Section I Coversheet, Assurances, Signature PageEL District Plan Cover Sheet

Local Education Agency (LEA) Name:

LEA Contact for ELs:Name: Oveta W Pearce Signature:

Position and Office: Federal ProgramsDirector

Email Address:opearce@enterpriseschools.net

Telephone: 334-347-9531 Fax: 334-347-9531

X Check box if LEA receives Title III Funds

AssurancesThe LEA will:

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

X Assure that all teachers in any language instruction educational program for limited-English proficient students that is funded with any source of federal funds are fluent in English, including having written and oral communication skills

X Assure that all schools in the LEA are in compliance for serving English language learners (ELs)

X Assure that all individuals used as translators or interpreters are fluent in the language they are translating.

X 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 Assure that the LEA has a process for parents to waive Title III Supplemental Services.

X Assure that the LEA has a non-public school participation plan.

X 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

EL Advisory Committee Signatures

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Comprehensive English Learner District PlanEach 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 Behind Act 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 EL District 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 ChecklistAT A MINIMUM

THE LOCAL EL DISTRICT PLAN MUSTA. 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’,

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when used with respect to an individual, means an individual –

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; andF. 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 ISSUESA 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

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protection of the laws.”

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 non-language 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 [LEARNERSLau vs. NicholsA 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 non-English speakers (Lyons, 1992).

Plyler vs. Doe

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The Supreme Court ruled in Plyler v. Doe [457 U.S. 202 (1982)] that 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. PickardIn 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 PROCEDURES1) Include the LEA’s procedures for implementing the EL Advisory Committee. ENGLISH LEARNER ADVISORY COMMITTEEThe 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

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from those whose support and efforts may be important to the success of 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 evaluationThe 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 Survey8

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 language-minority 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.

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The HLS can be downloaded 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

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documented for future reference as needed.

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.

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The HLS indicates the use of a language other than English by the student 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 F-1 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

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becomes a part of the student’s EL file and/or cum folder. The parent or 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

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written on income line as appropriate.

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: At the beginning of every school year, all kindergarten and new

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

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competent and proficient speaker of English. ELs scoring a 4.8 or higher on 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 language-minority 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

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should participate.

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

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provided support in content classes. Teachers should implement all 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 I-ELP should be given to all teachers of the EL. The EL Coach will maintain a

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signature sheet, with the signatures of all persons receiving a copy of the I-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 re-evaluated 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 pre-special 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

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vehicle, provided 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.

· 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

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during their first year of monitoring, and FLEP2 during their second year of monitoring. 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 re-enters 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.

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C. PROGRAMS AND INSTRUCTION1) Describe the programs and activities that will be developed,

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 self-assessment 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

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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 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 ProgramsInstruction 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 which groups 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.

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Alabama Courses of Study and World-Class Instructional Design and Assessment English Language Proficiency (WIDA ELP ) StandardsThe 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. 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

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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

Supplemental ProgramThe 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

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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

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,

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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 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.

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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 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 componentsGrades 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

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Rosetta Stone – Computer assisted English language acquisition program???

Computer translators for classroom and home assistanceBilingual dictionariesESL supplemental resources for regular curriculum materialsSpanish only and bilingual Spanish/English library booksAccelerated Reader (AR) tests for Spanish versions of reading books

Word-for-word translation dictionaries for state assessment accommodations Laptops and/or iPads

Grades 6 – 8

Finish Line for ELs English Proficiency PracticeLanguage LineTransACT websiteComputer translators for classroom and home assistanceStrategies for Success with ELs for teachersVoyagerScience: Spanish reading study guidesRosetta 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

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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

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

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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

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 EL students. These books are written in English but celebrate various cultures. These books may be read to the students by ESL staff or just available for their 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. This newspaper 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

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American culture and current news events from an American prospective. Many of parents/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 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:

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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 I-ELP. 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 (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 courses should 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.

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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:

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

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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.

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-a-second-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

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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.

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.

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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 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 or staff 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

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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 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.

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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 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

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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 an EL 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.

For EL students enrolled 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 EducationThe 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

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Special Education Procedures will be followed for referring, placing, re-evaluating 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.

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

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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 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 non-English 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

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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.

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 inthe 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

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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’s lack 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 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) Committees1. 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

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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 barrier to 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.

The EL Committee can refer an EL to the RTI. When the RTi process is completed, the information recorded should remove all doubt that socio-cultural 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 non-English 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 46

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 Alabama Administrative 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 & ACCOUNTABILITY1) Describe how the LEA will encourage and hold schools accountable for

annually measuring the English proficiency of limited-English proficient 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

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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.

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 48

faculty or staff 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 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

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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 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 file50

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.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.

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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 ConsiderationsIn addition to English language proficiency, a number of other factors 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

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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 DocumentAll EL students must participate in the assessment program and should be 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 INVOLVEMENT1) 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

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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 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

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F. TITLE III SUPPLEMENTAL SERVICESThis 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 limited-English 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 to EL students who are failing or are at risk of failing to meet the state's academic 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 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 LiteracyThe 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 inter-generational cycle of poverty and low literacy in the nation.

Title I, Part C, Migrant Education ProgramA student may be eligible for services under Title I, Part C, the Migrant

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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.

Education of Homeless Children and YouthTitle 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 FacilitiesLanguage-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,

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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 language-minority 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 (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

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teachers and paraprofessionals. Each year the school system will send representatives (EL staff 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.

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

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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 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 TemplateLEA COMPREHENSIVE ENGLISH LEARNER

DISTRICT PLAN TEMPLATESection A: Introduction and Educational Theory and Goals

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Section B: Identification and Placement Procedures1) 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

Section C: Programs and Instruction1) 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

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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

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 Accountability1) Method for holding schools accountable for annually measuring the English

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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 Involvement1) 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

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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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