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English Language Development » ELD PROGRAM PLAN

ELD PROGRAM PLAN

                 

Foreword


This English Language Development Department Procedure Manual for Teachers, Administrators, and Parents serves as a resource for school personnel working directly with English Learners, for administrators conducting programs for these students, and for other members of the community who are working with our students.

This manual contains a variety of information relevant to an English Learner program including federal definitions, laws and guidelines, as well as curriculum and instruction. 



Painesville City Local Schools

Board of Education


 Kathleen Powers-Dolney

Katie Briggs

Charles Tackett

Pat Brown

Kelly J. Falkner Williams


Superintendent

Dr. Josh M. Englehart


Assistant Superintendent

 Michael Chokshi


Treasurer

 Sherri Samac


Director of State and Federal Programs Technology

Heidi Fyffe-Yocum


Director of Teaching and Learning

 Wendy Camper


Director of Student Services

 Chris Young


Director of English Language Development

Ruth Haines

  



Table of Contents

Plan for English Learners: 5

Mission Statement: 5

ELD Program Goals: 5

Educational Theory: 5

SIOP® Training: 5

Definition of LEP*: 5

Legal Responsibilities: 6

Civil Rights Issues 6

Enrollment, Identification, and Placement of EL Students: 7

Enrollment Policy 7

Language Usage Survey 8

Step 1: Administer the Language Usage Survey 8

Step 2: Assess English Language Proficiency 8

Next Steps: 9

Parent Notification 9

Placement 9

Communication 9

PCLS Bilingual Staff: 10

ELD Program Description 10

ESL Pull-out/ Push-in 11

Sheltered Instruction 11

Elementary School ELD Program Model 11

Middle School ELD Program Models 12

High School ELD Program Models 12

Staffing and Supporting PCLS ELD Program 13

Program Staffing: 13

Providing Meaningful Access to All Curricular and Extracurricular Programs 13

  1. Core Curriculum 13
  2. Specialized and Advanced Courses and Programs 13

Meeting the Needs of EL Students Who Opt Out of EL Programs or Particular EL Services 13

OELPA  Ohio English Language Proficiency Assessment 14

Evaluating EL Students for Special Education Services and Providing Special Education and English Language Services 14

Special Education 14

Title I Services 15

Long-Term English Learners 15

Monitoring and Exiting EL Students from EL Programs and Services 15

Exiting the ELD Program 15

Monitoring 16

ELD Forms 16

ELD EXIT Form 16

Parental Notification Consent/Waiver Form 16

Notice of Ineligibility 16

ELD Program Evaluation 17

Annual Measurable Objectives 18

Translation and Interpretation for Families 18

Parent, Family, and Community Engagement 19

Self-Evaluation Checklist for ELD Program 20

English Language Proficiency Standards 21

Kindergarten ELP Standards 21

Grade 1 ELP Standards 21

Grade 2 and 3 ELP Standards 21

Grade 4 and 5 ELP Standards 21

Grade 6th - 8th ELP Standards 21

Grade 9th - 12th ELP Standards 21

Glossary 21

Manuals and Brochures 23

Curriculum Support Materials 23

Resources 24



Plan for English Learners:

The district’s plan follows state and federal guidelines for providing service to English Learners(EL), which ensures that English learners have equal access to a quality education that enables them to progress academically while learning English.


History of English Learners (ELs) in the District: 

The Painesville City School District comprises one high school, one middle school, three grade-based elementary schools and a preschool.  The EL population has shown a steady growth since 1992-93, when the EL student population was only 13. The EL population for the 2010-11 school year was a little over 900 of the approximately 3,000 students in the entire Painesville City School District. Currently the majority of EL students are Spanish speakers, and comprise approximately 25% of the total school population.

Mission Statement: 

The English Language Development program serves English learners and the Painesville City community by offering comprehensive English language education and services.  We provide students with the language skills and cultural understanding necessary to participate fully in the academic setting.

ELD Program Goals: 

The goal of Painesville City Schools’ ELD Program is to provide high-quality instruction in the English language in the domains of listening, speaking, reading, and writing, as well as appropriate modifications and accommodations in the mainstream classrooms, so that English learners may develop the second language skills necessary to successfully achieve academically and socially in the United States. We will monitor data and responsively adjust our instructional program as needed.

Educational Theory: 

Direct instruction in ELD is provided by certified teachers, following Ohio English Language Proficiency standards, using district-approved reading and grammar texts designed for English learners. At the elementary, middle and high schools, ELD is implemented by using pull-out, inclusion basis and self contained models. Modifications and accommodations in the classroom are based upon recommendations from the State of Ohio, and best practices elucidated on a variety of educational websites. EL students can be expected to attain proficiency in Basic Interpersonal Communication Skills (BICS) within 1-3 years of instruction in US Schools. They can be expected to attain Cognitive Academic Language Proficiency (CALP) within 5-7 years.

SIOP® Training:

SIOP training is available to all staff members, and its methods are embedded into our instructional program. Definition: A scientifically validated model of sheltered instruction designed to make grade-level academic content understandable for English learners while at the same time developing their English language. 

Echevarria, J., Short, D., & Vogt, M.E., (2008) Making Content Comprehensible for English Learners, The SIOP® Model

Definition of LEP*:

 A child who is Limited English Proficient (LEP) is: between the ages of 3 and 21; enrolled in an elementary or secondary school; has a native/home language other than English, whether born in the U.S. or another country; and has such difficulty speaking, reading, writing or understanding English that the student may be unable to perform well enough in class or on state tests to meet expected state standards for achievement (Source: ODE Proficiency Rules).

*The term LEP is more commonly used in reference to parents.  The students are now considered English Learners(EL)


Legal Responsibilities:

There exists a substantial body of Federal Law that establishes the rights of EL students and defines the legal responsibilities of a school district serving these students. Administrators and school boards who are responsible for local policies and programs can turn for guidance and direction to this body of law. It includes the following:


1868 Constitution of the United States, Fourteenth Amendment

“…No state shall deny to any person within its jurisdiction the equal protection of its laws."


Title VI of the Civil Rights Act of 1964

Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English.


1974 Lau v. Nichols

A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District:  In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. [414 U.S. 563 (1974)]


1981 Castañeda v. Pickard

On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students. The case established a three-part test to evaluate the adequacy of a district's program for EL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]


1982 Plyler v. Doe

 The decision of the Supreme Court in Plyler v. Doe, 457 U.S. 202 (1982) holds that States may not, consistent with the Equal Protection Clause of the Fourteenth Amendment, withhold from undocumented children the same free public education they provide to other children residing in the State. The Court emphatically declared that school systems are not agents for enforcing immigration law, and determined that the burden undocumented aliens may place on an educational system is not an accepted argument for excluding or denying educational service to any student.

Civil Rights Issues 

Painesville City Local Schools has an obligation to meet the following:


  1. Identify and assess EL students in need of language assistance in a timely, valid, and reliable manner; 
  2. Provide EL students with a language assistance program that is educationally sound and proven successful; 
  3. Sufficiently staff and support the language assistance programs for EL students; 
  4. Ensure EL students have equal opportunities to meaningfully participate in all curricular and  extracurricular activities, including the core curriculum, graduation requirements, specialized and advanced courses and programs, sports, and clubs; 
  5. Avoid unnecessary segregation of EL students;
  6. Ensure that EL students with disabilities under the Individuals with Disabilities Education Act (IDEA) or Section 504 are evaluated in a timely and appropriate manner for special education and disability-related services and that their language needs are considered in evaluations and delivery of services;
  7. Meet the needs of EL students who opt out of language assistance programs; 
  8. Monitor and evaluate EL students in language assistance programs to ensure their progress with respect to acquiring English proficiency and grade level core content, exit EL students from language assistance programs when they are proficient in English, and monitor exited students to ensure they were not prematurely exited and that any academic deficits incurred in the language assistance program have been remedied;
  9. Evaluate the effectiveness of the school district’s language assistance program(s) to ensure that EL students in each program acquire English proficiency and that each program was reasonably calculated to allow EL students to attain parity of participation in the standard instructional program within a reasonable period of time and 
  10. Ensure meaningful communication with LEP parents.

In addition Federal law also prohibits all forms of race, color, national origin, sex, disability, and religious discrimination against EL students. For example, among other requirements, 


Painesville City Local Schools 

  • Must enroll all students regardless of the students’ or their parents’ or guardians’ actual or perceived citizenship or immigration status; 
  • Must protect students from discriminatory harassment on the basis of race, color, national origin (including EL status), sex, disability, or religion; 
  • Must not prohibit national origin-minority group students from speaking in their primary language during the school day without an educational justification;  and 
  • Must not retaliate, intimidate, threaten, coerce, or in any way discriminate against any individual for bringing civil rights concerns to a school’s attention or for testifying or participating in any manner in a school, OCR, or DOJ investigation or proceeding.


Enrollment, Identification, and Placement of EL Students:

Enrollment Policy 

ALL students will register online at the Board of Education Student Services office.  EVERY new student who enrolls with PCLS  must fill out a  Language Usage Survey(LUS) if one has not been filled out in a prior district. This will become part of the  enrollment information folder for all new students. The LUS determines whether or not to proceed with the evaluation to determine English Learner status. 

Each enrolling student must provide documentation from his/her prior school, if applicable.  If such documentation is not available, the parent/guardian will be asked to complete the Student’s Previous Educational Experience form and a Record Release Form. Once registration is complete the student’s application is reviewed, and the ELD teachers at the building are notified to administer the Ohio English Language Proficiency Screener (OELPS).



Language Usage Survey

English Learners (ELs) must be identified at the point of enrollment.  A consistent enrollment procedure, which includes the use of a Home Language Usage Survey, facilitates their entry into the new school.  All surveys must be validated by a trained school district employee.

Step 1: Administer the Language Usage Survey

Section A – Student’s Language Background 

Step 2: Assess English Language Proficiency

Initial assessment of English language proficiency must be conducted to determine the level of English proficiency and to facilitate appropriate instructional and program placement decisions.  

Painesville City Local School uses the Ohio English Language Proficiency Screener.   Testing is administered by TESOL teachers. The Online Screener  assesses English language proficiency in all four domains of language development–listening, speaking, reading, and writing as well as comprehension to ensure that students' language needs are properly identified and addressed through the district’s educational program. 

Students are then designated as English Learners(EL) (if they score less than Proficient in all areas on the Ohio Screener  or “Not EL” (if they score totally proficient). A student must score at the Proficient level in all four domains in order to be considered “Not EL”. The district EMIS Coordinator reports the student’s EL designation (L, S, Y, or M). 


LEP Status 


N No - The student is not Limited English Proficient. 


Y Yes - Limited English Proficient student who has been enrolled in U.S. schools for more than 360 school days (or the equivalent of two school years). OR Previously exempted from taking the spring administration of either of the State’s English language arts assessments (reading or writing). 


L LEP – Enrolled in U.S. Schools for First Time.  A recently arrived Limited English Proficient student who has been enrolled in US schools for no more than 180 school days 


M LEP – The ODE considers English learners who score a combination of 5’s and 4’s in three domains and a score of 3 in one domain as Trial Mainstream (M category in EMIS). Ohio is no longer using the former “Proficient Trial Mainstream” as a path towards exiting from the EL program. Trial Mainstream students will remain in the program until they reach ”Proficient” status.


S LEP – Enrolled in U.S. Schools for 2nd Year. A recently arrived Limited English Proficient student who has been enrolled in US schools for more than 180 school days and less than 360 days (or the equivalent of two school years).




Next Steps: 

Parent Notification


Within 30 days of the start of the school year (or within 15 days of enrollment if not identified prior to the beginning of school),(20 USC § 1113) schools must notify parents of English Learners who are participating in ELD programs of the following: 


  • The reason for identification of the child as an EL; 

  • The child’s level of English language proficiency, how the level was assessed, and the status of the child’s academic achievement; 

  • Methods of instruction used in the program in which the child is, or will be, participating, and the methods of instruction used in other available programs, including how the programs differ;

  • How the program will meet the educational strengths and needs of the child and help the child achieve English language proficiency, and meet academic standards; 

  • Exit requirements for the program, expected rate of transition to a classroom not tailored for EL students, and expected rate of high school graduation; 

  • In the case of a child with a disability, how the program meets the annual goals in the child’s individualized education program (IEP); and 

  • Information regarding parents’ right to withdraw the child from a program upon their request, and to decline enrollment or choose another program or method of instruction, if available. (ESEA 1112(e)(3)(A)).

Rights of the parent:

  • To remove the child from the program;
  • To decline enrollment in the program or other program options available;
  • Obtain assistance in selecting from among available programs.

*If parents deny permission for services, the student keeps the EL designation, and the student's

progress will continue to be monitored by the responsible ELD teacher. The “denied participation” code will be entered in EMIS for that student. However, the student will be included in the annual spring assessment of English proficiency given to all EL students.

Placement   

After students are identified as EL, the ELD teachers at each school determine the appropriate ELD program  for that student, based on the results of the language screener.


Communication

PCLS recognizes the importance of effectively communicating  with all of our EL parents and students. New staff are trained during orientation to know when and how to obtain qualified language assistance, use of interpreters when staff receive or make phone calls to language minority individuals, and the impact of ethnic and cultural differences on effective communication,  as well as record keeping procedures and reporting requirements.  


The PCLS predominant minority language group is Spanish. For languages that are less predominant or where translations are not feasible, the district has a contract with aLanguage Bank, where we will in a timely manner  meet their communication needs.   Please contact Director Ruth Haines or ELD department secretary Yaritza Alamo to have this set up.   



PCLS Bilingual Staff:


Board of Education                                                                                    

Ruth Haines, Director of ELD                                          

Yaritza Alamo, Exec Assistant to the Superintendent  

                                                                                               

Harvey High School                                                                               

Erica Houston, TESOL Teacher                                               

Janice Thompson, Paraprofessional

Maria Fischer, Paraprofessional                                      

Lydia Sandoval*, Administrative Secretary                        

Julia Haffa*  Guidance Secretary                                    

 

Heritage Middle School                                                  

Maria  Pacheco Flores, Paraprofessional

Sebrina Gama* Administrative Secretary

Raquel Paroff, Paraprofessional                                    

Amali Salgado, Paraprofessional                                     

Amber Gonzalez Torres*, TESOL Teacher                        

Lisa Joki* TESOL endorsed                                            

 

Maple Elementary

Ana Padilla, Paraprofessional

Maria Dwyer, Paraprofessional

Marisol Diaz ,TESOL Teacher

Dolores Llamas, Attendance Caller

Maria Petrasko, Speech Pathologist

 

Elm St Elementary

Isabel Veloz, Attendance Caller

Magda Folk, Paraprofessional

Wilnelia Ospina, Paraprofessional

 

Chestnut Elementary

Edith Carmona, Secretary

Karen Gonzalez, Paraprofessional

Kristin Yeomans, TESOL Teacher

Heather Boyle*, TESOL Teacher

Mayra Jalomo, Paraprofessional 

 

Red Raider Pre-School                                                 

Gloria Orozco, Paraprofessional

 

 Family Resource Center

Maribel Young*

Kenen Irish*

 

*Bilingual -- not translators 



Families that need services are identified at the time of enrollment and are flagged in Infinite Campus.  



ELD Program Description 


Painesville City Schools offers a Tiered Service Model of Instruction in order to provide the most appropriate service for each student.


The English Language Development (ELD) program is designed to enable English Learners (EL) to become competent in listening, speaking, reading, and writing of the English language through the use of second language methods.  The ELD program emphasizes the mastery of English language skills across all content areas  to enable English Learners  to access the curriculum and participate fully in the mainstream classroom.  The ELD program is an integral part of the total school program.  Not only does the program provide instruction by TESOL certified teachers, it also equips mainstream teachers with information and strategies for teaching English learners the District has embedded the concepts of the SIOP Model into its Instructional Framework and evaluation process.


Painesville City Local Schools uses the following program models to serve students in the ELD program.  The models, defined below, include:


ESL Pull-out/ Push-in

In the Pull-out model students  are “pulled out” of regular, mainstream classes for a portion of the day to receive specialized  instruction for English learners in the ELD program.  In contrast with pull-out ELD instruction, in push-in ELD, the ELD teacher provides instruction by going into the regular classroom. “Push- in” classroom ELD instruction and or support is provided by a TESOL certified teacher or an ELD bilingual paraprofessional. 


Sheltered Instruction

An instructional approach used to make academic instruction in English understandable to English language learners to help them acquire proficiency in English while at the same time achieving in content areas. Sheltered English instruction differs from ESL in that English is not taught as a language with a focus on learning the language. Rather, content knowledge and skills are the goals. In the sheltered classroom, teachers use simplified language, physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies and other subjects (National Clearinghouse for Bilingual Education, 1987). 




Elementary School ELD Program Model


  • The elementary program provides pull- out and push- in instruction by certified TESOL teachers. The ELD teacher delivers English instruction in accordance with the Ohio English Proficiency Standards in the areas of listening, speaking, reading, writing and cultural assimilation.  Pull-out instruction by the ELD teacher is mainly provided during the Intervention/Enrichment period.  Students are not pulled out during physical education, music, or art.

  • Sheltered English Instruction: English learners’ grade-level core content courses taught in English using instructional strategies that make the content concepts accessible while students are acquiring English as a second language. Teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in the content areas.  ELD teachers provide embedded best practices for English Learner strategies for mainstream teachers.

  • Paraprofessional/Tutor Model:

Bilingual paraprofessionals provide instruction and support using in class support and pull-out support.


Curriculum Support Materials

  • Ballard & Tighe: Carousel 
  • Reading A-Z
  • Leveled Literacy Intervention
  • Scholastic News
  • iReady


Middle School ELD Program Models


Pre-Functional and Beginners (OELPA 1):

  • Students participate in a self-contained Language Arts class taught by a TESOL certified teacher for a  full class period each school day.
  • Students receive support from an appropriate grade level bilingual paraprofessional in their academic classes on a daily basis.
  • Students  receive help with homework from the paraprofessional during academic support as needed.

 Intermediates and Advanced   (OELPA 2):

  • Students receive ELD instruction in the English Language Arts class, co-taught by the ELA and ELD teachers.  
  • Students  receive help with homework from the paraprofessional during academic support as needed and as available.
  • Students  receive support from a grade level bilingual  paraprofessional in their academic classes as needed.
  •  

*Long Term English Learners

  • Students receive their ELA class  ELD instruction in a self-contained class taught by a TESOL certified teacher.

Proficient  (OELPA 3):

  • Students are mainstreamed and monitored for two years.  ELD teacher or paraprofessional  provides support to the classroom teacher or student as requested.
  • The ELD teacher  monitors the students’ grades at interim and end of grading period  and intervenes if necessary.


Curriculum Support Materials

  • Ballard & Tighe: Champions
  • Content Based Language Arts
  • Escalate English
  • iReady



High School ELD Program Models


Pre-functional/Beginner students

  • Placed in a Beginning ELD class with the TESOL instructor
  • Assigned tutoring time daily with bilingual paraprofessional
  • Given additional support from both inclusion and pull-out programs

Intermediate/Advanced Students

  • Given intermediate ELD class or grade level English with support  
  • Students in ELA 9,10, 11, & 12 receive one to two semesters per year of ELD elective class and ELD study support class 
  • Given additional support from both inclusion and pull-out programs.

Proficient Students

  • Placed in the grade level English classes and monitored by ELD teacher  
  • Given support as needed.


Curriculum  Support Materials

  • Ballard & Tighe: Champions
  • Content Based Language Arts
  • Trade books

The models at all three levels allow the schools to meet the educational strengths and needs of the students by providing English instruction that is tailored to the students’ needs.  Research shows that students are expected to attain Basic Interpersonal Communication Skills(BICS) within 2-3 years, while they should attain Cognitive Academic Language Proficiency(CALP) within 5-7 years.  In the case of a student with a disability, the school provides services according to the student’s needs as well as consultation/collaboration with the Intervention Specialist.



Staffing and Supporting PCLS ELD Program   

Program Staffing:

The District’s ELD department consists of a Director, a bilingual secretary, 13.5 TESOL-endorsed teachers, and 12 bilingual paraprofessionals.  In addition the District has a Family Resource Center with 2 bilingual coordinators who provide programs and resources to the parents of our EL students.  The ELD Director of the program holds TESOL certification, is bilingual and provides professional development to administrators so that they may effectively evaluate the TESOL teachers in their buildings.  The 12 bilingual paraprofessionals provide support to the students as well as the parents.  Currently, the three elementary buildings, the middle school, and the high school all have at least one bilingual secretary in each office.


Providing Meaningful Access to All Curricular and Extracurricular Programs

English Learners in Painesville City are provided equal opportunities to participate in all programs and activities provided by the school district.  This includes core curriculum, specialized and advanced courses and programs, gifted services, and any curricular, co-curricular, or extracurricular activities.


1. Core Curriculum

ELD instruction is designed so that EL students can meet grade-level standards within a reasonable period of time.  EL students are placed in age-appropriate grade levels so that they can have meaningful access to their grade-appropriate curricula and an equal opportunity to graduate on time.  ELD teachers monitor the progress of the EL students in core subjects to assess whether they are incurring academic deficits and provide assistance when necessary.


2. Specialized and Advanced Courses and Programs

Gifted Services

EL students will be provided an equal opportunity to participate in gifted and talented programs, upper level courses, and other specialized programs offered by the district. Native language screening is provided when necessary.


Meeting the Needs of EL Students Who Opt Out of EL Programs or Particular EL Services

While Painesville City Local Schools encourages all parents of EL students to accept the EL services that are offered, occasionally we do have a parent  who chooses to opt out of the program.  In this case, the District speaks to the parents to ensure that they have made a voluntary and informed decision.  Appropriate documentation is then maintained on file.  However, all students who are identified as EL are still required to participate in the Spring OELPA test, regardless of their participation in the program.


OELPA  Ohio English Language Proficiency Assessment


The OELPA is composed of four tests which measure a student’s skills in four key domains (listening, reading, writing, and speaking).  Students enrolled in a public school who have been identified as an English learner (EL) are required to take the OELPA. The format is online for all English learners. Paper tests are intended as an accommodation for English learners unable to test online.


The OELPA is based on the Ohio English Language Proficiency Standards that are located at this link.



Evaluating EL Students for Special Education Services and Providing Special Education and English Language Services


PCLS must ensure that all students who may have a disability, and need services under IDEA or Section 504, are located, identified, and evaluated for special education and disability-related services in a timely manner. When conducting such evaluations, the District considers the English language proficiency of the EL students in determining the appropriate assessments and other evaluation materials to be used. The District  provides EL students with disabilities with both the language assistance and disability-related services to which they are entitled under Federal law.


Special Education

When an EL student’s performance suggests that he or she is having difficulties attaining academic and social expectations, which are unrelated to the student’s EL status, the student is referred to the school’s Response to Intervention team (RTI) for intervention strategies. The ELD staff must be part of this team.   Periodic reviews will be conducted to determine the success or failure of the strategies and what further strategies may be necessary. In the event that various strategies are not successful, the student may be referred for special education evaluation. Prior to this, the district will consider language proficiency of the student by analyzing the most recent English language proficiency scores. Should an English learner student qualify for special education services, he/she will continue to receive ELD services as reflected on his/her IEP.



The Painesville City Local School District follows the State of Ohio policies and procedures for referring students for special education evaluations. The intervention strategies must be utilized to ensure that such students are not referred for a formal Multifactored Team Evaluation when the lack of academic progress is primarily related to language background or a need for more ELD and/or support services. The student may require an evaluation administered in his/her native language. An ELD teacher, who is knowledgeable about the student’s native language will be part of the process of diagnosis and placement, and will discuss the effects of language on the evaluation. Parents will be provided an interpreter for due process, testing results and educational team reports in their native language if needed. The IEP or Section 504 plan for an EL student with a disability will reflect the student’s program of services and the service provider. The IEP or Section 504 teams for EL students will consider the student’s language needs when developing the student’s educational plan.


If a student needs, or is believed to need, special education services or related aids and services, the parents and guardians will be informed about the student’s services in a language that they can understand. Documents and proceedings to be translated include, but are not limited to, the following: notices of rights and procedural safeguards, consent forms, notices of meetings, interviews, special education or Section 504 placement meetings, individual education or Section 504 plan documents, statements of goals and objectives, and the district’s policies and procedures for identifying, evaluating, and placing students with disabilities. In addition, every EL student with a disability will receive ELD services by qualified and appropriately trained staff unless the placement committee determines and documents that such ELD services are clearly inconsistent with the student’s identified individual needs.



Title I Services


The Painesville City Local Schools ensures that EL students will be eligible for and provided with Title I services on the same basis as non-EL students.  The Title I and ELD departments work closely together to provide services for our students.


Long-Term English Learners


Long-term English learner (or LTEL) is a formal educational classification given to students who have been enrolled in American schools for more than six years, who are not progressing toward English proficiency, and who are struggling academically due to their limited English skills.


The District  identifies LTELs by the end of 6 years and provides specialized English classes in the middle school and high school to address the specific needs of those students.  At the middle school, each grade level has an English language arts class dedicated to Long-term English learners.  At the high school, LTELs are provided with 1-2 semester elective ELD classes that provide specific English instruction geared toward the students’ needs.


Monitoring and Exiting EL Students from EL Programs and Services


EL students in Painesville City are monitored for acquisition of content knowledge as well as language acquisition.  Benchmarks are monitored at the classroom, building and district levels in order to ensure adequate progress toward their goals.  The District monitors implementation of ELP standards through informal and formal observations and evaluations.  EL students participate in the yearly OELPA administration and the results of these tests inform their instruction.


Exiting the ELD Program 

The length of time an English Learner (EL) student spends in the program is dependent on their level of proficiency.  Research indicates it can take from 5 to 7 years to acquire academic language proficiency compared to a native speaker.  Therefore, the amount of support given to an ELD student will depend on his/her progress in his/her new language.  The typical path of an EL is from full support, to minimal support, to progress monitoring by the ELD teacher.  When the student becomes proficient in the four domains of language acquisition: Listening, Speaking, Reading, and Writing (as indicated by his/her scores on the state language assessment), the student is then exited from the program.


A student is reclassified (no longer English learner) when the student has attained a performance level of Proficient on the OELPA. The Proficient performance level is defined as domain/test level scores of 4s and 5s in any combination across all four domains (listening, reading, writing and speaking).  Students in grades K - 12 are eligible for reclassification if they receive a performance level of Proficient. 


Monitoring

After students exit the EL program, they are monitored for 2 years to ensure that: the students have not been prematurely exited; any academic deficits they incurred as a result of participation in the EL program have been remedied; and they are meaningfully participating in the standard instructional program comparable to their never-EL peers.  


When the District’s monitoring of an exited EL student indicates that a persistent language barrier may be the cause of academic difficulty because general education and remediation services have proven inadequate, the District will re-test the student with a valid and reliable, grade-appropriate ELP test to determine if there is a persistent language barrier and will offer additional language assistance services where needed. If the results of the retesting qualify the student as EL, the district will reenter the student into EL status and offer EL services. If the student is re-entered into EL services, the district will document the bases for the reentry and the parents’ consent to such reentry.


 

ELD Forms


ELD EXIT Form 

English/Spanish


Parental Notification Consent/Waiver Form  

English/Spanish


Notice of Ineligibility

(Bilingual Form)

                                                 


ELD Program Evaluation 


As the district defines the ELD program services available and develops others to meet the needs of EL students, the ELD staff will work with the individual building staff to develop appropriate measures of implementation and effectiveness. While general evaluation principles will apply to the ELD program assessment, inquiry will be more specific to each building service model. The evaluation will address participant, program, and system-level evaluation. This evaluation format will be ongoing to allow for mid-year corrections within services and will summarize to provide an overall accountability of services. 


The participant level evaluation will include student outcomes with comparative analyses for services needed.  The data sources for the participant level evaluation and comparative analyses include the following:


  • Language proficiency of the students receiving services
  • Success in ELD and any sheltered classes that are offered
  • Rates of exit from the ELD program
  • Success in mainstream classes
  • Student performance on state and district mandated assessments

The program level evaluation of the alternative language services will provide the formative portion on the evaluation.  The level of services evaluation conducted with the survey and observation data will include, but is not limited to the following:


  • Assessment of the accomplishment of specific short-term goals to be developed by the ELD director and the ELD staff
  • Actual implementation of services as described by district standards and school standards.
  • Evidence that the school and district support staff have identified needs of students in the school and designed service models to meet these specific needs.

System evaluation will provide an overall assessment of the effectiveness of the district in meeting the needs of EL students.


In addition to providing evidence of implementation, the system-level evaluation will examine EL’s performance on all current indicators of accountability.  


Painesville City Schools use the following measures at all three levels to evaluate the success of the EL program:

  •  teacher observation measures and checklists
  •  grade point averages
  •  measures on State assessments.
  • graduation/promotion rates
  • inclusion of EL students in Gifted and Talented and other special programs
  •  participation of ELs in extra-curricular activities
  •  drop-out rates


The District Leadership Team (DLT) and the Building Leadership Teams (BLT) study District data on a quarterly and yearly basis.  DLT/BLT meetings are held monthly and data is analyzed and discussed.  Included in these analyses is EL subgroup information. 


In addition to analyzing the data, the ELD teachers will, at interim times and at the end of each nine weeks, review the grades of the EL students to determine whether they are progressing through each grade as expected. Students who are not progressing satisfactorily, are brought to the RTI meeting. At each meeting interventions are discussed and agreed upon and then implemented. Follow-up meetings are scheduled to discuss the success of the interventions and more are recorded as necessary. 


After the above mentioned data is reviewed by the DLT, BLTs, and the ELD department, appropriate decisions are made regarding curriculum and staff. This is done to ensure that the district is meeting the needs of its EL students and providing appropriate services that will enable the students to become proficient in English.



EL parents will fill out a parent survey each year as part of the overall program evaluation.

ELD Interpretation/Translation Services


At the end of each year, the district’s ELD director  will review data on the Gifted and Talented program and honors program, as well as any other programs offered to the students of Painesville City to ensure that all current and mainstream/exited EL students have the opportunity to benefit from the educational program. 


By September 1 each year, ELD staff will review the procedures in the procedural manual, train new staff on the use of the manual and its procedures, and make any necessary revisions. The ELD Director, along with building administrators will monitor the procedures throughout the school year to ensure proper compliance.



 Annual Measurable Objectives


(AMOs) Annual Measurable Achievement Objectives refers to goals determined by the state to evaluate at a minimum, annual increases in number of children making progress in English, attaining English language acquisition, and making Adequate Yearly Progress. 



AMO Goals: As written in Ohio’s ESSA plan, there are different AMO’s set for ELA, math, and graduation rate for each student group. ELA and Math AMOs are measured through a Performance Index (PI) score calculation that differentiates tests by proficiency level. They include grades 3-8 state tests as well as first-time EOC tests. Graduation rate AMOs are set based on each subgroup’s Four-Year-Adjusted-Cohort graduation rate. The fourth domain—English Language Proficiency—is measured through the percent of English Learners making adequate progress towards English Language Proficiency, defined as either a 1- or 2-point annual increase in the number of points earned on the OELPA (For more information, see separate  technical documentation on ELP Improvement). 


Translation and Interpretation for Families 

Since the majority of EL students and their families speak Spanish, the district has committed to hiring Bilingual ELD teachers, tutors, aides or other staff members whenever possible. District documents have been translated into Spanish, including, but not limited to: registration, the Code of Conduct, Acceptable Use Policy, Free & Reduced Lunch Application, intervention, kindergarten registration, and all health forms. We provide bilingual translators for parent conferences, hearings, IEP and MFE conferences. We also support other languages with bilingual interpreters on contract.



Parent, Family, and Community Engagement

Painesville City Schools has a Family Resource Center with 2 bilingual Resource Coordinators.  One FRC is located at Elm Elementary and the other(The Hub) at Harvey High School.  The ELD department collaborates with the FRC to provide services, classes, and workshops for the LEP parents in Painesville City. 


 Family Resource Center


Programs provided for the parents of our English Learners include:


Cultural Heritage Night Celebration

Bilingual Parent Book Club

The Immigrant Guide: A series of 8 weekly workshops providing practical information for living and succeeding in the United States

Parenting Partners

Parent Cafe

ESL classes for adults:  Day and evening classes held at the Family Resource Center.

Technology class for adults


Evaluation Checklist for ELD Program


                        Self-Evaluation Questions

Yes

No

                    Identification and Assessment

   

Have all staff members received a copy of the procedural manual?

   

Have all staff members been trained to use the procedural manual?

   

Does every student have a Home Language Survey on file?

   

Are all students who identify another language on the Home Language Survey assessed using the screener?

   

Is the school using Ohio State assessment data to guide instruction?

   

                Programming and Curriculum

   

Is the staff within each school aware of the needs of the ELs?

   

Are the ELD teachers following the English Language Proficiency (ELP) Standards for the state of Ohio?

   

Are classroom teachers using the ELP standards as a guide when collaborating on lesson plans?

   

Are classroom teachers collaborating with ELD teachers?

   

Are SIOP strategies being implemented by all teachers?

   

Are all EL students receiving appropriate services?

   

Are beginning level students receiving basic English instruction?

   

Are EL students receiving assistance in content area classes?

   

Staffing and Professional Development

   

Do the ELD teachers possess the appropriate certifications for their positions?

   

Are all certified teachers trained in the SIOP method for content-based teaching?

   

Have the paraprofessionals received professional development training?

   

Parental Involvement

   

Do all parents receive information in a language they can understand?

   

Do all parents receive a consent waiver form?

   

Do all parents receive notification of their child’s progress?

   

Do parents receive information about the school system and ways to help their children at home?

   

Program Evaluation

   

Is the school maintaining appropriate data for each student in order to monitor yearly progress in English language proficiency?

   

Are the ELD teachers and administrators evaluating the program annually?

   



English Language Proficiency Standards


The ELD teachers follow the Ohio English Language Proficiency standards linked below.  




Glossary



AMO’s

Annual Measurable Achievement Objectives refers to goals determined by the state to evaluate at a minimum, annual increases in number of children making progress in English, attaining English language acquisition, and making Adequate Yearly Progress.



Authentic Assessment

“Multiple forms of assessments that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities. Examples of authentic assessment include: performance assessment, portfolios, and student self-assessment” (O’Malley & Valdez-Pierce, 1996, p.4)


BICS

Basic Interpersonal Communication Skills refers to a student’s social English language skills.  Research indicates that students take 1-3 years to acquire functional social language skills.  (Cummins, 1981)


CALLA APPROACH

Cognitive Academic Language Learning Approach is a tool for working with English Language Learners (ELL).


CALP

Cognitive Academic Language Proficiency refers to English language skills necessary to function successfully in an academic /school environment.  Research indicates that it takes students from 3-7 or more years to acquire such academic language skills.  (Cummins, 1981)

EL

English Learner is a term used to identify students who are in the process of acquiring English language skills to function in a school setting.


ELD  INSTRUCTION

English Language Development are instructional methodologies used to teach English language components (grammar, vocabulary, pronunciation) and language skills (reading, writing, speaking, and comprehension.)


ESL PROGRAMS

ELD/ESL programs emphasize learning English for both social and academic purposes.  English is the language of instruction.


ELD  PULLOUT

Students spend part of the day in a regular classroom, but are pulled out for a portion of the day to receive ESL instruction.



ELD  CLASS PERIOD

Students receive ESL instruction during a regular class period.  They are grouped by English language proficiency levels such as: Pre-functional, Beginner, Intermediate, Advanced and Fully English Proficient. This cannot be done at the highschool level due to master scheduling.


ELD TEACHER

ELD teachers are required to be certified and have specific training in ELD instruction.  They may provide ELD instruction or support services to EL’s.  They may provide consultation services to regular classroom teachers.


HOME LANGUAGE SURVEY

This form is given to all students at time of registration to survey the language most often used in the home.


INCLUSION

EL are placed in general education classes and may receive tutorial support or receive service through a team approach.


LEP Status 


N No - The student is not Limited English Proficient. 


Y Yes - Limited English Proficient student who has been enrolled in U.S. schools for more than 360 school days (or the equivalent of two school years). OR Previously exempted from taking the spring administration of either of the State’s English language arts assessments (reading or writing). 


L LEP – Enrolled in U.S. Schools for First Time.  A recently arrived Limited English Proficient student who has been enrolled in US schools for no more than 180 school days 


M LEP – The ODE considers English learners who score a combination of 5’s and 4’s in three domains and a score of 3 in one domain as Trial Mainstream (M category in EMIS). Ohio is no longer using the former “Proficient Trial Mainstream” as a path towards exiting from the EL program. Trial Mainstream students will remain in the program until they reach ”Proficient” status.


S LEP – Enrolled in U.S. Schools for 2nd Year. A recently arrived Limited English Proficient student who has been enrolled in US schools for more than 180 school days and less than 360 days (or the equivalent of two school years).




Migrant Education

Education programs established mainly to meet the needs of children of farm laborers, who often face challenges such as poverty, limited English proficiency, and readjustments due to moving often from school to school.



OCR

The Office of Civil Rights, U.S. Department of Education has the responsibility for enforcing Title VI of the Civil Rights Act. OCR investigates allegations of civil rights violations and initiates investigations of compliance with federal civil rights laws in schools that serve special student populations, including language-minority students.


SIOP (Sheltered Instruction Observation Protocol)

An Instrument used by researchers to measure teacher implementation of sheltered instruction.


Title III

The purpose of Title III is to meet the needs of Limited English Proficient students, develop high quality language instruction programs, build agencies’ capacities, promote parental involvement, streamline programs, hold state and local educational agencies accountable, and provide flexibility for agencies. 

 

TESOL

Teachers of English for Speakers of Other Languages


 

Manuals and Brochures


  • Making Content Comprehensible for English Learners the SIOP Method Authors: Jana Echevarria, MaryEllen Vogt, Deborah J. Short.   (2004).

  • Help! They Don’t Speak English Starter Kit for Primary Teachers

Published by ESCORT, Region IV Comprehensive Center at AEL Region XIV Comprehensive Center/Center for Applied Linguistics.  (2003).


  • Special Education Considerations for English Language Learners.  Delivering a Continuum of Services

Authors: Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, Jack Damico. 

(2007).


  1.   Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers

      Shelley Fairbairn, Stephany Jones-Vo. (2010)


Curriculum Support Materials


  • ESL Pearson Longman  Cornerstone Program

  • District Curriculum Mapping

  • Ohio Academic Standards

  • Ohio English Language Proficiency Standards for Limited English Proficient Students. Ohio Department of Education Center for Curriculum and Assessment Lau Resource Center (Revised 2008)

  • Reading A-Z

  • Writing A-Z

  • Fountas and Pinnell

Resources

  • Getting Your ESL Ducks in a Row 

Jeannette Dawes, ESL Consultant   

[email protected]


  • Language Assessment Scales

Grade Levels: Pre-K-12

Communication Modes: Listening, Speaking, Reading and Writing

Languages: English, Spanish

Contact: CTB/McGraw Hill, 20 Ryan Ranch Road, Monterey, CA 93940

Tel: (800)538-9547 



  • National Clearinghouse for Language Acquisition & Language Instruction Educational Programs   www.ncela.gwe.edu



  • migrantliteracy.net