normal referral process is followed. An ELL teacher attends the Grade Level/Intervention Team meetings to give input out ELL issues. The team requires data from:

Native Language Proficiency testing, if available

A Parent Questionnaire

LPF (Language Progress File)

Evaluative Instruments differentiating BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)

Socio-cultural Information

The LAC/ELL teacher assists the team to gather this information.

The Grade Level/Intervention Team will follow the district’s plan for supplemental and intensive support before making a recommendation for special education services.

If the ELL student qualifies for Special Education services, the IEP includes the level of ELL services the student receives and the amount of time in the program.   

ELL Referral Form

Referring Teacher_________________________________Date________________

Grade/Subject ________________________________  School_________________

Name of student_______________________________  Date of Birth ____________

Reason for referral (please be very specific) __________________________________

______________________________________________________________________

______________________________________________________________________




What are current grades? (complete all that apply)

Math _______  Language Arts/English _______ Reading_______  Science________

Writing_______ Social Studies/History _______ Art_______ Music _______ PE________ Spelling _______ Other _______________________________________




What learning strengths/skills does this student have?___________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________




What learning challenges does this student face this year?_______________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________




What other information is important to know?__________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


Talented and Gifted

The Language Assessment Committee (LAC) is the starting place for recommending referral to the Talented and Gifted (TAG) program. The LAC follows these steps:

1. Teacher completes ELL Referral Form.

2. LAC meets to discuss and make recommendations. Teacher and

    parents are invited. An interpreter is provided or the Language Line is

    used. The LAC may choose to gather information to help in their

    recommendation. 

3. LAC  makes a recommendation. If the recommendation is to refer to T.A.G.,

    then an ELL Recommendation Form is completed.

4. The LAC may choose to do a follow-up meeting to ensure the

    recommendation was carried out.

English Valleys does not discriminate on the basis of language proficiency.


Other Special Programs

For other similar situations with special programs, the basic 4 step process outlined in Talented and Gifted is followed.

Program Evaluation

The English Valleys District uses four components to evaluate the success of its ELL program. Those components are: 

Qualified staff

Professional development

Program design

Program implementation

Qualified Staff

The district will be able to identify…

Number of certificated and ELL endorsed teachers

Number of qualified ELL associates

Potential teaching candidates who understand the requirements for ELL training if they are hired for positions in Sheltered English/ ELL Center schools

The progress of teachers in their work for ELL endorsements/ELL training for Sheltered English teachers (Individual Professional Development Plans)

Teacher goals / expectations

ELL Instructional skills used in the classroom

Professional Development

The district will be able to identify…

The topics and agendas for in-services/staff development

Distribution of information about conferences, workshops, academies, etc. to all staff

Number of staff development sessions attended by staff members

Professional development aligned to need

Staff evaluations of training events

Selection of staff for training.

Collaboration among staff
   
Program Design

The district will be able to identify…

An up-to-date ELL plan is in place for each qualified student

Student completion rates

Student discipline referrals

Student extra-curricular participation rate

Student participation in Special Education, Talented and Gifted, Title I, 

Migrant students

Achievement Scores, authentic assessments

Student performance after program exit 

Curriculum aligned with state/local/TESOL standards

Curriculum aligned with authentic assessments

LACs

Collaboration between ELL and content teachers

A list of interpreters/translators

Use of the Transact Library

ELL Program Implementation

The district can collect…

Socio economic data

Language proficiency levels

Record keeping of formal and informal assessment results

Learning progress reports after program exit (Monitor forms)

Fluency in native language

LAC referrals of ELL students to special services

All the above information is obtained from the data collection system used by the district, from the Language Progress File (LPF) maintained for every ELL student, or other sources that exist in the district. 

All ELL students not exited participate in re-evaluations of their English language proficiency every spring in order for progress to be measured. 

All ELL students, except for approved exceptions by the state, are included in the district’s academic content assessments in reading and mathematics and science.

Qualified Staffing

All ELL Teachers employed by the English Valleys district have valid Iowa Teaching licenses or ELL endorsements recognized by the State of Iowa or are actively seeking such an endorsement. The District allows a two year time limit to complete an ELL endorsement program. During that time the district provides additional support for the teacher-in-training through contact with the ELL Consultants at Grant Wood AEA #10.

All certificated teaching personnel involved in Sheltered English instruction participates in a minimum of 30 hours of ELL training through participation in specialized classes, workshops, academies, in-services, conferences or workshops. The District allows a two year time limit to accumulate the 30 hours. 

All teaching staff (ELL center schools and non-ELL center schools) and administrators receive in-service that addresses ELL issues on an on-going basis.

Newly hired staff receives information about ELL alternative language programs in the District during district orientation.

All staff receives information about conferences, workshops, academies, training sessions, and specialized classes that address ELL issues.

ELL Teachers are evaluated by administrators knowledgeable about ELL skills and methodology. 

An informal observation form, Checklist of ELL Instructional Skills, is available for administrators to use. 

All paraprofessionals employed in alternative English Language programs meet NCLB requirements and are assigned to a certificated staff member. 

All paraprofessionals are evaluated annually.

Evaluation for ELL Associate - Secondary
                                                                                    
In the Mainstream classroom the associate …..
1   Gets notes, text, etc. from classroom teacher.                                1                       2                      3                   4                       5


2   Makes sure students take notes and pays attention in class.               1                       2                      3                   4                       5


3   Interprets in quiet voice in order not to disturb others in class.             1                       2                      3                   4                       5


4   Knows when tests or quizzes are scheduled and reminds students.      1                       2                      3                   4                       5


5   Sets up time to help students review notes.                                      1                       2                      3                   4                       5


6   Maintains regular communication with classroom teacher.                    1                       2                      3                   4                       5


7   Is aware of additional knowledge or skills students will need.                1                       2                      3                   4                       5


8   Informs ELL teacher of any classroom difficulties.                               1                       2                      3                   4                       5


In the ELL classroom the associate…
1   Collaborates with ELL teacher on follow-up work for students.              1                       2                      3                   4                       5


2   Assists ELL teacher in small group work.                                           1                       2                      3                   4                       5


3   Possesses sufficient skills to use equipment/materials.                         1                       2                      3                   4                       5


4   Uses appropriate ELL techniques, slower rate of speech, longer             1                       2                      3                   4                       5
    response time, use of visuals, etc., while working with students.


5   Has materials ready to work with students.                                       1                       2                      3                   4                       5


6   Has helped ELL teacher with photocopying, clerical work, etc..               1                       2                      3                   4                       5


7   Has good rapport with students and teachers.                                     1                       2                      3                   4                       5




_________________________________      ____________      _________________________________      __________     

Associate                                                         Date                      Principal                                                           Date       




_________________________________      ____________      

ELL Teacher                                                   Date                             

Evaluation for ELL Associate - Elementary




 SHAPE  \* MERGEFORMAT 

1   The associate reviews vocabulary and concepts                           1                    2                      3                    4                       5
    that are taught within the ELL program.


2   The associate follows through with the plans                                1                    2                      3                    4                       5
     the ELL teacher have outlined for him/her.


3   The associate displays a positive attitude                                     1                    2                      3                    4                       5
     while working with students.


4   The associate uses appropriate ELL techniques, (slower                  1                    2                      3                    4                       5  
     rate of speech, visuals, allows longer response time, etc)
     while working with ELL students.



5   The associate has sufficient skills to use equipment and               1                    2                      3                    4                       5
     materials to assist students in learning English.


6   The associate guides students with appropriate                           1                    2                      3                    4                       5
     reading leveled books to increase reading skills.


7  The associate has students actively engaged in                             1                    2                      3                    4                       5                
     learning English while working with them.







_________________________________      ____________      _________________________________      ____________      

Associate                                                         Date                      Principal                                                           Date       




_________________________________      ____________      

ELL Teacher                                                   Date                     

Checklist of English Language Learner (ELL) Instructional Skills







Teacher name__________________________________   Date___________________







Yes    No  The teacher modifies language used during instruction. (Check all that apply)
                 
                 ____Uses slower rate of speech

                 ____Speaks clearly

                 ____Paraphrases in simpler terms

                 ____Limits idiomatic speech and slang

                 ____Defines new words in meaningful context

                 ____Allows for longer response time


Yes    No  The teacher supports verbal explanations with nonverbal clues. (Check all that apply)
                
                ____Uses gestures, facial expressions, and action to dramatize meaning

                ____Uses props, concrete materials

                ____Uses graphs, pictures, visuals, maps, and diagrams

                ____Uses films, video, overhead projector, and bulletin board displays



Yes    No  The teacher plans ways to ensure participation of all students, keeping in 
                 mind the English proficiency of each student. (Check all that apply)
                 
                 ____Monitors lesion comprehension and clarifies as needed

                 ____Reviews main ideas and key vocabulary during the lesson

                 ____Uses a variety of questions to interpret comprehension

                 ____Provides opportunities for students to contribute based on their
                         modalities of strength (visual, auditory, written, oral, kinesthetic)

                 ____Plans for students to actively participate in learning activities




Yes    No  The teacher provides a variety of flexible grouping formats to provide
                 opportunities for social, linguistic, and academic development. (Check all that apply)

                 ____Heterogeneous grouping

                 ____Pair work

                 ____Short term skill groups

                 ____Student - Teacher conferencing



Translations

All involved personnel have access to the Transact Library, an electronic translation service, provided by the state of Iowa.  This service provides many of the required documents translated and available for download.


The district will compile a list of interpreters (as needs arise) who can be employed for various meetings such as Parent Teacher Conferences, IEP meetings, etc.  All parents have a right to have an interpreter at a school meeting if their home language is not English and every attempt is made to accommodate the needs of parents through an on-site interpreter.