1. education
2. school

Section I Coversheet, Assurances, Signature Page
EL District Plan
Cover Sheet
Local Education Agency (LEA) Name:
LEA Contact for ELs:
Name: Oveta W Pearce
Signature:
Position and Office: Federal Programs
Director
Telephone: 334-347-9531
Email Address:
[email protected]
Fax: 334-347-9531
X
Check box if LEA receives Title III Funds
Assurances
The LEA will:
X
X
X
X
X
Assure that the LEA consulted with teachers, school administrators, parents, and, if
appropriate, education-related community groups and institutions of higher
education in developing the plan
Assure that all teachers in any language instruction educational program for limitedEnglish proficient students that is funded with any source of federal funds are fluent
in English, including having written and oral communication skills
Assure that all schools in the LEA are in compliance for serving English language
learners (ELs)
Assure that all individuals used as translators or interpreters are fluent in the
language they are translating.
Assure ELs have equal access to appropriate categorical and other programs and are
selected on the same basis as other children
(The following assurances apply only to LEAs that receive Title III funds)
X
X
X
Assure that the LEA has a process for parents to waive Title III Supplemental
Services.
Assure that the LEA has a non-public school participation plan.
Assure timely and meaningful consultation with private school officials regarding
services available to ELs in non-public schools that are located within the
geographic boundaries of the LEA
EL Program Administrator
Signature
Date
LEA Superintendent
Signature
Date
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EL Advisory Committee Signatures
Comprehensive English Learner District Plan
Each LEA in Alabama must develop and implement a Comprehensive EL District Plan,
in accordance with Section 3116 of Title III of the No Child Left BehindAct of`2001, for
serving students who are limited-English proficient and immigrant students, where one or
more students are determined to need support. The LEA is required to have a
Comprehensive ELDistrict Plan whether or not the LEA currently has ELs enrolled and
regardless of Title III eligibility.
The Comprehensive EL District Plan should address each aspect of the LEA’s program
for all ELs, at all grade levels, and in all schools in the school system. The
Comprehensive EL District Plan should contain sufficient detail and specificity so that
each staff person can understand how the plan is to be implemented and should contain
the procedural guidance and forms used to carry out responsibilities under the plan.
To facilitate LEA compliance and the Alabama State Department of Education (SDE)
review of the plan, LEAs will develop the Comprehensive EL District Plan using the
template included at the end of the checklist. LEAs are encouraged to use the
EL Policy and Procedures Manual when developing and revising the plan for a clear
understanding of the requirements for serving ELs. The EL Policy and Procedures
Manual was developed by the Alabama State Department of Education and is available
for downloading at www.alex.state.al.us/ell/
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Section II Checklist
AT A MINIMUM
THE LOCAL EL DISTRICT PLAN MUST
A. INTRODUCTION
1) Include the LEA’s educational theory and goals for its program of
services.
On January 8, 2002 President George W. Bush signed into law the No Child
Left Behind Act (NCLB) which amended the Elementary and Secondary
Education Act and consolidated the discretionary Bilingual Education
Program and the Emergency Immigrant Education Program into the Title III
Program.
EDUCATIONAL THEORY AND GOALS
To this end, it is the intent of the Enterprise City School System and other
school systems in the consortium to provide supplemental instruction to
students who have been identified as an English Language Learner or
Immigrant student. Language is a means of conveying knowledge.
Language may be written, spoken, or acted out. Whatever way it is
communicated, it is usually acquired with ease and naturalness. Language is
necessary for human interaction and is a fundamental part of academic
success.
It is the intent of the Enterprise City School System to provide every student
identified as English Learners (EL) or whose primary home language survey
is something other than English, appropriate services to enhance his/her
ability to learn English as a second language. All EL students will be given
the same fair and appropriate education as all other students.
ECS is committed to providing all students equal opportunity to benefit
from educational programs and services and is committed to supporting
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scientifically research-based and effective, appropriate programs, practices,
training, and accountability so that all students can become proficient in
English and can achieve the state’s academic content and student academic
achievement standards.
Under federal law, a student may not be excluded from participation in, or
denied the benefits of, any school program or activity on the basis of
his/her national origin or English language proficiency. ECS is committed to
the affirmation that all students including those who are not proficient in
English can and will receive a free and appropriate education. The
procedures in this plan assure all English learners (ELs) receive the same
benefits as native-born students in ECS as well as includes policies and
procedures for the registration, identification, evaluation, instructional
programs, resources and exiting criteria for ELs.
The goal of alternative instruction shall not be to replace or to negate the
students' primary home language. Rather, the program shall strive to
enable the EL students to become competent in listening, speaking,
reading, and writing in the English language. This supplemental instruction
shall emphasize the acquisition and mastery of English, to enable EL
students to participate fully in the benefits of public education. It is the
goal of the Enterprise City School System to ensure that all identified EL
students meet or exceed state standards.
LEP DEFINED
The Alabama definition of limited English proficient (LEP)/English language
learner (ELL) is taken from the No Child Left Behind Act of 2001, S. 9101, 25
of Title IX:
“(25) LIMITED ENGLISH PROFICIENT. – The term ‘limited English proficient’,
when used with respect to an individual, means an individual –
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A.
who is aged three through 21
B.
who is enrolled or preparing to enroll in an elementary school or
secondary school;
C.
who is a Native American or Alaska Native, or a native resident of
the outlying areas;
D. who comes from an environment where a language other than
English has had a
significant impact on the individual’s level of English language
proficiency; or
E. who is migratory, whose native language is a language other than
English, and who comes from an environment where a language
other than English is dominant; and
F. whose difficulty in speaking, reading, writing, or understanding the
English language may be sufficient to deny the individual -(i) the ability to successfully achieve in classrooms where the language
of
instruction is English; or
(ii) the ability to successfully achieve in classrooms where the
language of
instruction is English; or
(iii) the opportunity to participate fully in society.
LEGAL ISSUES
A synthesis of major legislation, court rulings, and administrative
regulations exist addressing language minority students. There is a
substantial body of federal law established to ensure the rights of national
origin minority students.
FEDERAL LAWS:
1868 Constitution of the United States Fourteenth Amendment: “No
State shall ... deny to any person within its jurisdiction the equal
protection of the laws.”
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1964 Civil Rights Act, Title VI : “No person in the United States shall,
on the grounds of race, color, or national origin ... be denied the
benefits of, or be subjected to discrimination under any program
or activity receiving Federal financial assistance.”
1974 Equal Educational Opportunities Act (EEOA): “No state shall
deny equal educational opportunity to an individual on account of
his or her race, color, sex, or national origin, 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.”
2001 No Child Left Behind Act: “A student shall not be admitted to,
or excluded from, any federally assisted education program on
the basis of a surname or language minority status.
FEDERAL COURT RULINGS:
1974 Sema v. Portales: Court ordered school to make a curriculum
available to students who lack English skills.
1978 Cintron v. Brentwood: ESL students are not to be segregated
completely from other students, but included in art, P.E., and nonlanguage based classes.
1983 Keyes v. School District #1: Court applied the “Castaneda Test”
and ordered school to actually implement a plan for national
origin minority students.
1987 Gomez v. Illinois: Local education agencies are required to
ensure that the needs of ELL children are met.
SUPREME COURT RULINGS:
LEGAL CASES RELATING TO ENGLISH [LEARNERS
Lau vs. Nichols
A suit filed by Chinese parents in San Francisco in 1974 led to a landmark
Supreme Court ruling that identical education does not constitute equal
education under the Civil Rights Act. The ruling requires school districts to
take "affirmative steps" to overcome educational barriers faced by nonEnglish speakers (Lyons, 1992).
Plyler vs. Doe
The Supreme Court ruled in Plyler v. Doe [457 U.S. 202 (1982)] that
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undocumented children and young adults have the same right to attend
public schools as U.S. citizens and must attend until they reach mandated
age. In addition, the court ruled that public schools may not:
Deny admission to a student during initial enrollment or at any other
time on the basis of undocumented status.
Treat a student disparately to determine residency.
Engage in any practice to “chill” the right of access to school.
Require students or parents to disclose or document their
immigration status.
Make inquiries of students or parents that may expose their
undocumented status.
Require social security numbers from all students, as this may
expose undocumented status.
Castañeda vs. Pickard
In 1981, in the most significant decision regarding the education of
language-minority students since Lau v. Nichols, the 5th Circuit Court
established a three-pronged test for evaluating programs serving English
language learners. According to the Castañeda standard, schools must:
Base their program on educational theory recognized as sound or
considered to be a legitimate experimental strategy;
Implement the program with resources and personnel necessary to
put the theory into practice; and
Evaluate programs and make adjustments where necessary to
ensure that adequate progress is being made.
B. IDENTIFICATION AND PLACEMENT PROCEDURES
1) Include the LEA’s procedures for implementing the EL Advisory
Committee.ENGLISH LEARNER ADVISORY COMMITTEE
The Enterprise City School System shall establish an EL Advisory Committee
for the purpose of program needs, assessment, evaluation, and for
developing the Comprehensive EL Plan. This committee will include central
office administrators, school administrators, school counselors, classroom
teachers, and ESL staff members. The committee will also include parents
and/or community representatives who work with these students and their
families in other settings. Our school system can receive valuable input
from those whose support and efforts may be important to the success of
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the English language instruction educational program.
The Enterprise City School EL Advisory Committee shall make
recommendations to the LEA regarding its ESL program. Some examples of
committee responsibilities would be to make recommendations regarding:
The English language development program.
High-quality professional development for staff.
Parental involvement programs to further student success.
Budgeting of state, local, and federal funds.
The English language program evaluation
The LEA EL Advisory Committee helps to establish and review goals for the
EL Program. Program goals are:
ELs will become proficient in the use of the English language without
replacing the student’s primary language.
Teachers will implement the WIDA English Language Proficiency
(ELP) standards with the scientifically based ECS core curricula,
instruction, and assessment with opportunities made available for all
ELs to meet state proficient and advanced levels of student academic
achievement on state content standards.
Funding from state and federal funds will provide EL teacher and
paraprofessional salaries & benefits; professional development (PD)
opportunities, substitutes, and materials and supplies for the
implementation of these standards.
EL Instructional Partner (UAB Partnership) will implement the
coaching model.
Ensure ELs will make the Alabama State Department of Education (ALSDE)
required adequate progress in language acquisition (APLA), become
proficient in English in five years and will attain proficiency in reading and
math.
2) Include the LEA’s methods for identifying and assessing the students to
be included in the English language instruction educational program.
The following components must be evident in the plan.
 Home Language Survey
 WIDA-ACCESS Placement Test (W-APT)
 EL Committee Placement
Home Language Survey
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In the Enterprise City School System, English Learners (ELs) must be
identified at the point of enrollment. A consistent enrollment procedure
for language-minority students, which includes the use of a Home Language
Survey (HLS), facilitates their entry into the school system. A languageminority student is one whose home language is other than English. It is
vital to have trained school personnel who are dedicated to meeting the
needs of students from different cultures with different levels of English
proficiency.
A Home Language Survey must be completed for each student registering
for enrollment. Every effort will be made to conduct an interview with the
student and/or parents during the enrollment process. Information from
the interview will be helpful to the EL committee when considering
appropriate placement for the student. The assistance of a translator may
be required to complete the survey. The completed survey becomes part
of the student’s permanent record and should be available for future
reference.
The Home Language Survey must contain, at a minimum, the following
questions:
1.
Is a language other than English spoken at home?
2.
Is your child’s first language a language other than English?
When all responses on the HLS indicate that English is the only language
used by the student and by individuals in the home, the student is
considered an English-only speaker. Procedures established by the school
system for placement in the general student population will be followed.
Any student whose registration or HLS indicates a language other than
English on any of the survey questions is a language-minority student. If
any response on the HLS indicates the use of a language other than English
by the student or an individual in the home, then further assessment must
be conducted to determine the student’s English-language proficiency
level. However, the presence of a language other than English does not
automatically signify that the student is not a competent and proficient
speaker of English.
The
HLS
can
be
downloaded
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from
the
TransACT
website,
www.transact.com , in multiple languages. Login information allowing
school staff to access the TransACT website may be obtained by contacting
the Director of Federal Programs. Assistance with verbal translations is
available through the TransACT Language Line. Foreign exchange students
are no exception. This original HLS is kept in the students’ cumulative
records. When the enrollment forms are completed, the
Enrollment Policy
All language-minority students must be allowed to attend school,
regardless of their ability to produce a birth certificate, social security
number (voluntary), or immigration documentation. Children may not be
excluded from school because they do not have a social security number.
Application forms to obtain social security numbers may be distributed, but
the option of completing the forms must be left to the parents. Each
school with the Enterprise City School System use procedures described in
Alabama Administrative Code (AAC) to create a student number.
If parents do not have student immunization records available, the dates of
immunization may be obtained by calling the previous school that the child
attended. The Enterprise City School System will make every effort to
contact the former school system. If necessary, students can begin the
immunization series at the Coffee County Health Department. If
appropriate immunization documentation cannot be obtained within a
reasonable period of time, the student’s case should be handled in
accordance with approved state and local board of education procedures.
When no previous school in the USA has been attended and no school
records are available, initial grade placement is made based on the age of
the language-minority student and parent information. Students are placed
in an age appropriate classroom if there are no indications of having been
retained in a previous school. Retaining or placing an LEP student in a
lower grade is ill advised in that it does not help the student to learn English
any faster. Language-minority students transferring from school systems in
the USA should be placed in the appropriate grade based on their previous
school’s records.
The LEA should work collaboratively with community and area agencies to
facilitate the school enrollment process. These efforts should be
documented for future reference as needed.
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The following conditions are a part of registration procedures.
1. A parent or guardian is to be present at the time of registration to
provide the signatures required by law.
2. Proof of residence can be a signed copy of a lease, a rental or purchase
agreement for a residence, indicating the address of the residence. A copy
of a utility bill mailed to the residence is also acceptable, as are Housing
Authority forms, Social Security or Welfare checks. Students unable to
provide proof of residence will be able to enroll and proof can be provided
as it becomes available.
3. Proof of age may consist of a birth certificate, birth record, a valid
passport or other official documents listing date and place of birth.
4. Proof of immunization consists of the State of Alabama Certificate of
Immunization Card(s). This can be obtained from the Coffee County Health
Department. Admission is granted to EL students who do not have proof of
immunization.
Assistance will be provided to obtain records of
immunization.
5. Social Security Number – Providing a social security number or card is
not mandatory and is strictly voluntary if presented. If a student or parent
does not present a card, a number can be assigned if a student or parent
does not present a social security card. A number may be obtained by the
school secretary or designee at each school.
The enrollment of limited English proficient children shall not be denied or
delayed due to any of the following barriers:
·
Lack of birth certificate
·
Lack of school records or transcripts
·
Lack of immunization or health records
·
Lack of proof of residency
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·
Lack of transportation
·
Guardianship or custody requirement
In Summary, school personnel responsible for registering students
(secretary or designee) will receive annual training on registration
procedures for ELs. All language-minority students must be allowed to
attend school, regardless of their ability to produce proof of residency,
immunization certificate, previous school’s records, a birth certificate,
social security number, or immigration documentation.
Program Placement
Initial Language Proficiency Assessment and Program Placement
Initial assessment of English language proficiency will be conducted to
determine the level of English proficiency and to facilitate appropriate
instructional and program placement decisions.
Language-minority
students identified through the HLS during registration at the beginning of
the school year will be assessed for English-language proficiency within
thirty (30) days of enrollment. Language-minority students who register
after the beginning of the school year must be assessed within ten (10)
days of enrollment. The Enterprise City School System will record the
registration date as “original entry date” in iNOW or “date first enrolled”
when completing the demographics page of the ACCESS for EL English
proficiency test
When a student indicates a language other than English is used at home on
the HLS, the World –Class Instructional Design and Assessment (WIDA)Measure of Developing English Language (MODEL) is administered to help
determine eligibility for placement in the LEA’s English language
development program for grades K – 12 (see the Determination of Eligibility
form in the I-ELP, Appendix C). This instrument assesses English language
proficiency in all four domains of language development-listening,
speaking, reading and writing as well as comprehension to ensure students’
language needs are properly identified and addressed through the LEA’s
educational program. The WIDA MODEL provides an overall composite
score based on the language domains tested.
The HLS indicates the use of a language other than English by the student
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or an individual in the home, then the English Language Proficiency of the
student must be determined. If no test results for the Assessing
Comprehension and Communication in English State to State for English
Language Learners (ACCESS for ELLs) are available then the WIDA MODEL, a
state approved screening test for English language proficiency, must be
administered to determine the student’s English-language proficiency level
and to make appropriate instructional and program placement decisions
(See EL Procedures Flow Chart in Appendix D). The WIDA MODEL should be
considered as only one piece of evidence in the decision making process
regarding placement. (See I-ELP Forms in Appendix C).
There are no special exceptions for Foreign Exchange or F-1 Visa students
who are LEP for the purposes of English Language Proficiency assessments
as long as they attend a school in the United States. Foreign Exchange or F1 Visa students who are LEP must receive EL services. Any student
identified as a Foreign Exchange Student who is not working toward a
diploma is not required to take the Alabama High School Graduation Exam
(AHSGE) (for clarification, contact Student Assessment).
The MODEL will be considered as only one piece of evidence in the
decision-making process regarding placement. Teacher judgment, other
assessments, and extenuating circumstances, such as the student’s age and
amount and quality of previous schooling, should be factored into the
decision.
After the administration of the ACCESS screener MODEL and the ACCESS,
the results are listed on the EL Student Individual Learner Plan or the EL
Committee Documentation Form. The Form is evaluated by the EL
Committee. The final placement is based on all pertinent records, including
any available from previous schools.
ELs are placed at the age appropriate grade or level, unless specific
documentation is available to indicate lack of academic readiness for the
level. Lack of proficiency in English is not the sole determinant in retention
or placement below grade level.
The placement decision by the EL Committee is noted on the ESL Individual
Learner Plan or the EL Committee Documentation Form. The form
becomes a part of the student’s EL file and/or cum folder. The parent or
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guardian is advised of the child's eligibility in the EL program. The
Permission to Place letter is signed by the parent giving consent for the
student to receive services.
The Language Proficiency Levels
*based on WIDA – ACCESS screener – MODEL
The five language proficiency levels outline the progression of language
development implied in
the acquisition of English as an additional language, from 1-Entering the
process to 5-Bridging
to the attainment of state academic content standards. The language
proficiency levels delineate expected performance and describe what
English language learners can do within each domain of the standards.
1-Entering
2 – Beginning 3 – Developing
4 – Expanding 5 – Bridging
Forms
The registration and health forms should be completed by the parent, who
may be assisted by an interpreter if necessary.
The home language survey should be signed by the parent. An interpreter
may assist in reading this if necessary. The school counselor ensures that a
Home Language Survey is completed for each K and New students
registering for enrollment. The counselor will keep HLS on file and send a
copy to the ESL staff member (if a language other than English is listed on
the form). All Home Language Surveys are placed in each student’s
cumulative record.
School lunch forms should be completed for each student wishing to apply
for free or reduced-price lunches. Names and social security numbers of all
adults living in the household should be listed. "Not issued yet" may be
marked in space for Social Security numbers, or "Unemployed" may be
written on income line as appropriate.
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School records, report cards, or transcripts are requested of the parent.
Summary Identification and Placement:
Purpose of program:
To enable English Learners (EL) to become
competent in the comprehension, speaking, reading, and writing of the
English language through the use of supplemental educational instruction.
Home Language Survey:
kindergarten and new
At the beginning of every school year, all
students will be given a registration form that includes the home
language survey. Currently enrolled students’ Home Language Survey is
filed in his or her cumulative record. If any response on the HLS indicates
the use of a language other than English by the student or an individual in
the home, then further assessment must be conducted to determine the
student’s English-language proficiency level. However, the presence of a
language other than English does not automatically signify that the student
is not a competent and proficient speaker of English.
English Learner (EL) Committee - Each school shall have an EL Committee,
consisting of an administrator or his/her designee, classroom teacher(s), a
counselor, ESL faculty or staff member, the parent of the limited English
Language Learner student, and when deemed necessary, other appropriate
school personnel. Duties: All members of the EL Committee, including the
parents, shall observe all rules and laws governing the confidentiality of
information concerning individual students. The EL Committee shall review
all pertinent information on all EL students and make the determinations
required regarding the placement in and exit from the EL program. The
school’s EL Committee is responsible for guiding and monitoring the
placement,services and assessment of all newly enrolled students. All
newly enrolled EL’s enrollment and assessment data must be discussed in
an EL Committee meeting for determination of appropriate services. Any
EL scoring an overall composite score of less than 4.8 on the WIDA MODEL
(or ACCESS for ELLs if enrolled during the testing window) must be
presented to the EL Committee for the development of an Individual
English Language Plan (I-ELP). However, the presence of a language other
than English does not automatically signify that the student is not a
competent and proficient speaker of English. ELs scoring a 4.8 or higher on
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the WIDA MODEL (or ACCESS for ELLs if enrolled during the testing window)
will qualify for National Origin Minority Primary or Home Language Other
than English (NOMPHLOTE) status, meaning students do not require
services.
The previous school’s records such as, test results, transcripts,
grades, EL monitoring reports, LEP/EL progress reports and other
educational information should also be used to develop appropriate
educational plans for ELs. Language-minority students identified through
the HLS during registration at the beginning of the school year must be
assessed for English-language proficiency, develop the I-ELP if needed and
notify parents within thirty (30) days of enrollment. Language-minority
students who register after the beginning of the school year must be
assessed for English-language proficiency, develop the I-ELPs if needed and
notify parents within ten (10) days of enrollment. The LEA will record the
registration date as “original entry date” on iNOW or “date first enrolled”
when completing the demographics page of the ACCESS for ELLs English
proficiency test. Each EL Faculty/Staff member will ensure ELs are identified
and administered appropriate testing. The coach at each school compiles
and maintains a Confidential LEP/EL Student Master List of all language
minority students.
An electronic copy of each school’s Confidential LEP/EL Student Master List
is sent to the Director of Federal Programs in September as changes occur
in EL student enrollment, and at the end of the school year. It is extremely
important all educationally related decisions concerning ELs be
communicated to the school’s EL Faculty/Staff so a complete/updated set
of records is maintained.
This information, along with other
documentation relating to the number of students who are languageminority must be reported to the Director of Federal Programs to be
reported to ALSDE. In addition, regularly scheduled meetings at the district
level will keep their assigned schools up-to-date on current policy, data
collection, and instructional strategies needed for the EL Program. The EL
faculty/staff is a member of the school’s EL committee. Involvement in the
development of I-ELPs is needed, but should not be their sole responsibility.
All staff members responsible for the student’s instructional program
should participate.
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To ensure that students are placed and monitored properly, a student
support team must be in place. Each school’s EL Committee is responsible
for guiding and monitoring the placement, services and assessment of
students who are ELs. All students with the INOW status of Limited English
Proficient (LEP) 1, LEP2, Former Limited-English Proficient (FLEP) 1 or, FLEP2
must be brought before the EL Committee at least annually. Information
from the HLS, WIDA-MODEL, ACCESS for ELLs, the student’s home and
educational background, progress reports and/or grades, work samples,
state assessments and other test information, class schedules, and other
information such as discipline referrals or attendance records, deemed
relevant to the development of the I-ELP should be available during the EL
Committee meeting and should be considered in decisions about programs
and services to be provided.
The EL Faculty/Staff will provide a copy of the HLS and previous years
ACCESS for ELLs test results. The following persons should be present at
the EL Committee meeting when any language-minority student is
discussed: EL faculty/staff, counselor, content area or general classroom
teachers of the EL, principal or designated administrator and interpreters if
applicable. The EL Committee meeting agenda, sign-in sheets, minutes and
I-ELP will be evidence and documentation of the action taken.
The EL Committee should use the following guidelines in implementing the
I-ELP:
· Ensure full consideration of each student’s language background before
placement in an EL instruction educational program.
·
Ensure implementation of systematic procedures and safeguards
related to appropriateness of identification, placement, assessment,
instructional and support programs, and program exit.
·
Review student’s progress in language acquisition and academic
achievement annually.
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·
Convene as needed to discuss changes or adjustments in the ELs
instructional services.
·
Identify accommodations needed on state assessments. Additional
classroom strategies and accommodations should be identified as
appropriate.
·
Communicate in a timely manner the student’s I-ELP with faculty and
staff who interact with and provide instruction for the child.
·
Ensure the I-ELP describes how the school will communicate with the
student’s parents in their native language.
· Determine and record the date of placement into the ESL program on
ACCESS for ELLs Demographics page so “Length of time in LEP/ELs Program”
is established.
· Please note that the distinction between “date first enrolled” (which is
the date of registration) and date to establish “length of time in LEP/EL
Program” (which is the date student is first determined to be EL) are two
different dates. If a need for classroom accommodations, testing
accommodations and/or instructional pullout time (in some cases if the
student is less than a level 2.9) for English language acquisition instruction
will be indicated by the EL Committee on their I-ELP plan. The staff
members responsible for the I-ELP must be cognizant of the fact that it can
take an EL one to two years to acquire the social language which is needed
to function on a daily basis. It can take approximately two to seven years to
acquire the cognitive skills, in another language, needed for academic
achievement. Pullout and/or push-in instruction in content subjects and
acquiring the English language may be necessary to accelerate English
language skills needed to perform in the regular classroom. I-ELPs are
completed during the EL Committee meeting.
· Parents may be present at this meeting or the EL Coach may choose to
hold a separate meeting with the parents to discuss the student’s I-ELP.
Parents must be notified of any EL Committee decision. A Parent – Teacher
Conference request is available in multiple languages on TransACT
(Appendix E). The EL Committee recommends that students are provided
maximum opportunities for acquiring English as rapidly as possible and
provided support in content classes. Teachers should implement all
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accommodations and assessment alternatives recommended by the EL
Committee in order for the EL to be successful in the classroom.
The following documentation should be maintained in each individual
EL binder:
·
I-ELP document
·
Goal Setting Form – only applicable to ELs not making APLA
·
WIDA standards (Appendix ?)
·
Classroom Accommodations Checklist (Appendix C)
·
Accommodation forms for standardized testing, if needed (Appendix F)
· Documentation – Dated work samples that reflect the accommodations
made, including assessment
·
Assessment data (ACCESS, standardized test taken, scores and dates)
pieces
· Documentation of EL coaching/collaboration – Classroom observations
by administrators and/or EL Coach and anecdotal records kept by the
teachers
·
RtI Documentation (if applicable)
·
Classroom monitoring forms (for FLEP 1 and 2 only)
When an EL receives Special Education services the I-ELP for the Special
Education EL should be developed in collaboration with the IEP team. The
EL Coach and counselor must be members of the special education
eligibility committee.
Both sets of state mandated testing
accommodations are completed allowing for accommodations to be made
for the language needs and special education needs of the student. When
at all possible, translators or the TransAct Language Line should be used for
the parent’s native language when language is a barrier. A copy of the IELP should be given to all teachers of the EL. The EL Coach will maintain a
signature sheet, with the signatures of all persons receiving a copy of the I19
ELP. The I-ELP, ACCESS for ELLs test scores, and other relevant information
needed for the planning of the student’s academic program should be kept
in the EL student folder, which was established when the student
registered. This folder should be kept in student’s cumulative folder.
Parental notice and approval: Parents shall be given written notice that
their child has been classified as EL. The notice shall be written in English as
well as their native language if possible. If this is not possible, an interpreter
will be asked to convey this to the parents of the EL student. Parents are
invited to be members of the EL Committee. Entry into the EL program
must be approved in writing by the student's parent or guardian. A parent
has the right to waive services from the EL supplemental program but not
the core, choose another program or method of instruction, or have their
child immediately removed from the program.
Roles of Problem Solving Team (PST), Response to Instruction (RTi),
and EL Committee
·
When an EL is not making classroom progress the I-ELP should be reevaluated in the EL Committee. If the EL Committee has exhausted all of its
resources and academic and/or social problems still need to be addressed,
students may also be referred to the school’s Problem Solving Team/Rti. A
member of the EL Committee should serve on this PST/RTi. Although it is a
required step before special education testing, it is not used only for prespecial education testing purposes.
· ELs may be referred to the PST/RTi only after differentiated instructional
strategies have been provided for them for a reasonable amount of time in
Tier I and there is data showing this instruction has been unsuccessful.
·
The PST/RTi must eliminate language as a learning barrier and there
should be documentation of English language acquisition instruction for
approximately 2 years. ELs cannot be referred to the PST/RTi if language is
the barrier to achievement. PST committees may not have the specialized
training needed to write appropriate strategies or accommodations for
students whose primary language is other than English.
· If an EL student is being discussed for possible special education issues
and language is clearly not the issue, then the PST/RTi is the appropriate
vehicle, provided EL Coach and counselor are part of the team. Once
20
language has been eliminated as the barrier to achievement, ELs must be
served in the same way as all other students.
·
The EL and PST/RTi committees are separate entities but may include
some of the same members.
2) Include the LEA’s method and procedures for exiting students from
the English language instruction educational program and for
monitoring their progress for a period of at least two years, and at a
minimum, follow SDE exiting requirements for ELs. The State
established exit criteria a composite score of 4.8 on the ACCESS for
ELLs® English language proficiency test.
Students will exit the EL program when they score a 4.8 or higher on the
ACCESS for ELLs state test. Parents must be notified when their child
exits the EL program using the English Language Development
Program Exit Letter (Appendix G)available in multiple languages from
TransACT. Students who re-enter the EL program based on poor
academic performance and a score of less than a 4.8 on the WIDA
MODEL screener will no longer be classified as “FLEP” until they have
again scored proficient on the state English language proficiency
test. Assessment scores cannot be banked from previous years for
exiting purposes.
ELs will be included in the LEP subgroup for the purpose of
accountability until they have obtained a score of at least 4.8
(Composite Score) on ACCESS for ELLs. Students who are exited from
EL services are classified as FLEP1 and placed on monitoring status for
the next two academic years. During the monitoring time, the EL
Faculty/Staff, counselor, and the classroom teacher(s) communicate
regularly. It is recommended they communicate no less than once
each nine weeks during the first year and at least once each semester
during the second year. Documentation of the monitoring process is
completed on the FLEP (1 and 2) Monitoring Forms. (Appendix H)
Students must be able to function in the mainstream without EL
support. The FLEP Monitoring Forms should be sent to every teacher
of the student to provide a means of reporting any difficulties to the
EL Committee. Students are classified as FLEP1 during their first year
of monitoring, and FLEP2 during their second year of monitoring.
21
Upon successful completion of two years of monitoring, they are
classified as FLEP and are no longer included in the LEP subgroup for
accountability purposes. Students who demonstrate academic
difficulties while being monitored shall be provided supplemental
support and instruction and may be readmitted to the “LEP”
subgroup by the school’s EL Committee if they score less than a 4.8
on the WIDA MODEL screener. Students who re-enter the EL
program will qualify to receive EL services. Any student who reenters will not be classified as “Former LEP” until they have again
scored proficient on the state English language proficiency test and
have been successfully monitored in the regular classroom for two
additional years.
The exited students’ names continue to be maintained on the
school’s Confidential LEP/EL Student Master List as long as they are
enrolled in the school. If at any time these students again experience
academic or cultural difficulties they should be brought to the EL
Committee and reviewed for possible interventions and/or
accommodations.
No student shall be exited from EL services due to participation in
the program a set amount of time. There is no time limit for
participation in the EL program. For the purpose of accountability.
MONITORING ELs WHO HAVE EXITED THE ESL PROGRAM
The progress of the student is monitored for two (2) years. The first
year the student will be monitored on the same schedule as progress
reports and report cards are issued. The second year the student will
be monitored a minimum of once each semester.
If the student is not academically successful, or does not successfully
make a passing grade on course work without successful
accommodations, the student can be recommended for
reclassification as EL and placed in the most appropriate program
that will meet the need for English language instruction.
C. PROGRAMS AND INSTRUCTION
1) Describe the programs and activities that will be developed,
22
implemented, and administered to ensure that ELs acquire academic
language as part of the core ESL program.
 Process the district uses to conduct a comprehensive needs
assessment
 Rationale for selecting the particular ESL program/s and how they
are based on scientific research
The Enterprise City School System will provide programs and activities that
will be developed, implemented and administered to ensure ELs acquire
academic language as part of the core ESL program.Programs and activities
that will be developed, implemented, and administered to ensure ELs
acquire academic language as part of the core ESL program:
Comprehensive Needs Assessment
Enterprise City Schools annually evaluates the effectiveness of its EL
program. The English Language Learners LEA Compilation Data Form,
based on the previous school year’s data is compiled at both the school and
LEA level at the beginning of the school year. EL program evaluation
surveys are sent to all teachers and administrators electronically in spring
of each school year. Each school annually completes this evaluation to
assess the level of implementation of the LEA’s EL program goals. The
progress of ELs in acquiring English and achieving academic standards and
the evaluation of longitudinal data that compares the academic progress of
former students, with that of other English-proficient students is also
considered when making program changes. The annual AMAO Report is a
very important part of the evaluation process. These reports serve as a
self-assessment of the EL program to guide program changes. The LEA EL
Advisory Committee assists in establishing and reviewing goals for the EL
Program.
Scientifically Research-Based EL Programs
All EL programs utilized in ECS are scientifically research-based. After
consultation with the ALSDE, review of prior years’ data, and selfassessment reports, the Specially Designed Academic Instruction in English
(SDAIE) model were embraced to best fulfill the educational needs of ELs in
ECS. Training sessions on implementation of the WIDA ELP Standards are
used as a guide and support of the EL Program’s professional plan. The
WIDA ELP Standards can be found in the student’s I-ELP Plan (Appendix C).
Training sessions are conducted annually by the school system and through
23
attendance at ALSDE trainings to support classroom instruction. An
additional support is book studies based on sheltered instruction. A review
of EL teaching strategies and best practices are an important PD
component for this scientifically research-based methodology in SDAIE.
Selecting ESL Programs
Instruction for English Learners –Curriculum and Instruction
Core Program –
The Core EL program is the SDAIE (Specially Designed Academic Instruction
in English) model which is teaching the core content standards established
by the ALSDE through the domains of listening, speaking, reading, and
writing.
The core EL program is based off of the SDAIE model whichgroups language
minority students from different language backgrounds together in classes
where teachers use English as the medium for providing content area
instruction, adapting their language to the proficiency level of the students,
and accommodating the content to match the students’ ACCESS for ELLs
proficiency levels. According to the article “Specially Designed Academic
Instruction in English (SDAIE): More Than Just Good Instruction,” the SDAIE
model consists of: connecting new learning to previous learning; using
visuals, manipulatives, realia, and technology; having a low risk and safe
environment; using more than one assessment; using cooperative learning
and interactive strategies; chunking learning and webbing that learning;
being respectful of the learner; and using the student’s primary home
language as a support to learn the new language (Cline and Necochea,
2003, p. 19).
Although the acquisition of English is one of the goals of SDAIE, instruction
focuses on content rather than language. The EL cohort teachers, EL
teacher, EL Instructional Partner (UAB), and trained classroom teachers are
available to provide assistance to teachers in implementing the core EL
program.
Alabama Courses of Study and World-Class Instructional Design and
Assessment English Language Proficiency (WIDA ELP ) Standards
The WIDA ELP Standards facilitate the design of language development
24
objectives that support, guide, and develop content knowledge and skills at
the appropriate level of English proficiency. The Enterprise City School
System is committed to teaching ELs survival English by developing their
academic English through the context of all content areas.
The Enterprise City School System will use language instruction
supplemental educational programs in pull out and push in settings to
ensure that limited-English proficient students develop English proficiency.
State assessments and other measurable objectives will be used to
determine annual proficiency. Programs that have a high success rate of
helping children to meet proficiency levels will be purchased. Language
education programs will be evaluated based on established criteria. These
researched based programs will be implemented by faculty and staff who
have fluency in English including having written and oral communication
skills. Materials and supplies specific to supplemental instruction will be
purchased with available funds. Our goals are to 1) understand, assess, and
provide services which respond to each student’s abilities, backgrounds,
and experiences; and 2) to eliminate barriers which interfere with a
student’s school success.
Students who are acquiring a new language undergo five stages of language
development: Entering, Beginning, Developing, Transitioning, and Bridging
until they attain English proficiency. By implementing the WIDA- ELP
standards in the classroom, teachers are able to provide ELs with
meaningful access to local curriculum as they progress through the stages
of language acquisition.
2) Describe how language instruction educational programs will ensure
that ELs develop English proficiency.
 Practice of continuous improvement and use of data to improve
the rate of language acquisition for ELs
 Support the LEA provides each school with respect to continuous
improvement practices
 LEA integration of the World-class Instructional Design and
Assessment English language proficiency (WIDA ELP) standards
with the curriculum
 Teacher integration of the WIDA ELP Standards in lesson plans
25
Supplemental Program
The supplemental EL program is based on the pull-out/push-in method of
English acquisition instruction. During an EL’s first year of school in the
United States, their language proficiency as determined by the WIDA
MODEL or ACCESS for ELLs is generally considered to be in the beginning
level of proficiency (anywhere from a 1.0 to a 2.9). For these students, the
EL Teacher/Aide may pull them out of class and/or be with them in class to
give direct English instruction and strategies to classroom teachers for
acquisition purposes. The Alabama State Department of Education
suggests pulling students in levels 1 and 2 3-4 times a week for 30-45
minutes per session to build academic language.
The ESL program will offer supplemental instruction that will:
Lead to the timely acquisition of proficiency in English ,
and
Provide teaching and learning opportunities so that each
student can become proficient in the state’s academic
content and student academic achievement standards
within the specified time frame that is expected for all
students.
Instruction will be offered by EL staff who are fluent in English, including
having written and oral communication skills.
The needs of all English Learners will be prioritized to include the following
goals:
1) To help ensure that students who are English Learners to attain
English proficiency, develop high levels of academic
attainment in English, and meet the same challenging state
academic and content and student academic achievement
standards as all children are expected to meet. The needs
of ELs include Early Childhood, Elementary, Junior, and High
School. The instruments used will be: SAT-10, ARMT,
ACCESS, AHSGE, and questionnaires/surveys.
2) To develop high-quality language instruction educational
programs designed to assist school in teaching limited
English Learners; and,
3) To demonstrate improvements in the English proficiency of
English Learners each year
26
3) Include the specific components of the LEA’s program of English
language acquisition and academic services for ELs.
SCIENTIFICALLY BASED RESEARCH PROGRAMS AND ACTIVITIES FOR THE
ACADEMIC ENHANCEMENT OF ENGLISH LEARNERS
The Enterprise City School System will use Title III supplemental funds to
provide high-quality language instructional, educational programs that are
based on scientifically based research demonstrating effectiveness in
increasing English proficiency and student academic achievement in the
core academic subjects and as a part of the core academic program. This
research involves the application of rigorous, systematic, and objective
procedures to obtain reliable and valid knowledge relevant to educational
activities and programs.
The needs of our school system’s English Learners are varied. In
response, our classroom teachers and ESL staff utilizes a variety of
instructional programs which allow for the utilization of a variety of
instructional strategies and approaches focusing on the acquisition of
academic language proficiency and literacy. The WIDA ELP Standards will be
formally used for instruction with English Learners. The WIDA ELP standards
and other resources are found by visiting
http://www.wida.us/standards/index.aspx.
Tier I instruction is designed for all students. This core instruction is
delivered by the general education teacher and should meet the needs of
at least 80 percent of the students. Tier II instruction is explicit, systematic,
and aligned with Tier I instruction that is used to remediate skills or
concepts and to enrich and enhance the education of students. This
instruction can be given inside or outside of the classroom by the general
education teacher, a specialized teacher, a special education teacher, or a
para-educator. Struggling learners who still have difficulty mastering grade
level expectations after receiving Tier I and Tier II services should be
provided with Tier III intervention. Tier III is provided by a specialized
27
teacher, counselor, or special education teacher that is highly skilled in the
area of weakness. An RtI for ELs Action Plan and Tier determination chart is
to be considered.
In addition, students requiring English language acquisition instruction
should receive ongoing formal and informal assessment of their progress by
their classroom teachers using the progress monitoring tools (i.e. core end
of unit tests, benchmarks, and STAR as appropriate) and the EL Faculty
/Staff (i.e. Compass Learning program and the WIDA MODEL).
To ensure ELs are educated in the least restrictive and least segregated
manner possible, based on the educational needs of the students, all
language-minority students are immersed into the regular curriculum. The
WIDA ELP Standards for ELs in Kindergarten through Grade 12 are to be
used as an instructional tool when an EL is receiving English language
acquisition instruction by the EL Coach as well as regular classroom
instruction. ELs are required to meet all grade-level appropriate academic
standards defined in Alabama Courses of Study including the College and
Career Readiness Standards (CCRS). Supervision and monitoring of
computerized programs and tutorial help with regular classroom subjects,
both in and out of the regular classroom can be performed by
paraprofessionals under the supervision of a certified teacher. Academic
subjects are taught using English as the medium of instruction. Content
knowledge and skills are the primary goals. Highly qualified content-area
teachers use simplified language, physical activities, visual aids and the
environment to teach vocabulary for concept development in language
arts, mathematics, science, social studies, and other subjects.
The EL program must ensure students gain the English language skills
necessary to function successfully in an English-speaking academic setting.
If academic deficiencies exist, the LEA must provide additional support as
needed to ensure that ELs meet the same challenging state standards all
students are expected to meet.
English learners must simultaneously learn English and content. WIDA ELP
Standards facilitate the design of language development objectives that
support, guide, and develop content knowledge and skills at the
appropriate level of English proficiency. Students learning a new language
undergo five stages of language development: Entering, Emerging,
Developing, Expanding, and Bridging until they attain English proficiency. By
28
implementing the WIDA ELP standards in the classroom, teachers are able
to provide ELs with meaningful access to local curriculum as they progress
through the stages of language acquisition.
The following lists offer a broad description of the program materials in
place at the different grade levels for classroom teachers and EL
Faculty/Staff. Documentation of the research for these programs is on file
in the CIP documentation file and in the office of the Director of Federal
Programs. Each school has its own additional inventory to meet the unique
needs of the students enrolled in that school. As content area textbooks
are adopted, attention is given to the EL supplementary components
Grades K-2
Finish Line for ELs English Proficiency Practice
Language Line (pending purchase)
Big Universe
TransACT website
Spanish only and bilingual Spanish/English library books.
Accelerated Reader (AR) tests for Spanish versions of books
Bilingual dictionaries
Computer translators for Classroom and home use
Compass Learning
Harcourt StoryTown
Laptops and/or iPads
Grades 3 - 5
Finish Line for ELs English Proficiency Practice
Big Universe
Compass Learning
Language Line
TransACT website
Rosetta Stone – Computer assisted English language acquisition
program???
Computer translators for classroom and home assistance
Bilingual dictionaries
ESL supplemental resources for regular curriculum materials
Spanish only and bilingual Spanish/English library books
Accelerated Reader (AR) tests for Spanish versions of reading books
29
Word-for-word translation dictionaries for state assessment
accommodations
Laptops and/or iPads
Grades 6 – 8
Finish Line for ELs English Proficiency Practice
Language Line
TransACT website
Computer translators for classroom and home assistance
Strategies for Success with ELs for teachers
Voyager
Science: Spanish reading study guides
Rosetta Stone- computer assisted English language acquisition???
Laptops and/or iPads
Compass Learning
Grades 9 – 12
Finish Line for ELs English Proficiency Practice
Language Line
Compass Learning
TransACT website
Computer translators for classroom and home assistance
Finish Line for ELLs
Laptops and/or iPads
Other programs include:
A. In grades one through three, the reading approach to literacy is
the use of Dibels. Considerations are given when instructing students
who have a Primary Home Language Other Than English (PHLOTE) and who
have been identified as an English Learner (EL) student. Dibels are used to
foster the understanding and relationship between phonemes (the
Sounds of spoken language) and graphemes (the letters and spellings that
represent those sounds in written language). This instruction is research
based and systematic. The primary goal of this approach is to help children
30
understand the relationship between written letters and spoken sounds.
B. English In My Pocket is used with students in grades kindergarten
and first who are non-English speakers to teach survival English, such
as basic vocabulary, body parts, clothing, etc.
C. Reading Milestones” by Pro-Ed is used with students in grades one
through twelve to teach basic skills. This program was created for
use with special student populations.
D. Let’s Go! by Oxford is designed for use in an ESL program and it is
used with students in grades one through six who are not proficient
orally in English. High Point by Hampton Brown is used with students
in grades seven through twelve to strengthen oral, reading, writing,
and listening skills.
E. The Rosetta Stone computer program is available for students for
use in the regular classroom, before school, and after school. This
program is available for student use in school libraries. This is an
independently paced computerized program which requires limited
monitoring from ESL staff. All areas of English proficiency are
addressed through this program.
F. The Compass learning program (EL Component) is used when EL
students have basic reading skills in their primary language.
This program is multi-leveled and student placement is based
upon the program assessment. The decoding portion of this
program is primarily used.
G. Passing the state assessment in Reading and Mathematics are
used to prepare secondary level students for the language and
mathematic portions of end of course test.
H. All adopted textbooks and Alabama Courses of Study are used to
ensure that students are correctly offered assistance when
31
needed in currently enrolled academic courses.
I. Adding English is the ESL component for the basal reading
program. This component is used as a 3-tiered program with all
students in Tier 1, students who need additional assistance in
Tier 2, and intensive instruction in Tier 3. EL students who
cannot read or decode
grade level material and struggle with comprehension are
targeted for Tier III.
J. Grammar Books for 100 Clear Grammar Tests@ by Keith F. Folse is
used
as a supplement to prepare students for the language portion of
the High School
Graduation Exit Exam.
K. Many trade books have been purchased on various topics for used
with all ELstudents. These books are written in English but
celebrate various cultures. These books may be read to the
students by ESL staff or just available fortheir independent
reading.
L. Basic English as a Second Language@ dictionaries, as published by
Bilingual Dictionaries, Inc., are available to all LEP students.
M. Success by Addison Wesley is used with students in grades six,
seven and eight to strengthen grammar, listening, and
speaking skills.
N. The Easy English News is distributed to all EL students once each
month. Thisnewspaper is especially written for the Nom - PHLOTE
student. However, this newspaper is a great way to share
samplings of differently in each ESL instructional setting in
response to the students’ age and
American culture and current news events from an American
prospective. Many ofparents/guardians of our EL students
have expressed great appreciation for publication and they
have also shared that they read it at home.
O. Odyssey Compass Learning is used as a computer based
program that is aligned with the Alabama Course of Study to
teach reading and math concepts. The EL component of Compass
32
Learning is used specifically with ELs in individual or small
instructional settings.
The Enterprise City School System provides supplemental services to EL
students that include, but are not limited to, after school tutoring, summer
reading programs, interpreters on hand as needed, purchasing of
Scientifically Based Research EL programs to be used for pull-out, elective,
or resource programs for these identified students. Programs and activities
will be developed, implemented, and administered through the regular
classroom instructional program as well as the individual learner plan to
ensure that ELs acquire academic language as part of the core academic
program. For example, the Harcourt Reading Program will be implemented
for language and reading mastery for students including those with limited
English.
Translated handouts/forms/information are distributed in the language the
student and parents can understand. All EL students are given the same
fair and appropriate education as all other students. All EL students will be
taught by certified teachers, and all teachers are fluent in English.
4) Describe the grading and retention policy and procedures; ELs cannot
fail or be retained if language is the barrier.
Grading and Retention Policy and Procedures
Traditional procedures for assigning grades to students may not be
appropriate for ELs. Teachers should be encouraged to maintain high
expectations for student learning and should accommodate and adapt
lessons and assignments so that ELs can progress. A list of appropriate
accommodations is available from each school’s EL Coach or counselor
(Appendix C). The following guidelines must be followed to assure ELs are
not being discriminated against due to the language barrier:
Teachers must follow these guidelines:
Grading Systems -ELs must receive accommodations in content area
work when lack of skills in the English language is a barrier to
learning. These accommodations are documented in the student’s IELP. The method of grading is determined by the EL Committee and
is a part of the student’s I-ELP. The two grading systems used for ELs
in ECS are: 1)-Satisfactory (S), Unsatisfactory (U), or Needs Improving
33
(N) while giving accommodations or 2)-Follow regular grading system
while giving ELs accommodations.
The regular grading system should be used if only accommodations
in the regular classroom are made. Grades placed in a student’s
cumulative folder must reflect the student’s academic achievement
on grade level academic content.
Report Card Comments – EL must be included in the comment
section of the report card for each subject receiving
accommodations, either printed or hand written by the teacher.
Advanced Placement (AP) Courses - ELs are eligible to participate in
advanced placement courses; however, according to the College
Board Advanced Placement Program, accommodations for ELs are
not permitted on AP Exams. Please note that ELs enrolled in AP
coursesshould receive classroom accommodations so that they have
access to content. It is important that this information is shared with
parents and students.
District Assessments, STAR/Renaissance, etc. – Any assessment
given to an EL for grading and/or program placement purposes MUST
be accommodated as it is stated in the I-ELP.
Failing and Retention
A grade of “F” cannot be assigned to an EL without full
documentation of accommodations having been made to assure the
student full access to the content of the academic program. Lack of ability
to read and write in English is not the basis for an “F”. It is against the
law to fail a student because he/she is not proficient in English.
Retaining or placing ELs in a lower grade is ill advised in that it does
not help the student to learn English quicker, according to the
ALSDE. Consultation with the Director of Federal Programs,
counselor, and EL Faculty/Staff is required before retaining or failing
an EL. Retention of ELs shall not be based solely upon level of English
language proficiency. Prior to considering retention of an EL, the
following points should be addressed by the EL Committee:
34
What is the student’s level of English language proficiency?
Has an I-ELP been implemented to document classroom
accommodations and student progress?
To ensure meaningful participation, are classroom
accommodations being made in the areas of:
Teacher lesson delivery?
Activities and assignments?
Homework?
Formal and informal assessments (e.g., quizzes and
tests)?
How much English language development instruction is the
student receiving during the school day?
Has an alternate grading strategy been implemented (e.g., a
portfolio, checklist, teacher observation, or rubric assessment
on content and language objectives)?
Has the student’s classroom teacher been adequately trained
with instruction and assessment strategies specifically
designed for students learning English?
Do the report cards indicate that students were graded
according to guidelines set forth in their I-ELPs?
Has the teacher completed the Retention Checklist for ELs
document?
The child may be automatically retained if the parent requests
retention by signing the bottom of the EL’s I-ELP and the Retention
Checklist for ELs.
.
Strict adherence to a “number” grading system is often inappropriate for EL
students. To ensure that EL students have a reasonable chance of
succeeding in school, the following guidelines will apply:
1. For each EL student, a plan for EL instruction, similar to an IEP,
shall be developed.
2. Satisfactory or unsatisfactory grades relevant to the learning
objectives in that plan shall be assigned.
3. In regular classes (not EL), grades shall be assigned in accordance
with the scale established by the Enterprise Board of Education.
35
5) Include the specific staffing and other resources to be provided to
limited-English proficient students under the LEA’s English language
instruction educational program. As with other instructional personnel,
ESL staff must be qualified with academic preparation in English-as-asecond-language, as stipulated in the 1991 Office of Civil Rights (OCR)
Memorandum.
 Qualified personnel (ESL licensure)
 ESL staff development
 Content teacher and administrator staff development
English Learners will be instructed in core classrooms by highly qualified
teachers. Teachers will continue to receive professional development to
support instruction.
Qualified Personnel (ESL licensure)
All teachers in any English language instruction education program for ELs
funded with federal funds must be highly qualified to teach ESL (English as
Second Language/English for Speakers of Other Languages), fluent in
English, and high quality written and oral communication skills. State
requirements for teaching English as a second language are included in this
section for clarification.
EL Staff Development
On-going PD sessions are conducted to better train classroom teachers and
EL Faculty and Staff in the implementation of the WIDA ELP Standards and
Differentiated Instructional Strategies for ELs. In addition to participation in
staff development with content teachers, presentations on data, state and
federal ESL regulations and EL teaching strategies are a part of quarterly
meetings.
Content Teacher and Administrator Staff Development
On-going PD sessions are conducted annually to better train content
teachers and administrators in the implementation of the WIDA ELP
Standards and Differentiated Instructional Strategies for ELs. Turn around
training presentations provided by EL Faculty and staff, ALSDE, or
appropriate personnel to be shared with the staff at each school.
36
State Requirements for Teaching English as a Second Language
Teaching English to non-native speakers requires knowledge and skills that
differ from teaching other subjects such as science and math. Although
certain educational theories and instructional strategies are
interdisciplinary, teacher preparation courses may be inadequate in
providing methodology and theory that address English language
development within core subject areas.
The information provided below illustrates current state minimum
requirements for teaching ESL.
ESL Certification is awarded through programs at Alabama colleges
or with reciprocal agreements with other states and as of June 1,
2007, with PRAXIS II,
ESL P-6 Teachers can have:
ESL Certification
Foreign Language Certification
Regular Elementary Certification
Secondary ESL Teachers can have:
ESL Certification
Foreign Language Certification
Regular Elementary Certification
English/Language Arts Certification
Highly Qualified teacher regulations under The NCLB Act of 2001 do
not apply to ESL teachers who teach language development to ELs.
EL teachers shall not teach any core subject area classes without
falling under NCLB Highly Qualified Regulations.
While some certified teachers without formal ESL certification are
permitted to teach ESL as described above, LEAs must provide appropriate
PD for teachers who have not received formal ESL certification. ECS
complies with OCR regulations in requiring EL Faculty be certified in English
as Second Language/Language for Speakers of Other Languages.
Specific staffing and other resources will be provided to ELs. Our school
system has employed seven English as a Second Language staff, one of who
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is certified in ESL and has obtained a master’s degree in ESL through UAB.
Six staff members speak English and Spanish, one speaks English and
German, and one speaks English and Latin. All staff members speak English
fluently and have excellent written and oral communication skills as evident
of employment process and formal and informal observations.
6) Describe how the LEA will collect and submit data in accordance with
SDE requirements.
 How schools are trained to use STI or INOW to code ELs and enter
reliable and accurate data
The Enterprise City School System will collect data from each school’s
principal, data base, the school’s EL faculty orstaff member serving EL
students and any other entity as appropriate for collecting and submitted
data. Such data may include state assessment results for individual
students, performance indicators, attendance, report cards, progress
reports, demographic information, and waiver letters. Each collection of
data will be complied and submitted to the State Department of Education
according to requirements. The school system will also follow procedures
for reviewing EL reports online as required.
In accordance with ALSDE requirements, school systems must
systematically maintain information in individual student profiles for all
students identified as EL/language-minority students. Each school in ECS
will complete and maintain a Confidential LEP/EL Student Master List
(NOMPHLOTE List). ECS will also utilize the INOW data system to manage
this information. Training on entry guidelines for the items in INOW, to be
completed for EL data collection purposes will be addressed at system-wide
technology, Title I and EL Coaches’ meetings. Only school staff with full
office rights will be able to access the EL data screens. However, much of
the information needed will have to be obtained from the school EL Coach
and counselor. To access the screen to enter EL student program
information in INOW click on the Miscellaneous tab at the top of the
student data screen. All students with another language spoken in the
home are marked, in INOW, as determined by the HLS.
7) Include the LEA’s method for evaluating the effectiveness of its
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program for limited-English proficient students (including those
enrolled in non-public schools)
 LEA engagement in the continuous improvement cycle
The evaluation for the EL program is divided into two parts, core and
supplemental. ACCESS scores are used to evaluate the core program in
which classroom teachers utilize SDAIE approach.
Finish Line ACCESS test prep, professional development, EL staff members
who work with identified students and classroom teachers, and the WIDA
MODEL as a benchmark assessment are used to evaluate the progress of
the students. Finish Line ACCESS test prep will be evaluated in the Summer
when each individual EL’s ACCESS for ELLs test score comes back.
Professional development seminars will be evaluated using the evaluation
sheets each participant turns in at the end of the PD. Classroom teachers
will use a Survey Monkey questionnaire to evaluate the effectiveness of the
ELs Program The WIDA MODEL will be evaluated by the scores from the
assessment.
Each school in the LEA will be held accountable by evaluating their current
methods of assessing student proficiency, implementing reform strategies,
and developing and revising their ACIP plan for increased student
achievement. The ACIP and data will be analyzed and reviewed to
determine if the goals of the EL plan have been attained, what further
strategies are needed, and what resources should be allocated. The data
compilation report will also be used to evaluate the ESL program. If the
school system or school does not met the AMAO objectives, a school or
system improvement plan will be written to address deficiencies.
The Enterprise City School System’s method of evaluating the EL program
will also include a review of all state assessment results for individual
students and schools, analysis of comprehensive needs assessment,
adequate yearly progress results per subgroup, evaluation of school reform
strategies, and revisions. Such a review will determine the need to revise
existing school plans.
The purpose of program evaluation is to provide information for decision
making at several levels in the implementation of the goals, action steps,
and program implementation. The evaluation of the effectiveness of the
program is student achievement of English language proficiency and
proficiency on grade level student academic content standards. Evaluation
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of the EL Plan, LEA Improvement Plan, and Continuous Improvement Plans
are the outgrowth of the plan development and implementation.
Evaluation is continuous and an ongoing requirement.
A formal evaluation of the proficiency of the English language learner is an
instructional educational requirement. A formal evaluation of the EL
program will be conducted at the end of each school year and again upon
receipt of state assessment results. Assessing scientifically based research
methods, materials and approaches on teaching EL students is also an
important component of evaluating the program. Attaining English
proficiency is crucial to success in obtaining proficiency on content
standards. Three types of standards: English language proficiency
standards, academic content and performance standards will be assessed.
The annual measurable goals will determine the effectiveness of the
program and assist in program improvement. Additionally, the ESL
Program Evaluation and English Learners LEA Compilation Data /Web Portal
Accountability are used to assess the program and make revisions.
Parents also play a role in evaluating the program by serving as active
participants in offering input into EL plan for program improvements.
8) Include LEA’s method of identification and referral of ELLs to Special
Education. Note that the Individual English Language Plan must
describe how the school will communicate with the child and parent in
their native language.
ELs may be referred to the RTi/PST only after differentiated instructional
strategies have been provided for them for a reasonable amount of time in
Tier I and there is data showing this instruction has been unsuccessful. ELs
cannot be referred to the PST if language is the barrier to achievement. PST
/RTi may not have the specialized training needed to write appropriate
strategies or accommodations for students whose primary language is
other than English. If anEL is being discussed for possible special education
issues and language is clearly not the issue, then the PST/RTi is the
appropriate vehicle, provided an EL Coach and counselor are part of the
team. Once language has been eliminated as the barrier to achievement,
ELs must be served in the same way as all other students. A child may not
be determined to be eligible for special education if the determinant factor
is the EL’s language.
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For EL studentsenrolled in grades ten through twelve, these factors are less
of an issue because ESL instruction is offered in an add-on format through
an ESL class which is included on the student’s schedule as an elective.
Students are given elective credits for their successful matriculation in this
class. For all students, it is vitally important that the LEP/EL student’s
classroom teacher(s) and the ESL staff member cooperate with each other
fully to ensure the best instructional opportunity for each EL student.
Gifted and Talented Education
The Alabama SDE and the U. S. Department of Education, Office for Civil
Rights (OCR) signed a Title VI Resolution Agreement focusing on
underrepresented populations in gifted programs in Alabama. In
accordance with the Alabama State Department of Education’s agreement,
the Enterprise City School System will comply with procedures to comply
with Title VI.
English Learners will be considered for the gifted program under the same
guidelines as all students. EL students will participate in the second-grade
screening process. For consideration and inclusion in the gifted program,
minority students can be given special deference with an interpreter or an
adaptive version of the placement test. It is important that EL students
who receive ESL instruction are not penalized and/or burdened by their
participation in ESL instruction, especially in grades second through nine
when this instruction is offered in a pull-out format.
English Language Learners with Disabilities - Special Education Guidelines
for Service to EL Students
Special Education Procedures will be followed for referring, placing, reevaluating and serving an EL in Special Education. Accommodations for
English language proficiency must be made in each phase of the process.
All referrals involving ELs must include the EL Faculty/staff,, classroom
teacher, and counselor. The referring committee must have written
documentation that, over time, the student has had appropriate instruction
in acquiring English language skills enough to overcome any language
barrier before a referral to special education is made. There must be
documentation, such as the I-ELP, classroom lesson plans, and evidence of
English language instruction, showing that a student’s disability is not due
to a lack of English language proficiency.
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The materials and procedures used to assess an EL must be selected and
administered to ensure that they measure the extent to which the student
has a disability and needs special education, rather than measuring the
student’s English language proficiency. Listed below are some guidelines to
be used with ELs being tested for special education services. The English
language proficiency of the EL must be taken into consideration before
following any of these suggestions.
An appropriate IQ test may be given for the psychological part of the
evaluation when language is not a barrier.
A test in the student’s native language can be administrated. A
translator will need to translate the questions on the test to the
student in their native language and translate into English the
student’s responses to the test administrator. The translator must
be trained beforehand so that it is clearly understood that the
translator serves as a translator and not as an interpreter.
A second academic test, different from the one administered in the
native language can be administered in English according to the
students ELP level in English. A translator should be present, in case
the student is not able to give an answer to a question in English.
For students with possible articulation problems the following guidelines
are considered appropriate. To use certain test in English, a
translator/language line, fluent in the student’s native language, must assist
with the assessment. The native language names of the pictures should be
printed for the Speech Pathologist to see. The test administrator should
show a picture to the child and the translator should ask the child to say the
name of the picture in their native language. Then the translator should
say the same word as it should be pronounced in the native language. The
Speech Pathologist administering the test will need to match the phonemes
of both words to determine if the student has pronounced the word
correctly.
The EL with disabilities has a right to the same individual special education
services as other students with disabilities. Additionally, they must be
provided alternative language services that are an integral part of their
individual education plan.
In situations where it is not realistic to test in the native language or mode
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of communication for a child with limited English proficiency, information
that will enable the eligibility team to make a decision as to whether the
child has a disability and the effects of the disability on the educational
needs of the student must be considered.
The EL with disabilities has a right to the same individual special education
services as other students with disabilities. Additionally, they must be
provided alternative language services that are an integral part of their
individual education plan. The Individualized Education Program (IEP) for an
EL with a disability must include all of the components as listed in the
Alabama Administrative Code (www.alsde.edu).The IEP team shall consider
the language needs of the student as those needs relate to the student’s
IEP.
The I-ELP for these students should be written in collaboration with the IEP
committee to include counselor, El Coach, special education teacher, and
content/classroom teacher. A description for communicating with nonEnglish speaking students/parents must be included in their IEP. Parent
participation is a required part of the special education process and to
ensure active participation, accommodations must be made at all meetings
and in written communications for the non-English speaking parent. This
may also be necessary for parents of students who are National Origin
Minority who is NOMPHLOTE. These accommodations must include a
translator for oral communication, and written communication must be in
the parent’s native language, when at all feasible and possible
Gifted and Talented Education
ECS has implemented the following procedures for the gifted and talented
program.
All students in the second grade are screened for Gifted Education.
A PD program was established to enhance sensitivity to cultural,
economic and/or linguistic differences.
Personnel who are properly trained administer all tests.
Alternate assessments are given when there is evidence of cultural
bias in testing. Testing with the use of an interpreter is also an
option.
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Gifted referrals are made to the Gifted Referral Screening Team.
The Gifted Eligibility Team meets to determine if the student qualifies for
gifted services.
The EL student with disabilities has a right to the same special education
services as other students with disabilities. All students with disabilities are
guaranteed the right to a free, appropriate public education; an IEP with
related services, if needed, that meet their specific needs; due process;
education in
the least restrictive environment; tests that are not culturally
discriminatory; and a multidisciplinary assessment. However, cultural and
linguistic backgrounds should not be confused with disabilities and should
not serve as a basis for referral for a special education evaluation. Among
the concerns are identification, eligibility, and service provision for ELs
suspected of having a disability.
The school system’s programs for students with disabilities and English
Learners will work cooperatively to identify students who are eligible for
services. The identification, eligibility and service provision for these
students will be provided in accordance with the Individuals with
Disabilities Education Act of 2004. Specific procedures concerning the
referral of EL students located in the Alabama Department of Education EL
Policy and Procedures Manual will be followed. As a general rule, EL
students who are following normal developmental patterns for learning a
new language should not be referred. Care should be exercised or used to
ensure that limited-English proficiency is not the basis of a referral. A child
may not be determined to be eligible for special education if the
determinant factor is the child’slack of instruction in reading, math, or
limited-English proficiency.
Prior to a RTI referral, efforts must be made by the student’s classroom
teacher to meet the student’s needs within the context of the services
which are part of the regular education program, including the
accommodations. Such efforts and their results must be documented. A
referral to the RTI is made only after sufficient evidence is on file indicating
that accommodations have been made and the student has not made
progress in a research based program for at least 6 months to 1 year.
Three specific indicators which validate the need for special education
evaluation are:
1. Poor communicative proficiency in the home as compared to
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siblings and age peers in bilingual environments, especially when
this lack is noted by parents;
2. English language development that appears to be significantly
different from that of peers who are also learning English as a
Second Language; and,
3.
Noted developmental delays or other at-risk conditions.
Distinct Roles of RTi – Team and English Learner (EL) Committees
1. The RTi Team is to be used for developing strategies for any general
education student that is at risk of failure academically or behaviorally
and has not responded to instruction in whole group – core instruction.
At-Risk definition: core grades below C, or Level 1 or 2 on state
assessments/tests, chronic behavior referrals, etc. Although it is a
required step before special education testing, it is not used only for
pre-special education testing purposes. ELs may be placed on RTi,
provided they have been and are currently being served with
appropriate instructional and assessment strategies determined by the
EL Committee, but continue to demonstrate risk of failure. ELs cannot be
referred for RTi if language is the barrier to achievement. The RTi
committee may not have the specialized training needed to write
appropriate strategies or accommodations for students whose primary
language is other than English.
2.
If an EL student is being discussed for possible special education issues
and language is clearly not the issue, then RTi is the appropriate vehicle,
provided EL staff member(s) are part of the team. Once language has
been eliminated as the barrierto achievement, EL students must
be served in the same way as all other students.
3.
The EL and RTi committees are separate entities but may include some
of the same members. In smaller school districts, there are a limited
number of personnel available for these important roles. The issue is not
the duplication of personnel on the committees; it is the purpose of the
committees. Appropriate personnel to serve on the EL Committee
include content-area or general classroom teachers of ELs, assessment
specialists, school administrators, school counselors, and ESL staff.
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The EL Committee can refer an EL to the RTI. When the RTi process is
completed, the informationrecorded should remove all doubt that sociocultural factors are the primary contributors to the student’s learning or
behavior. Language should not be considered as a barrier. In situations
where it is not realistic to test in the native language or mode of
communication for an EL, the Enterprise City School System must consider
information that will enable the eligibility team to make a decision as to
whether the child has a disability and the effects of the disability on
educational needs.
Special education programs and services must be provided in accordance
with the Individuals with Disabilities Education Act of 2004. The Enterprise
City School System is to include a description for communicating with nonEnglish speaking students/parents in their Individual Education Plan (IEP).
The Enterprise City School System will secure the services to communicate
with the child/parent in the native language. The materials and procedures
used to assess a limited-English proficient student must be selected and
administered to ensure that they measure the extent to which the student
has a disability and needs special education, rather than measuring the
student's English language skills.
The EL student with disabilities has a right to the same individual special
education services as other students with disabilities. The IEP for an EL with
a disability must include all of the components as listed in the
AlabamaAdministrative Code. The IEP team shall consider the language
needs of the student as those needs relate to the student’s IEP. Parent
participation is a required part of the special education process and to
ensure active participation, accommodations must be made at all meetings
and in written communications for the non-English speaking parent. This
may also be necessary for parents of students who are National Origin of
Minority whose Primary Home Language is Other Than English. These
accommodations must include a translator for oral communication, and
written communication must be in the parent’s native language.
D. ASSESSMENT & ACCOUNTABILITY
1) Describe how the LEA will encourage and hold schools accountable for
annually measuring the English proficiency of limited-English proficient
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students and for participating in the state-administered testing
program.
 Coordination with the LEA Student Assessment Director
 Communication of assessment and accountability requirements to
schools
The Enterprise City School System holds each school accountable for
measuring annually the English proficiency of limited English proficient
students and participation in state testing program by monitoring
instruction and progress. All students including ELs will be required to
participate in state assessments to include: the ASPIRE and Assessing
Comprehension and Communication in English State to State for English
Learners (ACCESS for ELs) AND Quality Core.
ELs during their first academic year of enrollment in U.S. schools, will not be
required to participate in the reading subtest of the state assessments
(Aspire) or the reading subtest of the AHSGE. However, if these students
participate, their scores will not be included in accountability
determinations for reading. An academic year cannot exceed 12 months or
allow more than one exemption from the state reading assessment
regardless of the date of enrollment. ELs will be counted as participants
toward meeting participation requirement.
Schools will be required to submit a plan for achieving annual measurable
achievement objectives or for implementing reform strategies. The plan
must be monitored and evaluated annually for program and student
achievement. The school principal must conduct a meeting with his/her
faculty to discuss data-driven instruction. The goal of the school system is
to 1) provide instruction that will lead to the timely acquisition of
proficiency in English and 2) provide teaching and learning opportunities so
that each student can become proficient in the state’s academic
achievement standards expected for all students. This will be accomplished
through goal setting, implementing action plans, monitoring progress, and
then evaluating the plan/goals.
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The Enterprise City School System will hold schools accountable for
meeting proficiency and annual measurable achievement objectives. Each
school will be held accountable for measuring annually the English
proficiency of limited-English proficient students and for participation in the
state-administered testing program by submitting a school wide plan that
includes a needs assessment, reform strategies, professional development
activities, parental involvement strategies, and an evaluation of the plan.
The ACIP -Continuous Improvement Plan will be monitored, reviewed, and
evaluated each year. A copy of the plan will be submitted to central office
personnel for approval from the federal programs director and
superintendent. Based on the results of the state assessments each school
will review the scores of students in the subgroup – English as a Second
Language. The results will serve as a needs assessment of specific areas to
target. The schoolwide committee will report such results to the entire
faculty. The CIP will reflect annual revisions.
The Enterprise City School System will collect data from each school’s EL
faculty orstaff member serving EL students. Such data may include state
assessment results for individual students, performance indicators, report
cards, progress reports, and waiver letters. Each collection of data will be
complied and submitted to the State Department of Education according to
requirements.
The EL definition includes students with a wide range of educational needs
with respect to learning English as a second language. (See Appendix –
Accommodations)
Consider the following types of students, all of whom are present in
Alabama schools:
Children of recent immigrants who speak no English and who
have had no formal training in a written language
Children of highly educated immigrants, who have had formal
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training in English during proper schooling.
United States born children whose primary language is other
than English and who have had limited formal education
through the English language.
All EL students have participated in the statewide student assessment
programs, with or without accommodations, and be included in the
accounting system. Additionally, each year EL students who are currently
being served will be administered the ACCESS. EL students in their first
academic year may be exempted from the reading subtest portion of state
assessments. However, if these students participate, their scores will not
be included in accountability determinations for reading. Students in their
first academic year of enrollment in U.S. schools and who take ACCESS will
be counted as participants toward meeting the growth targets and
proficiency set by the state dept. An academic year cannot exceed 12
months or allow more than one exemption from the state reading
assessment regardless of the date of enrollment.
ELs, during their first academic year of enrollment in U.S. schools, must take
the appropriate mathematics portion of state assessments, with
accommodations as necessary, but their scores will not be included in
accountability determinations. These students will be counted as
participants toward meeting the percent participation
All ELs, whether they receive or waive supplemental Title III services, must
be tested annually on ACCESS for ELs state English proficiency test.
Assessment results for each limited –English proficient student that
participates in the state’s assessment system, under standard conditions or
with approved accommodations, will be included in the calculations and
determinations for academic accountability at the LEA and school levels.
The State Department of Education has established annual measurable
achievement objectives (WIDA standards) for English language learners and
for students’ development and attainment of English proficiency while
meeting challenging state academic content and student academic
achievement standards as required by Title I, Section 1111(b)(1). The
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measurable objectives will include the definition of Adequate Yearly
Progress (AYP) for limited-English students.
2) Describe how the LEA will hold schools accountable for meeting
proficiency and Annual Measurable Achievement Objectives (AMAOs).
 Monitoring and evaluating school engagement with continuous
improvement plan
The Enterprise City School System annually evaluates the effectiveness of
its EL Program at the LEA and school levels utilizing formal and informal
methods to determine progress in meeting these goals. At the beginning of
the school year, the English Language Learners LEA Compilation Data Form
is completed at the school level and sent to the Director of Federal
Programs to compile for the LEA. This data is an important part of the
evaluation.
The following methods are used to hold schools accountable, to self-assess
and to guide program changes:
Results of the English Language Learners LEA Compilation
Data Form
CIP implementation evidence file
RTi records
Parent survey results
Observations during school walk throughs / school rounds
Sign-in sheets from EL PD sessions
EL End of Year Program Evaluation
AMAO Reports
AMAO Improvement Plan for schools not achieving AMAO
status
The progress of ELs in acquiring English and achieving academic standards
and the evaluation of longitudinal data that compares the academic
progress of former students, with that of other English-proficient students
is also considered when making program changes. The annual AMAO
Report is a very important part of our evaluation process. In April, each
school will annually complete an ECS EL program evaluation to assess the
level of implementation of the LEA’s EL program goals. This evaluation will
be a survey sent to each teacher of an EL, and the survey will be available
on SurveyMonkey. These are compiled into a system evaluation report.
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Each school and LEA will be held accountable for:
Annual increases in the number or percentage of students
making progress in Language Acquisition (APLA)- AMAO-A.
Annual increases in the number or percentage of students
attaining English proficiency by the end of each school year
AMAO-B.
Proficiency as defined by the state, for EL students consistent
with Title I, Section 1111(b)(7) AMAO-C------ AMOs The percentage of limited-English proficient students who
participate in the states’ student assessment program. (Title I,
Section 1111(b)(2)(I)(ii) states that not less than 95 percent
(95%) of each school’s limited-English proficient students are
required to take the state’s assessments.
All discrepancies between the number of students enrolled, the number of
students tested, and the number of students included in accountability
decisions must be documented. Title III, Part A, Subpart 2, requires LEAs to
annually assess the English language proficiency of each EL student.
Students must achieve proficiency in their English language acquisition
based on the state-adopted English language development assessment.
Each school is held accountable for evaluating their EL Program and Plan in
conjunction with the CIP. The results will be used for program
improvement and revisions. The Plan will be presented to the faculty and
staff.
The progress of ELs in acquiring English and achieving academic standards
and the evaluation of longitudinal data that compares the academic
progress of former students, with that of other English-proficient students
is also considered when making program changes. The annual AMAO
Report is a very important part of our evaluation process. In April, each
school will annually complete an ECS EL program evaluation to assess the
level of implementation of the LEA’s EL program goals. This evaluation will
be a survey sent to each teacher of an EL, and the survey will be available
on SurveyMonkey. These are compiled into a system evaluation report.
Testing Considerations
In addition to English language proficiency, a number of other factors
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should be taken into account when testing EL students. Inexperience with
standardized testing and cultural differences in the relationship between
the home and the schools must be considered. The following suggestions
may be helpful in testing EL students:
Familiarize the student with testing procedures, since his or her culture
may not have provided extensive experience with standardized testing.
Practice on items that have formats similar to those used with standardized
testing including a machine-scored document for practice with "bubbling",
is recommended.
Take precautions to ensure that the parents/guardians are informed,
understand the purpose of testing, and know the meaning and any
implication of the results.
Testing Accommodations
The purpose of testing accommodations for an EL student is to enable the
student to demonstrate the degree of achievement which he or she
possesses. Accommodations can be made to ensure that each EL student
receives individual consideration of his or her language proficiency, but an
accommodation cannot be provided if it changes the nature, content, or
integrity of the test.
When determining appropriate accommodations for assessments, the EL
Committee must look at the accommodations regularly being made on the
student’s classroom tests over time in that particular subject area.
Accommodations on state assessments must be accommodations which
are a part of the student’s instructional program; however, the EL
Committee must work within the framework of the approved
accommodations on the EL Accommodations Checklists. The EL Committee
must remember that an accommodation on a state assessment cannot
supplant the skill that the test is designed to measure. Accommodations
which change the nature, content, or integrity of the test, such as reading
of a reading test designed to assess the skill of reading, are not allowed.
(See Appendix for EL Accommodations Checklists)
Identification of EL Students on the Answer Document
All EL students must participate in the assessment program and should be
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coded as such on the answer document. The LEP or EL bubble will be
gridded on the student’s answer document.
With ACCESS testing, demographic information is coded in the data
program INow. This information is pulled by the state department via the
school’s system’s reporting.
E. PARENT INVOLVEMENT
1) Describe how the LEA will promote parental notification and parental
and community participation in programs for limited-English proficient
students.
 Eight requirements for parent notification regarding program
placement
 Separate notification to parents regarding failure of the LEA or
school to meet Annual Measurable Achievement Objectives
(AMAOs) within the specified
time limit
Parental and community participation will be promoted and encouraged.
Parental involvement activities will include programs that link families and
schools together. When parents feel they have the power to change and
control their circumstances, their children tend to do better in school.
Their parents are also better equipped to help them. When schools work
with families to develop their connections, families become powerful allies
of the school and advocates for public education. Home –School Compacts
are translated as well as other school information.A Parent Involvement
Calendar is provided to parents with a page dedicated to our ESL families.
An annual system-wide meeting is held for the parents of English Learners.
Additionally, an ESL parent meeting is scheduled at least once each nine
week period. The purpose of such meetings is to present the ESL program
components, provide training to parents, and allow parents to offer input
into program. Not later than thirty days after the beginning of the school
year, parents must be informed of identification, level of proficiency,
instruction, IEP objectives (if applicable) exit requirements, academic
achievement standards for promotion and graduation.
Parents and community members who speak a language other than English
are invited and encouraged to participate in all school and system level
programs and activities as English speaking parents. Parents of EL students
will be notified of Adult Education classes and community classes where
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they may attend to benefit them. The school system will provide the
following:
Conduct an annual evaluation of educational programs to identify
and eliminate barriers that may exist in preventing parents from
participating in school activities
Provide an interpreter to assist in school registration, if needed
Provide an interpreter for parent/teacher conferences
Provide notices of school meetings and other activities in the
language parents can understand
Provide opportunities for parents to participate in the education of
their children
Provide opportunities for parents to be included on school and
system level committee
F. TITLE III SUPPLEMENTAL SERVICES
This section should be completed if the LEA receives Title III supplemental
funds.
1) Describe how the LEA uses Title III funds to supplement the core ESL
program.
The Enterprise City School System is required by federal law to provide
appropriate language acquisition services for students who are limitedEnglish proficient. The language acquisition services are considered an
integral part of a free and appropriate public education for all students.
Title I, Part A, funds may be used to coordinate and supplement state and
locally funded services, as well as provide other direct services toEL
students who are failing or are at risk of failing to meet the state'sacademic
standards. Title I, Part A, funds may be used to pay the salaries of
instructional staff to work with students who are experiencing academic
difficulties, including limited-English proficient students. Title I staff should
coordinate services with ESL and regular classroom teachers to provide the
most appropriate instructional approach.
ELs are eligible for programs and services provided by Title I, Part A, on the
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same basis that non-ELs are eligible. In schools operating Title I schoolwide
programs, all children, including ELs, are intended to benefit from the
program, and the needs of all students are to be taken into account in the
program design. In Title I-targeted assistance schools, ELs are eligible and
must be selected for services on the same basis as other children (not
applicable). The LEA is not required to demonstrate that the needs of ELs
stem from educational deprivation or solely from their limited-English
proficiency.
Title I, Part B, Subpart 3, Even Start Family Literacy
The Title I, Part B, Subpart 3, Even Start Family Literacy Program is a federal
discretionary grant program reauthorized by the No Child Left Behind Act of
2001. The primary purpose of Even Start is to help break the intergenerational cycle of poverty and low literacy in the nation.
Title I, Part C, Migrant Education Program
A student may be eligible for services under Title I, Part C, the Migrant
Education Program (MEP), if he/she has traveled with a parent or guardian
across school system boundaries to obtain temporary or seasonal work in
agriculture, fishing, or chicken processing. Migrant funds may be used to
support and supplement EL services, as well as provide direct services to
migrant students who are also ELs. Migrant education services do not
replace the need or requirement for an English language instruction
educational program, and Title I, Part C, may not be the only source of
funds used to provide the English language instruction educational
programs and/or services.
The MEP is supplemental to the basic, regular education program and
addresses needs that may be attributed to the migratory status of the
student’s family. All migrant students are not language-minority, nor are all
language-minority students migrant.
The Enterprise City School System will contact non-public school officials to
engage schools that are located within the geographic boundaries. The
federal programs director will contact in writing annually to each private
school located within the geographic boundaries of the Enterprise City
School system. The Intent to Participate form is sent as certified mail.
Currently, there are no private schools participating in the ECS to include
Title III.
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Education of Homeless Children and Youth
Title VII–B of the McKinney-Vento Homeless Act of 2001, promotes access
to public schools for homeless children and youth. The Enterprise City
School System ensures that barriers to enrollment for homeless students
are eliminated. Barriers may include requirements for residency,
guardianship, school records, immunization records, and transportation,
among others.
A student who is limited-English proficient and also meets the federal
definition of “homeless” is eligible to receive services provided through the
Title VII–B of the McKinney Vento Homeless Education Act of 2001 as are
other children who meet that definition.
Other Programs, Services, and Facilities
Language-minority students must have access to instructional programs
and related services for special populations in a school system. Such
programs include, but are not limited to, pre-school programs,
career/technical programs, special education programs, gifted and talented
programs, and extracurricular activities. All student support programs and
services and extracurricular activities must be available to languageminority students or ELs on the same basis that they are available to other
students in a school or school system. Similarly, each LEA must ensure that
ELs have access to comparable instructional materials, facilities, and other
resources as other students.
Circumstances and situations regarding participation of ELs in programs and
services, whether in school or in an extracurricular setting, that are not
clearly addressed in this document may be referred to the applicable
program office within the SDE.
HIGH-QUALITY, DATA-DRIVEN PROFESSIONAL DEVELOPMENT RELATED TO
ENGLISH LANGUAGE LEARNERS FOR PROFESSIONALS AND
PARAPROFESSIONALS
Professional development for faculty and staff members in the
Enterprise City School System is a crucial component to the success
of delivering effective instruction and services to English Learners.
Professional development will be provided to classroom teachers
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(including teachers in classroom settings that are not the setting of
language instruction educational programs), ESL teachers,
paraprofessionals, principals, administrators, and other school or
community-based organizational personnel that is:
Designed to improve the instruction and assessment of EL
students
Designed to enhance the ability of teachers to understand and
use curricula, assessment measures, and instruction strategies
for EL students
Based on scientifically based research demonstrating the
effectiveness of the professional development increasing
student’s English proficiency, or substantially increasing the
subject matter knowledge, teaching knowledge, and teaching
skills of teachers
Of sufficient intensity and duration to have a positive and
lasting impact on the teachers’ performance in the classroom.
The goal of high quality professional development is that
instruction offered to students is presented by highly qualified ESL
teachers and paraprofessionals. Each year the school system will
send representatives (ELstaff members and classroom teachers to
SETESOL or TESOL conferences). State Department professional
development opportunities will be made available to principals,
teachers, and the EL staff.
School, grade level, and committee meetings will be held to ensure
effective communication between the ESL staff, other school
personnel, administrators, and parents. Training for faculty will be
ongoing. Such training may include topics such as: 1) The effective
use of reading programs to teach ELL students. 2) Making Learning
Connections for Older English Language Learners (ELs) with Limited
or Interrupted Schooling. 3) Reaching and Teaching Diverse
Secondary –Age Learners: The Importance of Differentiated
Instruction 4) Links to Family Literacy, and 4) Closing the
Achievement Gap
2) Describe the method the LEA uses to initiate contact with non-public
school officials to engage in timely and meaningful consultation
regarding services available to ELs in non-public schools that are
located within the geographic boundaries of the LEA.
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




How ELs are identified
How needs of ELs are identified
How, when, where, and what services will be provided
How the services will be assessed
The amount of funds/services available
PRIVATE SCHOOL PARTICIPATION –To the extent consistent with the
number of eligible children in areas served by the Enterprise City School
System under a program specified in subsection, who are enrolled in
private elementary schools and secondary schools in areas shall, after
timely and meaningful consultation with appropriate private school officials
provide to those children and their teachers or other educational
personnel, on an equitable basis, special educational services or other
benefits that address their needs under the program.
Private schools in the ECS attendance zone are invited by certified mail
annually by the Director of Federal Programs to participate in a meeting to
discuss the availability of receiving services provided by federal funds for
their students including ELs. Services include participation in PD activities
on EL teaching strategies and EL instructional materials. Identification of ELs
and educational services needed are determined using the same guidelines
outlined in this EL Plan for students enrolling in ECS. Private schools
choosing to participate will be required to complete an End of Year EL
Program Evaluation to assess services. ELs will be assessed using the
ACCESS for ELLs state English language proficiency test. The amount of
funds/services available will be determined on an individual needs basis.
This section applies to programs under —
(A) subparts 1 and 3 of part B of title I;
(B) part C of title I;
(C) part A of title II, to the extent provided in paragraph (3);
(D) part B of title II;
(E) part D of title II;
(F) part A of title III;
(G) part A of title IV; and
(H) part B of title IV.
To ensure timely and meaningful consultation, the Enterprise City School
System shall consult with appropriate private school officials during the
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design and development of the programs under this Act, on issues such as
—
(A) how the children's needs will be identified;
(B) what services will be offered;
(C) how, where, and by whom the services will be provided;
(D) how the services will be assessed and how the results of the
assessment will be used to improve those services;
(E) the size and scope of the equitable services to be provided to the
eligible private school children, teachers, and other educational
personnel and the amount of funds available for those services;
and
(F) how and when the agency, consortium, or entity will make
decisions about the delivery of services, including a thorough
consideration and analysis of the views of the private school
officials on the provision of contract services through potential
third-party providers.
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Section III LEA Template
LEA COMPREHENSIVE ENGLISH LEARNER
DISTRICT PLAN TEMPLATE
Section A: Introduction and Educational Theory and Goals
Section B: Identification and Placement Procedures
1) Procedures for implementing the EL Advisory Committee
2) Methods for identification and placement
3) Procedures for exiting students from the ESL Program and monitoring progress
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Section C: Programs and Instruction
1) Programs and activities that will be developed, implemented, and administered
to ensure ELs acquire academic language as part of the core ESL program
2) How the ESL program will ensure that ELs develop English proficiency
3) Specific components of the LEA’s ESL program
4) Grading and retention policy and procedures
5) Specific staffing and other resources to be provided to ELs through the ESL
program
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6) Method for collecting and submitting data
7) Method for evaluating the effectiveness of the ESL program
8) Method of identification and referral of ELs to the Special Education Program
Section D: Assessment and Accountability
1) Method for holding schools accountable for annually measuring the English
proficiency of ELs and for participating in the state-administered testing
program
2) Method for holding schools accountable for meeting proficiency in academic
achievement (AMOs) and Annual Measurable Achievement Objectives
(AMAOs)
Section E: Parent Involvement
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1) Methods for promoting parent involvement activities to help improve student
achievement
2) Methods (in a language they can understand) for notification requirements for
ELs students regarding
 EL identification and placement and
 Separate notification for the LEA or school’s failure to meet AMAOs
Section F: Title III (To be completed if the LEA receives Title III supplemental
funds)
1) Use of Title III funds to supplement the core ESL program
2) Method the LEA uses to initiate contact with non-public school officials to
engage in timely and meaningful consultation regarding services available to
ELs in non-public schools that are located within the geographic boundaries of
the LEA (if applicable)
Section E: Appendix (Required documents are Home Language Survey, Parent
Notification Letters, and Title III Supplemental Services Waiver Letter; the LEA may
include any other related documents)
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