ENGLISH - Clark County School Districtccsd.net/resources/management-process-system/proc... · English Language Learner Program Mission Statement ... Over 689 foreign transcripts processed

GAC 5080

C l a r k C o u n t y S c h o o l D i s t r i c t

P r o c e d u r e s R e f e r e n c e M a n u a l

ENGLISH

LANGUAGE

LEARNER

PROGRAM

FOR STUDENT SUCCESS

i

Clark County School District

English Language Learner Program (ELLP) Procedures Manual

“The English Language Learner Program advocates for English Language Learner student rights by providing leadership,

services, and strengthening the capacity of schools, families, and communities to

enhance student success.”

ELL-M100, Rev. D 24 November 2008 ii

Clark Country School District Superintendent Dr. Walt Rulffes

SSSD Deputy Superintendent

Charlene Green

SSSD Executive Directors

TBA TBA

ELLP Directors

Norberta M. Anderson Tracy Clark

Bruce Clemmer

ELLP Region Coordinators

East - TBA Northeast – Brenda Daw

Northwest – Barbara Badalewski Southeast - Yesmi Rios

Superintendent’s Schools – Letitia Worth Southwest – Lea Chua

ELLP Testing/Translation Services Coordinator

Patricia Gail Welch

ELLP Dual Language / ESD Coordinator

Miriam Benitez

ELL-M100, Rev. D 24 November 2008 iii

Clark County School District Mission Statement

Clark County School District students have the knowledge, skills, attitudes, and ethics necessary to succeed academically and practice responsible citizenship, at a justifiable cost.

Student Support Services Division Mission Statement

Provide leadership services and support to strengthen the capacity of schools, families, and

community to ensure the success of all students through collaboration in the educational process.

English Language Learner Program Mission Statement

The English Language Learner Program advocates for English Language Learner student rights

by providing leadership, services, and strengthening the capacity of schools, families, and communities to enhance student success.

ELL-M100, Rev. D 24 November 2008 iv

Greetings: The English Language Learner Program (ELLP) staff is committed to provide equitable access to an educational experience designed to develop academic skills and concepts at the same level as other students in the Clark County School District (CCSD), while English Language Learner students acquire English language proficiency. CCSD and ELLP believe that ELL students have the right to a comprehensive educational program with high academic standards provided by trained and knowledgeable staff. In addition, the District also has the responsibility to ensure that administrators and teachers who implement the education program for ELL students are highly skilled in effective instructional practices for language acquisition and learning. The ELLP department provides support on a district-wide level to regions, schools and parents by providing training and resources to enhance the education of English Language Learners. The ELLP Directors and Coordinators work closely with Region Superintendents and principals to develop and implement ELL initiatives in the schools. ELLP collaborates directly with other departments within the school district to meet the growing needs of the ELL population. We look forward to the continued academic and language success for our ELL students and serving the diverse needs of the ELL population in Clark County. Please have a great school year! Sincerely, Norberta Moreno-Anderson Director English Language Learner Program

ELL-M100, Rev. D 24 November 2008 v

Clark County School District

English Language Learner Fast Facts

310,810 students in Clark County School District (as of 10/08) 91,769 ELL students identified in 2008-2009 8.00% Growth of ELL population increase each year 210 Elementary Schools 59 Middle Schools 46 High Schools 27 Alternative Schools 10 Special Schools 8 Dual Language Schools all other schools are English as a Second Language (ESL) schools 62,683 students tested annually for language proficiency in 2007-2008 Over 689 foreign transcripts processed 6334 translations completed in the 2007-2008 school year There are 279 ELL staff members district wide. The CCSD ELL Program is committed to providing professional development training on research based high quality sheltered instruction techniques for administrators and teachers, promoting academic achievement for English Language Learners. The ELL Program:

• Conducts at least 16 school reviews and 32 follow-up school reviews annually. • Increases course offerings for TESL/Bilingual endorsement with collaborative efforts

through local universities and colleges. • Provides tuition reimbursement for teachers and administrators completing TESL

endorsement through local universities and colleges. • Manages the implementation of funds of Title III, Refugee, and Immigrant grants. • Provides tutoring and summer sessions for ELL students at high ELL population CCSD

schools. • Provides supplemental core content instructional materials to ELL and refugee students. • Works with schools to select appropriate instructional materials for language

development • Provides a variety of resources for professional development of teachers, administrators,

support staff, parents and community.

ELL-M100, Rev. D 24 November 2008 vi

TABLE OF CONTENTS

Page SECTION I: ELL PROGRAM ORIENTATION................................................................1

A. Clark County School District Commitment to English Language Learner Students........................................................................................................1

B. Legal Parameters..........................................................................................1 C. History of English Language Learner Program Models in CCSD ..............2 D. English Language Learner Program ............................................................3

SECTION II: IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT, AND

PROGRAM PLACEMENT............................................................................6

A. Identification and Registration of English Language Learner Students ......6 B. Initial Assessment of ELL Students.............................................................7

1. Initial Assessment for All Potential ELL Students ..........................7 a. Special Rule Applicable During School Year.............................8 b. Initial Assessment of Students with Disabilities.........................8

2. Additional Initial Assessment Required for Students Enrolled in Dual Language Programs.................................................................8

3. Steps to be Completed after Initial Assessment...............................9 a. Students Classified as Non-English or Limited English

Proficient....................................................................................9 b. Students Classified Fully English Proficient ...........................10 c. Program Placement ..................................................................11

SECTION III: ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELL

PRACTICES, AND STUDENT EVALUATION........................................11

A. Program Models.........................................................................................11 1. Elementary ...........................................................................................11

a. Content-Based Self-Contained ESL Programs ..............................11 (1) Description...............................................................................11 (2) Resources .................................................................................12 (3) Qualifications...........................................................................12

b. Dual Language Programs...............................................................13 (1) Description...............................................................................13 (2) Availability ..............................................................................13 (3) Entry Criteria ...........................................................................14 (4) Resources .................................................................................14 (5) Qualifications ...........................................................................14

2. Secondary.............................................................................................14 a. Sheltered Content ESL Instruction ................................................15

(1) Description...............................................................................15 (2) Availability ..............................................................................15 (3) Entry Criteria ...........................................................................15 (4) Resources .................................................................................15 (5) Qualifications...........................................................................15

(6) Student Placement....................................................................16 B. Student Performance Evaluation................................................................16

ELL-M100, Rev. D 24 November 2008 vii

1. CCSD Grading and Reporting Guidelines...........................................16 2. Promotion and Retention .....................................................................16

SECTION IV: REASSESSMENT, RECLASSIFICATION, AND MONITORING ........17

A. Reassessment .............................................................................................17 B. Reclassification ..........................................................................................17 C. Methods for Reclassification .....................................................................17

1. Reclassification using ELPA .........................................................17 2. Reclassification for Exiting Students.............................................17 3. Active Student List ........................................................................18

D. Monitoring Progress of Students ...............................................................18 E. Exited Students ..........................................................................................18 F. Reinstatement of ELL Students .................................................................19 G. Transfer of ELL Students...........................................................................19 H. Withdrawal of ELL Students .....................................................................19

SECTION V: PROGRAM REVIEW PROCESS ...............................................................19

A. Purpose.......................................................................................................19 B. Goals ..........................................................................................................20 C. Program Review Process ...........................................................................21 D. Information Collection Methods................................................................21 E. Review and Analysis of Data.....................................................................22 F. Plan for Modification/Improvement ..........................................................22 G. District Plan ...............................................................................................22

APPENDICES

A. Effective ELL Practices .............................................................................23 B. District Policy 6165 ...................................................................................24 C. Nevada Administrative Code.....................................................................25 D. English Language Learner Program Organizational Chart........................29 E. Home Language Survey.............................................................................30 F. Comprehensive Educational Summary......................................................32 G. English Proficiency Status (EPS) Codes ...................................................33 H. Individual with Disabilities Education Act and the Nevada

Administrative Code ..................................................................................34 I. Determination of Eligibility for Placement of Pupils With Disabilities

and Gifted and Talented Pupils and the Nevada Administrative Code ...........................................................................................................37

J. Current List of Dual Language Schools.....................................................42 K. Initial Testing Sheet ...................................................................................43 L. Parent Notification Letter ..........................................................................44 M. Student Assessment Portfolio ....................................................................50 N. Stages of Language Acquisition ................................................................51 O. TESL Endorsement Requirements.............................................................53 P. Bilingual Endorsement Requirements .......................................................54 Q. Suggested Secondary Course Offerings.....................................................55 R. Referral for Reinstatement Form ...............................................................56 S. Update Testing Sheet .................................................................................58 T. Monitoring Forms for Reclassified Students .............................................59

ELL-M100, Rev. D 24 November 2008 viii

U. Elementary and Secondary Pupil Release and Transfer Forms .................61 V. Compliance Checklist ................................................................................63

GLOSSARY..................................................................................................................................64

ELL-M100, Rev. D 24 November 2008 Page 1 of 71

SECTION I: ELL PROGRAM ORIENTATION A. Clark County School District Commitment to English Language Learner Students

The Clark County School District (CCSD or the District) Board of School Trustees recognizes the multiplicity of racial and ethnic groups attending its schools and believes its educational system should meet the needs of its culturally diverse community. The Board is committed to a philosophy of cultural pluralism that includes recognition and acceptance of the cultural and linguistic differences among the various racial and ethnic groups represented in the CCSD. This commitment is codified in District Policy 0100, Statement of Educational Principles. The CCSD is also committed to providing English Language Learner (ELL) students equitable access to an educational experience designed to enable them to develop academic skills and concepts at the same level as other students in CCSD while acquiring English language proficiency as rapidly as possible. CCSD believes that ELL students have the right to a comprehensive educational program with high academic standards provided by trained and knowledgeable staff. In addition, the District also has the responsibility to ensure that administrators and teachers who implement the educational program for ELL students are skilled in effective instructional practices for ELL students. (See 0Appendix A.) The District recognizes that parents of ELL students have the right to be informed of the policies and programs in the district for ELL students and that the public has the right to know that ELL students are achieving the necessary academic and language skills which allow them to progress. To carry out this commitment and these beliefs, the CCSD Board of School Trustees has adopted District Policy 6165, Second Language Program (English Language Learner Program). (See 1Appendix B for District Policy 6165.)

B. Legal Parameters

Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin in programs that receive federal financial assistance. This law has been interpreted in the public school context as requiring appropriate steps to ensure that equal educational opportunities are afforded to language minority students who are limited in their English-language proficiency. Since 1970, Office for Civil Rights (OCR) policy has recognized the responsibility of school districts to take appropriate steps to address the needs of students who are limited English proficient (LEP). The comprehensive policy of the OCR regarding services for LEP students reflects an overall approach drawn from a major court decision in this area, Casteñeda v. Pickard (5th Cir. 1981). Under OCR policy, districts are obligated to ensure that LEP students are afforded an equal educational opportunity to meaningfully benefit from the district’s educational program. The fundamental principles of the OCR policy are: 1. Programs designed to serve LEP students must be based on sound educational theory; 2. The OCR does not mandate that any particular theory be employed; 3. Programs for LEP students must effectively implement the educational theory that the

district has adopted, and the district must provide the necessary resources to implement the program; and


4. Programs for LEP students must be regularly evaluated and modified as needed to ensure that language barriers to the district’s educational program are actually being overcome and that LEP students are being afforded an equal opportunity to benefit from the district’s educational program.

Pursuant to the Nevada Revised Statutes, the Nevada State Board of Education is required to establish a program to teach English to Limited English Proficient (LEP) students and to adopt regulations to carry out this program. As required by state law, the State Board of Education has established a program to teach LEP students, and has adopted regulations to carry out this program. State Board regulations are included in 2Appendix C. The State Board of Education’s regulations are consistent with federal law and the OCR principles for LEP programs. The State Board regulations refer to LEP students as “English Language Learners.” Thus, throughout the remainder of this handbook, the term English Language Learners or ELL will be used to refer to students who are non-English proficient or limited English proficient.

C. History of English Language Learner Program Models in CCSD Since the 1960s, CCSD has met its legal obligations to provide equal educational opportunities for ELL students through implementation of a number of programs. In 1968, for example, CCSD began serving Hispanic students who lacked adequate English language skills through a federally funded ESEA Title VII Bilingual Language Development program. The district expanded services to limited English speaking students in 1970 with the initiation of an English as a Second Language (ESL) program model. In 1973, the district first initiated its Transitional Bilingual Education program model. Since the early 1970s, the district has continued to expand and modify its ELL programs to meet the needs of increasing numbers of students. Services for the ELL student population are now provided by using the following approaches at the elementary level: Dual Language; Content-Based Integrated ESL; and Content-Based Self-Contained ESL. At the secondary level, the approaches are Intensive English Instruction and Sheltered Content ESL Instruction. ESL program models are implemented at all schools in the district where ELL students are enrolled. (See Section III for a description of Dual Language and ESL program models.)


D. English Language Learner Program

To assist the district in ensuring that ELL students are provided the necessary services, the Board established the English Language Learner Program (ELLP). It is the mission of the ELLP to work with site-based administrators, classroom teachers, and parents to bring sound and relevant educational programs to ELL students in the district so that ELL students will receive a high quality education. (See 3Appendix D for Organizational Chart of ELLP.) ELLP supports schools in implementing programs for ELL students by: 1. Ensuring that ELL students are fully integrated into the school and that ELL students

at each school are held to the same academic standards as other students in an environment that will ensure academic proficiency;

2. Recommending the instructional models to address the language acquisition needs of ELL students at each school;

3. Assisting in the development of supportive/cooperative programs; 4. Developing instructional guidelines; 5. Assisting with appropriate student placement information by administering language

proficiency assessments and reassessments; 6. Collaborating with state and district staff to develop program policies and procedures; 7. Assisting in the development of home/school relationships through parent education,

family literacy, and teacher training; 8. Acquiring local, state, and federal funding resources for program development and

expansion; 9. Coordinating and implementing staff development activities; 10. Offering and facilitating classes for Bilingual and Teaching English as a Second

Language endorsements; 11. Assisting schools in monitoring ELL students, including those who have been

reclassified and those whose parents have waived ELL services; 12. Providing and assisting in the selection of ESL and bilingual materials; and 13. Coordinating the evaluation of the ELL program being implemented in the district to

ensure that language barriers to the district’s educational program are being overcome and that the ELL students are afforded an equal opportunity to benefit from the district’s educational program.

The English Language Learner Program includes Coordinators who are directly responsible to the Directors. English Language Learner Program Coordinators will provide educational and technical assistance related to ELL program implementation, textbook selection, and interpretation of achievement and language proficiency data for ELL students. In addition, Coordinators will provide professional development activities for teachers and administrators. The responsibilities of Coordinators include: 1. Assisting teachers, principals, program directors, assistant region superintendents,

region superintendents, and associate superintendents with English Language Learner Program implementation (Dual Language and Content-Based ESL);

2. Organizing and conducting ELL program in-services for teachers, parents, and administrators;

3. Providing teachers with assistance in instructional methodology and materials for ELL programs;

4. Supervising and evaluating support staff personnel;


5. Providing direction and assistance in the development of curricular materials for ELL programs;

6. Assisting in ELL program student placement when necessary; 7. Coordinating the administering and scoring of language proficiency assessments; 8. Serving as a liaison between ELL programs and the schools, parents, and citizens of

Clark County; 9. Assisting with data gathering and grant writing; and 10. Performing other duties as assigned. The district has also established English Language Learner Region Specialist positions. The purpose of this position is to provide enhanced Professional Development support to classroom teachers and administrators. The ELL Region Specialist will act in the capacity of professional development facilitator for all ELL teachers. The services provided by each ELL Region Specialist are coordinated by the ELL Coordinator for the assigned region. This position is reviewed every year. The specific responsibilities of the ELL Region Specialist include: 1. Serving as a mentor to teachers, including conducting demonstration lessons,

observing students in the educational environment, and conferring with teachers to implement strategies for addressing the needs of ELL students at schools not assigned a school based ELL Specialist;

2. Assisting site-based teachers, counselors, and administrators in the implementation of federal, state, and local policies and procedures;

3. Serving in a problem-solving capacity with school personnel and parents at schools not assigned a school based ELL Specialist;

4. Providing information to general education teachers on strategies to use for ELL students in the general education classroom to meet curricular goals;

5. Providing assistance in monitoring ELL reclassified students at schools not assigned a school based ELL Specialist;

6. Providing information and recommending strategies to address ELL students needing additional academic assistance at schools not assigned a school based ELL Specialist;

7. Working effectively with students, teachers, administrators, parents, and community support agencies to assure student success in the educational environment;

8. Providing technical assistance to registrars and counselors at schools not assigned a school based ELL Specialist; and

9. Performing other ELL related duties as assigned. The district has also established English Language Learner Specialist positions. The purpose of this position is to provide enhanced language acquisition support to classroom teachers with ELL students. The ELL Specialist will act in the capacity of program facilitator for all ELL students. The services provided by each ELL Specialist are coordinated by the site administrator and the ELL Coordinator for the assigned region. This position is reviewed every year. The specific responsibilities of the ELL Specialist include: 1. Providing direct instruction or assistance to schools and ELL students;


2. Serving as a mentor to teachers, including conducting demonstration lessons, observing students in the educational environment, and conferring with teachers to implement strategies for addressing the needs of ELL students;

3. Assisting site-based teachers, counselors, and administrators in the implementation of federal, state, and local policies and procedures;

4. Facilitating the placement of ELL students in appropriate classes and classroom configurations;

5. Serving in a problem-solving capacity with school personnel and parents; 6. Providing information to general education teachers on strategies to use for ELL

students in the general education classroom to meet curricular goals; 7. Providing assistance in monitoring ELL reclassified students; 8. Providing information and recommending strategies to address ELL students

needing additional academic assistance; 9. Working effectively with students, teachers, administrators, parents, and community

support agencies to assure student success in the educational environment; 10. Providing technical assistance to registrars and counselors; and 11. Performing other ELL related duties as assigned.

The District has established Itinerant Tester (IT) positions. The purpose of this position is to perform a variety of duties related to testing. The position is directly responsible to the Coordinator who coordinates ELL services at the assigned Region. The specific responsibilities of the Itinerant Tester include: 1. Obtaining and securing language testing materials to be used during testing activity; 2. Administering speaking, listening, reading, and writing language placement tests; 3. Administering and assisting in the testing of ELL students with the annual English

Language Proficiency Assessment; 4. Entering test scores and student demographic data into appropriate forms/database; 5. Utilizing data and tables to assign English Proficiency Status (EPS) codes according

to standard ELLP English Proficiency status table or other standards as required; 6. Creating an ELL Student Assessment Portfolio with required documentation, which

becomes a permanent part of the student’s cumulative record; 7. Conforming to safety standards as prescribed; and 8. Performing other tasks related to the position, as assigned. The district has established Bilingual Translator/Interpreter positions. The purpose of these positions is to perform oral and written translation of information for district-wide documents, forms, and correspondence in another language. The position is directly responsible to the Coordinator and Director who oversee Translation Services for the district. The specific responsibilities of the Bilingual Translator/Interpreter include: 1. Translating/interpreting information, documents, forms, correspondence, and other

material from one language to another; reading material and rewriting in specified language(s) following established rules pertaining to factors such as word meanings, sentence structure, grammar, punctuation, and mechanics;

2. Acting as liaison between administrative/educational staff, resource personnel, and student body regarding the translation of English documents into another language;


3. Contacting and collaborating with appropriate personnel to clarify information as requested/presented;

4. Providing feedback regarding cultural or linguistic issues; 5. Using computers and mainframe applications (e.g., inquiry, word processing, data

input, etc.), typing, preparing and proofreading a variety of documents and forms (e.g., correspondence/memoranda, reports, tables, orders, etc.,) from rough drafts and/or composing as directed;

6. Maintaining and updating databases to compile, store, and retrieve information on district forms and documents;

7. Providing oral translation/interpretation at various district sites, as needed or required; 8. Operating a variety of office equipment (e.g., computer, printer, copier, typewriter,

scanner, facsimile machine, microfilm/microfiche machine, telephone, etc.); 9. Conforming to safety standards as prescribed; 10. Providing oral translations/interpretations for Individual Education Plan (IEP), Multi-

disciplinary Team (MDT), psychological, health, and speech evaluations and accommodations for special education students;

11. Providing oral translation/interpretation assistance to special education personnel at assigned schools.

12. Performing other tasks related to the position as assigned.

SECTION II: IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT AND PROGRAM PLACEMENT

A. Identification and Registration of English Language Learner Students

The State Board of Education regulations require CCSD to identify the primary language of each student who enrolls in a school within the CCSD for the first time. (See NAC 388.620, 4Appendix C.) According to the regulations, a student’s “…primary language will be deemed to be other than English if:

1. The pupil first spoke a language other than English; 2. The primary language spoken in the home of the pupil is not English; or 3. The language most often spoken by the pupil is not English.”

To meet the State Board requirements, the CCSD requires all parents or guardians of students enrolling in the CCSD for the first time to complete the Home Language Survey (HLS) as part of the registration process. The HLS is included on the top section of the School Registration Form Worksheet - Revised (CCF-705). (See 5Appendix E.) The HLS asks parents or guardians to answer three questions about the primary language of students. The questions are used to determine whether students potentially need ELL services. The principal at each school shall designate the person who is responsible for the registration at that school as the individual to ensure that all parents or guardians enrolling students for the first time in CCSD complete the HLS at the time of registration. The person responsible for registration shall be referred to as “designated office staff” throughout this manual. If the parent or guardian needs help in completing the HLS or any other part of the registration process, the designated office staff shall seek assistance from other staff in the school or shall contact ELLP for assistance. To assist parents, the district has translated the HLS into Spanish. (See 6Appendix E.)


Based on the responses of the parents or guardians on the Home Language Survey, the designated office staff shall assign all new students one of the following English Proficiency Status codes (EPS codes): Pending Assessment (PA) or fully English Exclusive (EE). Pending Assessment is assigned if any one of the HLS questions is answered with “Other.” EE is assigned if all of the questions on the HLS are answered with “English.” Once the registration process is completed, the designated staff member at the elementary level shall assign all students to class regardless of whether the student has a PA or EE code. At the secondary level, the counselor will ensure that all students are assigned to classes regardless of their EPS code. The District shall not deny students registration and class assignment while the language proficiency assessment is pending. When PA is assigned, the designated office staff member shall:

1. Complete the registration form (CCF-705) by writing PA in the EPS box, including placing the appropriate language letter code in the Language box (see 7Appendix E);

2. Copy the CCF-705 and the birth certificate and place the CCF-705 and the birth certificate copies in a file labeled “ELL Students - Pending Assessment”;

3. Place the original of the CCF-705 in the student’s cumulative folder; 4. Complete Comprehensive Educational Summary, as necessary, and file in ELL

student portfolio (see 8Appendix F); 5. Maintain the “ELL Students - Pending Assessment” file in the front office for

convenient access by the ELL Specialist and Itinerant Tester; 6. Enter the PA code in EPS Field on page two of the SASI student atom when other

registration information is entered, as required by the Student Accounting Manual; and,

7. Request school records from the parent, previous school, or previous school district as needed.

When an EE is assigned, the designated office staff will mark an English (EE) code in the Language box of the CCF-705. The designated office staff member shall then place the original CCF-705 in the student’s cumulative file folder and shall enter EE in the EPS field on page two of the SASI student atom. The designated office staff must ensure that either PA or EE is entered into the master file as part of the registration process. When entering a code for a student in the computer database, the designated office staff should check to see if there is already an EPS code for that student. If another code is already posted, the designated office staff shall maintain the original EPS.

B. Initial Assessment of ELL Students

1. Initial Assessment for All Potential ELL Students Title III of the No Child Left Behind Act (NCLB) requires CCSD to assess the English proficiency of any student coded with a PA within 30 calendar days from the beginning of the school year. Pending Assessment students enrolling after the start of the school year must be tested within 15 days of enrollment. (See NCLB


Title III, Sections 3302.a and 3302.d.) Nevada state regulations further require that this assessment “must be administered by a person who is proficient in English and who has successfully completed training in the administration and scoring of the examination required for the assessment.” (See NAC 388.625, 9Appendix C.) CCSD has designated the Itinerant Tester assigned to each school to do the required initial assessment and to ensure that this assessment takes place within the 30 or 15 calendar day time period. If the Itinerant Tester cannot complete the assessment within the 30 or 15 calendar day deadline, the Itinerant Tester may request assistance from ELLP. The assessment shall take place at the school where the child is enrolled. ELLP shall assist the Itinerant Tester in ensuring that the initial assessment is completed within the 30 or 15 calendar day deadlines by providing access to computerized reports. ELLP shall provide a weekly update of those students with a PA code on the ELLP website. (http://www.ccsd.net/ellp/)

In conducting an initial assessment, the district is required to use an examination approved by the State Department of Education and to determine fluency in English as established by the publisher of the examination. (See NAC 388.625.1, 1Appendix C.) The tests to be administered, and the scores to be used in CCSD for determining fluency in English, are outlined below. The tests used by CCSD staff are approved by the Nevada State Department of Education and the scores for determining proficiency in English are consistent with state criteria. a. Special Rule Applicable During School Year

If a child is pending assessment at the time of placement, the parents will be apprised of the student’s language proficiency status and program placement within two weeks of testing.

b. Initial Assessment of Students with Disabilities

As required by state regulation, once CCSD has assessed and classified a student whose primary language is not English and a concern is raised that the student may have a disability, that student shall be referred for assessment as provided under the Individual with Disabilities Education Act (IDEA) and the Nevada Administrative Code. (See 1Appendix H.) When this occurs, the ELL Specialist “shall cooperate with the multidisciplinary team to determine the classification of the pupil.” For details of the assessment of students with disabilities, (see The Student Support Services Division Procedures Manual for additional information and procedures.)

2. Additional Initial Assessment Required for Students Enrolled in Dual

Language Programs

If a student is deemed eligible for ELL services and is enrolled in a Dual Language program of instruction, CCSD “must assess the proficiency of the pupil to comprehend, speak, read and write his primary language. The district is not required to assess the proficiency of a pupil to read and write his primary language if he is enrolled in kindergarten or the first grade or his primary


language is not commonly written.” See NAC 388.405, 1Appendix C. This assessment “must be conducted by a person who is proficient in the primary language of the pupil and who has successfully completed training in the administration and scoring of the examination required for the assessment.” (See NAC 388.405, 1Appendix C. ) Elementary and Middle schools offering Dual Language Programs are responsible for administering the Spanish language proficiency assessment to students enrolled in these programs.

3. Steps to be Completed after Initial Assessment.

a. Students Classified as Non-English or Limited English Proficient For students who are coded as non-English or limited English proficient as a result of the initial assessment, the Itinerant Tester shall ensure that the following steps are completed within the 30-calendar day deadline:

1) Complete the Initial Testing Sheet, including the signature of the Itinerant Tester or district-level staff that administered the assessment. (See 1Appendix K for Initial Testing Sheet.)

2) Classify students who are eligible for ELL services as non-English or limited English proficient. The students eligible for ELL services will be assigned an EPS code.

3) Prepare a Parent Notification Letter if a student qualifies for ELL services. (See 1Appendix L.) Each school shall send the Parent Notification Letter to the parents or guardians via the child(ren). Once the parent receives the letter, he/she may choose such services. If the parent or guardian refuses services, the Region Coordinator, ELL Specialist and/or school administrator shall contact the parent or guardian to ensure that the parent or guardian understands what is being waived. Parents may only waive instructional services – not testing. The ELL Specialist shall document the parent conference, notify ELLP, and place a copy in the Student Assessment Portfolio.

4) Create a Student Assessment Portfolio for each student classified as non-English, limited English proficient, or full English proficient. (See 1Appendix M.) The school shall maintain the Student Assessment Portfolio, and shall make it available to the teachers. The Student Assessment Portfolio will accompany the student throughout their CCSD enrollment. The ELL Student Assessment Portfolio will contain:

a. a copy of the birth certificate; b. a copy of the Initial Testing Sheet; c. all ELL test protocols, including answer documents; d. Portfolio Activity Log(s); e. Parent Notification Letter f. Waiver of instructional services letter, if applicable; g. a copy of the School Registration Form Worksheet (CCF-

705); h. monitoring documentation, as appropriate; and i. other relevant documentation.


5) The language proficiency testing information is submitted electronically to the student database manager at ELLP in a timely manner. As per the Nevada State Department of Education (ESL Technical Advice Bulletin Number 05-1 dated September 8, 2005), when a student is identified as Limited English Proficiency (LEP) , the student must be given the English Language Proficiency Assessment (ELPA) every year until the student exits the ESL program, graduates from high school or withdraws from school. Parents of LEP children do not have the option of withdrawing their student from participating in the ELPA.

b. Students Classified Fully English Proficient

For students coded as fully English Proficient (CC), as a result of the initial assessment, the Itinerant Tester shall ensure that the following steps are taken within the 30 calendar day deadline:

1) Complete the Initial Testing Sheet, including the signature of the Itinerant Tester or district-level staff who administered the assessment (see 1Appendix K for Initial Testing Sheet);

2) Assign students who are not eligible for ELL services the appropriate EPS code (see 1Appendix G); and

3) Create a Student Assessment Portfolio for each student classified as non-English, limited English proficient, or fully English proficient. (See 1Appendix M.) The school shall maintain the Student Assessment Portfolio, and shall make it available to the teachers. The Student Assessment Portfolio will accompany the student throughout their CCSD enrollment. The ELL Student Assessment Portfolio will contain:

a. a copy of the birth certificate; b. a copy of the Initial Testing Sheet; c. all ELL test protocols, including answer documents; d. Portfolio Activity Log(s); e. Parent Notification Letter f. a copy of the School Registration Form Worksheet (CCF-

705); and g. other relevant documentation.

4) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. If a new student is starting Kindergarten or first grade and scores 92 or above on the Pre LAS 2000 initial placement assessment, then the student is considered English proficient and not considered a LEP student.

If a new student is starting second through twelfth grades and scores 241 or above on LAS 2000 initial placement assessment, Oral,


Reading and Writing, then the student is considered English proficient and not a LEP student.

c. Program Placement

Once students are assessed, the principal or the designee at each school, in consultation with the ELL Specialist, shall ensure that eligible students are provided appropriate ELL services. (See Section III for Description of ELL Services.) In addition, principals or the designees shall ensure that ELL students and their parents or guardians are aware of school activities and other opportunities at the school in a language they understand. Students who are eligible for ELL services shall receive these services until it is determined, through reevaluation procedures, that they possess adequate English language and academic skills to allow them to perform satisfactorily in general education classes without special instructional considerations. (See Section IV for Reassessment and Reclassification Procedures.)

SECTION III: ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELL PRACTICES, AND STUDENT EVALUATION A. Program Models

As allowed by State regulation, CCSD offers Content-Based ESL and Dual Language programs at the elementary level. At the secondary level, CCSD offers Sheltered-Content ESL. The goals of all of these programs are: (1) to help ELL students achieve comprehension, speaking, reading, and writing competence in the English language; (2) to enable students to maintain grade level status; and (3) to enable students to meet graduation standards. Below is a description of each instructional program, where the program is available, the resources needed, and the necessary qualifications for staff. 1. Elementary

a. Content-Based Self-Contained ESL Programs

(1) Description As defined by State regulation, an ESL program is one that “provides instruction in the English language and other courses of study using teaching techniques for acquiring English, and incorporates the cultural aspects of the pupil’s experience in his instruction.” (See NAC 388.615, 2Appendix C.) The goal of the Content-Based approach is the acquisition of English and grade level academics so that the ELL student can succeed in an English-only classroom. This approach has the following features: • all instruction is done in English; • when possible, the child’s primary language is used to clarify

instruction;


• English is taught through reading, language arts, math, science, and social studies;

• there is a strong English language development (ELD) component in every lesson (see 2Appendix N);

• the acquisition of English takes place in a structured, non-threatening environment in which students feel comfortable taking risks; and

• lessons include controlled vocabulary while students gradually acquire the necessary language skills to succeed academically and become lifelong learners (See 2Appendix N for Overview of Stages of Language Acquisition). Many teachers and administrators in the district have received intensive training in High Quality Sheltered Instruction (HQSI) strategies and techniques using the Sheltered Instruction Observation Protocol (SIOP) components. The eight components that comprise this best practice ESL instruction are beneficial to the English language development of ELL students.

(2) Resources

The resources provided for ESL programs fall into two categories; staff resources and supplementary curricular materials. Staff resources include ELLP administrative and support staff and the ELL Specialist (if applicable).

(3) Qualifications

All ELL Specialists shall hold either an endorsement to teach English as Second Language (TESL) pursuant to NAC 391.237, 2Appendix O, or an endorsement to teach a program of bilingual education pursuant to NAC 391.242, 2Appendix P. CCSD encourages teachers to pursue a TESL or Bilingual endorsement and provides the opportunity for teachers to take classes in order to acquire the endorsement. (See 2Appendix O for TESL endorsement and 2Appendix P for Bilingual endorsement requirements.) In addition, for teachers who teach ELL students, CCSD shall ensure that training opportunities are available on effective strategies for ELL students.

b. Dual Language Programs

(1) Description Dual Language Programs are programs in which native English speakers and English Language Learners are grouped in classrooms and learn literacy skills in both English and Spanish.


Students are shared between two teachers, one delivering instruction in English and the other in Spanish. Students acquire academic and social vocabulary in both languages. The goals of the Dual Language Program are:

(a) students acquire a second language or become bilingual; (b) students become biliterate, developing oral and written

vocabulary in both languages, which will then be applied to reading and writing; and

(c) to promote appreciation of other cultures and cross-cultural awareness.

Students in the program are learning language through content-based instruction. English as a Second Language (ESL) strategies as well as Spanish as a Second Language (SSL) strategies are utilized in the classroom. Academic content core curriculum is presented through a 50/50 Dual Language Program model with half of the instructional time delivered in English and half of the instructional time delivered in Spanish. Lessons are not translated when switching from one language to the other, rather, students learn language through parallel content. The classroom environments are language rich, always supporting the language development of students by using realia, manipulatives, graphs, models, visual aides, and technology.

(2) Availability This program is currently offered in select schools in three regions (see 2Appendix J for the current list of schools offering the Dual Language Programs). The Superintendent or his designee, the Deputy Superintendent of Student Support Services, Region Superintendents, and the Director of the ELLP shall determine if a school will offer the Dual Language Program. For schools that do not have the Dual Language Program throughout all the grade levels, a Content-Based ESL program model is offered in conjunction with the Dual Language Program.

(3) Entry Criteria Students considered for placement in a Dual Language Program must live within the attendance zone of the designated school or be granted a zone variance by the school’s principal.

(4) Resources


The resources provided for Dual Language Programs fall into two categories: staff and supplementary curricular resources. Staff resources include ELLP administrative and support staff, and the ELL Specialist (if applicable).

ELLP shall review the Spanish language textbooks and instructional materials to be used in the Dual Language Program to ensure that they are aligned with the CEF and power standards. They will also be reviewed to ensure they are compatible with the English language textbooks and instructional materials used in the ELL and English only classes at that school. CCSD shall allocate operating funds to ensure that textbooks and instructional materials are available in all classes in a school offering a Dual Language Program.

(5) Qualifications

The State of Nevada requires teachers who teach English Language Learner students to hold a Bilingual or TESL endorsement (See 2Appendices O and P). The State of Nevada does not require principals of Dual Language Schools to hold a Bilingual or TESL endorsement. In selecting principals for dual language schools, however, CCSD shall take into account whether the candidates have training regarding Dual Language Programs, Bilingual Education, or TESL and/or an interest in working in a school offering such programs.

2. Secondary

At the secondary level, the following ELL approach is recommended: Sheltered English Content Model. Many teachers and administrators in the district have received intensive training in High Quality Sheltered Instruction (HQSI) strategies and techniques using the Sheltered Instruction Observation Protocol (SIOP) components. The eight components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students.

a. Sheltered Content ESL Instruction (1) Description

The Sheltered Content ESL Instruction Model is an integrated content language approach. The goal of the Sheltered Content Instruction Model is for ELL students to develop English language skills in content classes. Secondary ELL students have a limited time to become academically proficient in English. Therefore,


they must learn both English and academic content as quickly as possible. English is taught through content areas by including a strong language development component. The purpose of the language development component is to teach English language learners to communicate (listen, speak, read, and write) in English. This component takes into account the ELL student’s current English language proficiency level and guides the teacher in providing the appropriate instruction for each level. This model is implemented at the secondary level in both self-contained and integrated classrooms. A self-contained classroom consists of only ELL students grouped together for instruction. An integrated classroom consists of students who need ELL services and native English speakers. At the high school level, this model also allows students to earn credit toward graduation in required core subject areas. Emphasis is on cooperative learning, hands-on activities, visuals, demonstrations, modeling and sheltered vocabulary.

(2) Availability Each school with ELL students in grades six through twelve shall offer the Sheltered Content Instruction Model.

(3) Entry Criteria The placement of students who qualify for Sheltered Content Instruction is based on the assessment in Section IIb and the reassessments outlined in Section IVa.

(4) Resources Schools implementing the sheltered content model will utilize district-adopted texts, as well as supplementary resources that have been approved by ELLP.

(5) Qualifications Teachers using the self-contained sheltered content model shall have a TESL or bilingual endorsement and shall be endorsed in their content areas. Teachers using the integrated sheltered content model shall be endorsed in their content areas and encouraged to obtain their TESL endorsements.

(6) Student Placement The following are recommended guidelines for ELL student placement in secondary program models: • Students classified as non-English proficient will receive at

least two periods of Intensive English Language Development


(ELD) and two periods of Self-Contained or Integrated Sheltered Content Instruction.

• Students classified as limited-English proficient will receive two periods of Self-Contained Intensive English Language Development (ELD) focusing on academic literacy skills. These students will also receive Self-Contained or Integrated Sheltered English Instruction in the academic content areas appropriate for their grade level.

• Academic progress of ELL students placed in mainstream classes will be reviewed by ELLP and/or school personnel.

B. Student Performance Evaluation

1. CCSD Grading and Reporting Guidelines

Teachers of ELL students at both the elementary and secondary levels shall follow the same CCSD policy and guidelines for all students when determining grades for ELL students. The relevant policies include: (1) CCSD Regulation 5121, which addresses student progress and grading for grades one through twelve; (2) CCSD Regulation 5121.1, which addresses grading for Special Education for grades six through twelve; and (3) CCSD Regulations 5122, 5121, and 5121.1 which address Reporting to Parents. Guidelines for grading and evaluating elementary and secondary ELL students are outlined in the Secondary (6-12) Syllabi published by the CCSD Curriculum and Professional Development Department. Elementary teachers who are working with ELL students are required to teach the objectives stated in the CCSD CEF. Elementary teachers shall determine grades of ELL students based on their progress toward, and achievement of, CCSD objectives. Secondary teachers working with ELL students are required to teach the objectives stated in the specific content area syllabus created and approved by CCSD. Teachers of ELL students shall determine grades based on their progress toward, and achievement of, the CCSD objectives.

2. Promotion and Retention The principal at each school shall ensure that CCSD Policy 5123 on promotion is followed in determining whether an ELL student should be promoted or retained. As with non-ELL students, ELL students may be retained. In the case of an ELL student, the principal shall ensure that ELL students are not retained based solely on the student’s inability to perform in the English language. In making a determination of whether an ELL student should be retained, the principal shall ensure that careful consideration is given to the range of services and options available prior to making the decision to retain a student. Adjustments or changes to the student’s educational program may be necessary in order to avoid retention. Teachers should contact the school’s ELL Specialist, ELLP Coordinator, or ELLP Director for assistance.


As with English Exclusive students, retention concerns should be ongoing throughout the year. CCF-731 Retention Guidelines must be followed. If the decision is made to retain an ELL student, the principal shall ensure that the student receives significantly different services during the year following the retention.

SECTION IV: REASSESSMENT, RECLASSIFICATION, AND MONITORING A. Reassessment

State regulations require that the District reassess ELL students every year “to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English.” (See NAC 388.645, 2Appendix C.)

B. Reclassification State regulations state that the District may reclassify an ELL student only if:

1. The school district administers the ELPA to assess the pupil’s proficiency to

comprehend, speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination.” NAC 388.645.2, 3Appendix C.

The school shall monitor any student reclassified as English proficient who has not yet met exit criteria. The district will ensure that reclassified students are appropriately placed in general education classes.

C. Methods for Reclassification

Consistent with State regulations, the CCSD has determined that ELL students may be reclassified using the recommended language proficiency assessment.

1. ELLP will reclassify students using the ELPA for a student classified as limited-

English proficient that obtains an overall level 5 language proficiency score. 2. The school shall monitor a student reclassified as fluent-English proficient, but

who has not yet met exit criteria, for at least two years. (See Section IVD below for required monitoring for students reclassified as fluent-English proficient.)

3. Active Student List: The reclassification of students is reflected on the Active Student List that is generated weekly and made available by ELLP. Individual student information may also be found on the mainframe computer’s SASIxp Data Inquiry (Option 19. Data Inquiry Menu).

D. Monitoring Progress of Students Who are Mainstreamed to English-Only Classes

Each school shall monitor all reclassified students until they exit the ELL program. The purpose of this monitoring is to ensure that the students have no grades below a “C” in any academic class and are no longer in need of language acquisition assistance.


This monitoring shall include periodic contact with the student’s teacher(s) to ascertain student progress. The school also shall review the student’s report card annually to review the student’s attendance, academic and citizenship grades, and shall note the student’s progress on the Monitoring of Reclassified Student Form. (See 3Appendix T) To be considered academically successful, a student should have no grades below a “C” in English, reading, math, science, or social studies. If, as a result of monitoring, evidence indicates that the student is not being successful in English-only classes and needs further language acquisition assistance, the school shall initiate a Referral for Reinstatement Form (See 3Appendix S) and ELLP shall administer the initial assessment test to ascertain the student’s current English proficiency. A meeting will be held with the student’s parents and the student shall be considered for reinstatement into an ELL program, into an academic remediation program, or the student will remain in English-only classes. The school shall continue to monitor that student for language and academic progress. If the student is determined to be academically unsuccessful, the school and the appropriate teachers will seek out other services for the student in order to address any academic deficiencies. Prior to making any changes, the Region ELL Coordinator and the principal’s designee shall meet with the parents to discuss the recommended changes.

E. Exited Students

ELLP may reclassify a student as no longer needing ELL services if a combination of the following criteria are met: According to Nevada State Department of Education ESL Technical Advice Bulletin Number 05-1 (dated March 19, 2008 limited English Proficient (LEP) students are exited from the English as a Second Language (ESL) program by having achieved "proficiency", the sum of the Oral, Reading, and Writing scores as designated by grade level on the state's English Language Proficiency Assessment (ELPA), and achieve "approaching standards" on a state mandated academic assessment such as the CRT's or High School Proficiency Exam. LEP students who have passed the ELPA, but have not achieved "approaching standards" on an assessment used to determine AYP are considered LEP students. Even though they have achieved "proficient" on the ELPA, they must continue to take the ELPA each year until they exit the ESL program. They are LEP students [Level five (5)] until such time as they achieve "approaching standards" on a state identified assessment to determine AYP. All LEP students enrolled in school who have exited an ESL program are considered Former LEP students. The first two years after a student has exited ESL, his or her academic content scores are counted in the LEP/ESL sub group of AYP student scores.

F. Reinstatement of ELL Students Students are reinstated to receive ELL services as stated above in Section D, but are also considered for reinstatement when referred by appropriate school personnel if the student’s parent/guardian had previously waived ELL services, been found fluent English proficient but is not currently succeeding academically.


G. Transfer of ELL Students

The designated office staff at each school shall ensure that any student transferring from one school to another within the CCSD has his or her participation in an ELLP program documented on the Elementary Student Release and Transfer Form (CCF-702) or the Pupil Release and Transfer-Secondary (CCF-740). (See 3Appendix U)

H. Withdrawal of ELL Students

If a student is withdrawing and transferring to a school outside the district, the designated office staff at the school shall ensure that the ELL Student Assessment Portfolio accompanies the student cumulative folder to the Student Records Center.

SECTION V: PROGRAM REVIEW PROCESS A. Purpose

The purpose of the ELLP review in the Clark County School District is to assess the effectiveness of the models of instruction as they relate to the following program components: • Educational practices, services, instructional methodologies, and resources; • Qualifications and training of program staff; • Identification of the students eligible for services; • Initial and on-going assessment of English language proficiency and student progress;

and • Procedures for monitoring their progress in English-only classes and exiting students

from the program. The Deputy Superintendent of Student Support Services Division, in cooperation with the ELLP staff, will coordinate the program review. The district shall identify specific goals that relate directly to the program components listed above. The program review will consist of data gathering, analysis, and on-site visits to verify the components of the review. Section B outlines the goals that will be assessed in the program review. As part of the annual program self-evaluation, CCSD will review the goal statements for possible modifications.

B. Goals

The ELLP compliance checklist (See 3Appendix V) incorporates all of the goals listed below.

1. Students eligible for English Language Learner Program services will be provided

English language development instruction that is: • A recognized method of teaching English as a Second Language, as required

by the ELLP Procedures Manual; • Recognized as educationally sound;


• Of sufficient scope and quality to meet the English language development needs of the students;

• Consistent with identified instructional methodologies that, through research, have been found to be effective;

• An adaptation of the existing district curriculum and designed to meet state-adopted content and performance standards; and

• Utilizing appropriate resources to meet both the English language development needs and the curriculum content.

2. All instructional staff teaching in Dual Language Education classrooms will possess the necessary certification endorsements as required by state statutes.

3. Teachers responsible for English language development and content area instruction will receive staff development to provide them with the necessary tools to meet the unique instructional needs of ELL students.

4. All students, as they enroll in the Clark County School District for the first time, will have a Home Language Survey completed by the students’ parents or guardians, to determine the possible need for English Language Learner Program services, and will immediately be enrolled in school and assigned to a classroom(s) at the time of registration.

5. All students who, as a result of the responses on the Home Language Survey may need ELL services, will be assessed for English language proficiency and placed in the appropriate ELL Program setting within the appropriate timeframe as outlined in Section II, B.

6. All students enrolled in ELL programs will be reassessed each year to measure progress in English language development and determine if students are eligible to exit ELL programs.

7. ELL students must meet annual measurable achievement objectives (AMAO): • 50% of all LEP students must achieve a 25 point gain in the overall ELPA

scaled scores each year • 14% of all LEP student must achieve English Language proficiency each

year • LEP students must make Adequate Yearly Progress (AYP) as determined

by Title I 8. All students who exit the English Language Learner Program based on the

assessment of the English language proficiency but not yet met approaching standards on English reading and writing performance based on norm-referenced or criterion-referenced tests will be monitored for two years to determine if the students are demonstrating academic success in English-only classes. Once a student meets criteria to exit the program the school will ensure that those students are maintaining academic success.

9. Students enrolled in the English Language Learner Program will be promoted to the next grade at the end of the school year at the rate equal to, or within a range of five percentage points, the promotion rate of CCSD as a whole.

10. Twelfth grade students, who at anytime during their school careers were enrolled in the ELL Program and were continuously enrolled in the Clark County School District for six or more years prior to their graduation dates, will earn sufficient credits and pass the necessary state proficiency examinations to enable them to earn a high school diploma at a rate equal to, or within a range of five percentage points, the graduation rate for the school as a whole.

11. Ninety-five percent of ELL students enrolled during the testing period in grades 3-10 will participate in state-mandated ITBS and Writing Proficiency testing as


defined in the state’s Guidelines for the Conduct of the Nevada Proficiency Examination Program.

C. Program Review Process

The initial program review took place during the 1999-2000 school year at eight elementary schools (one bilingual site and seven ESL sites), at four middle schools, and at four high schools. Schools were selected to represent sites with large populations, moderate populations, and small populations of ELL students. For each year after the 1999-2000 school year, the ELLP shall select 16 schools to participate in the program review process.

D. Information Collection Methods

The Director of ELLP, in cooperation with the Instruction Unit and Student Support Services, will select program review teams. Each program review team will gather both objective and empirical data. This data will include, but will not be limited to: • Teacher certification records; • Records of staff development activities; • Student enrollment worksheets; • Test records from ELPA, ITBS/ITED, and Standards-Based Assessment Program; • ELL Student Assessment Portfolios and records of student reclassification; • Monitoring records of students, as appropriate; • Promotion and retention records; and • Observation checklists. The program review teams will use an observation checklist to assess: • The types of program models offered; • The educational soundness; • Scope and quality; • Instructional methodologies; • Resources used as a part of ELL instruction; and • Evidence of adaptation of existing content area curricula.

E. Review and Analysis of Data

The program review teams will gather the data listed above, analyze the data as they relate to the stated goals in the compliance checklist (See 3Appendix V), identify goals that the school failed to meet, and recommend modifications or corrective actions that the school shall undertake. Each program review team shall write a report of its findings, including commendations and recommendations. As discussed more fully in Section F below, the program review team will meet with appropriate site-based staff to review their findings and to assist the school in developing an improvement plan to remedy the findings. In making findings, the team will include specific information or data regarding each goal. For example, for Goal 1 (Program) the report will include a description of the program or programs offered at a school. For Goal 3 (Staff Development) the report will


describe the staff development activities that occurred, how these activities support the program or programs offered at the school and the staff who participated in the activities. For Goal 4 (Home Language Survey) the report should discuss how many files were reviewed, how many files had the HLS, and how many did not.

F. Plan for Modification/Improvement

Whenever a program review team finds goals that a school has not met, ELLP will schedule a meeting with the school administrative and ELL instructional staff to review its findings. If appropriate, the team will make recommendations of corrective actions the school may wish to consider. In conjunction with the review process team, the school staff will develop an ELL improvement plan that will address: • Goals the school failed to meet; • Corrective actions to be taken; • Time in which the corrective actions will occur; and • Staff member(s) responsible for ensuring that the corrective actions have taken place. The school shall implement the plan within the timeline outlined in the plan. The program review team will continue to monitor any school sites in which stated goals were not attained to ensure that the school implemented its program improvement plan. Schools that were able to meet all of the stated goals will continue to be monitored, but to a lesser degree.

G. District Plan Based on the issues or problems identified in the reports for individual schools, ELLP shall develop a district plan to address any systemic problems or issues found and shall ensure that this plan is implemented for the following school year.


Appendix A: Effective ELL Practices

SHELTERED INSTRUCTION 1. Lesson Preparation

• Content Objectives and Language Objectives

• Supplementary materials for clarity and meaning (hands-on manipulatives, realia, pictures, visuals, multimedia, demonstrations, related literature, adapted text, graphic organizers)

• Adaptation of content (graphic organizers, outlines, leveled study guides, highlighted text, taped text, adapted text, jigsaw text reading, marginal notes)

5. Interaction

• Questioning to elicit ideas, opinions, answers and to encourage elaboration

• Balance of talk between teacher and students • Talk among students – pairs, triads, small

groups • Wait time for student response • Varied grouping configurations that support

the language and content objectives of the lesson

2. Building Background

• Concepts linked to the student’s background • Links between past learning and new

concepts • Explicit teaching of key vocabulary

6. Practice/Application

• Hands-on materials and/or manipulatives for practice activities to apply content and language knowledge

• Activities to integrate all language skills 3. Comprehensible Input

• Appropriate rate of speech • Explanation of tasks • Techniques (modeling, visuals, hands-on,

demonstrations, gestures, body language)

7. Lesson Review and Assessment

• Review of key vocabulary • Review of key content concepts • Regular feedback to students • Assess student comprehension and learning of

all lesson objectives throughout the lesson (spot checking, group response)

8. Effective Lesson Delivery

• Content objectives supported by lesson delivery

• Language objectives clearly supported by lesson delivery

• Students engaged 90% to 100% of the time • Pacing of the lesson appropriate to the

students’ ability level

4. Strategies

• Metacognitive – matching, problem-solving, clarifying

• Cognitive – individual mental or physical manipulation of material for learning

• Social/Affective – Interaction with a group Scaffolding

• Verbal – paraphrasing, think alouds, defining

• Procedural – explicit teaching, modeling, practice with others, independent application

From: Echevarria, Jana, et, al. Making Content Comprehensible for English Language Learners, Allyn and Bacon, 2000. ISBN 0-205-29017-5 haj 10-02


Appendix B: District Policy-6165

CLARK COUNTY SCHOOL DISTRICT POLICY 6165

PROGRAMS AND SERVICES FOR ENGLISH LANGUAGE LEARNER STUDENTS

1. Students whose primary language is other than English cannot

effectively participate in general education instruction until they have developed proficiency in listening, speaking, reading and writing English. To assist these English Language Learner (“ELL”) students in gaining English proficiency, the Clark County School District (“District”) shall implement a range of services and programs.

2. All ELL students shall be appropriately identified, assessed, and

placed in programs.

3. Any school that has ELL students enrolled shall offer the appropriate services and programs to ELL students, and each school shall have the qualified staff and the appropriate resources necessary to provide programs and services to ELL students. The principal, in consultation with the English Language Learner Program and the Division of Instruction, shall determine the services and programs to be offered at a school. The program offered at each school shall be based on research and shall provide age-appropriate levels of English proficiency. In addition, the program shall be: aligned with the District curriculum; taught using the content strategies and thinking processes that students encounter as they pursue an education in the District; and reflect the many cultural and linguistic backgrounds represented by ELL students enrolled in the District.

4. The Superintendent annually shall review and monitor the

programs and services provided to ELL students to determine whether ELL students are being provided appropriate services and programs and whether ELL students are gaining proficiency in listening, speaking, reading and writing English.

5. The English Language Learner Program Department shall develop procedures to implement this policy.

Legal Reference: NRS Chapter 388 System of Public Instruction Review Responsibility: Student Support Services Division Adopted: [5/26/93] Revised: (11/9/00) Pol gov Rev: 6/28/01


Appendix C: Nevada Administrative Code

Instruction of Certain Pupils Whose Primary Language Is Not English

NAC 388.600 Definitions. (3NRS 385.080, 3388.405) As used in 3NAC 388.600 to 3388.655, inclusive, unless the context otherwise requires, the words and terms defined in 4NAC 388.605, 4388.610 and 4388.615 have the meanings ascribed to them in those sections. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.605 “Bilingual program of instruction” defined. ( 4NRS 385.080, 4388.405) “Bilingual program of instruction” means a program of instruction for English language learners in which pupils are taught the English language and the content of other courses of study is taught using the pupils’ primary language. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.610 “English language learner” defined. ( 4NRS 385.080, 4388.405) “English language learner” means a pupil whose: 1. Primary language is not English; 2. Proficiency in English is below the average proficiency of pupils at the same age or grade level whose primary language is English; and 3. Probability of success in a classroom in which courses of study are taught only in English is impaired because of his limited proficiency in English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.615 “Program of instruction that teaches English as a second language” defined. (4NRS 385.080, 4388.405) “Program of instruction that teaches English as a second language” means a program of instruction for an English language learner which: 1. Provides instruction in the English language and other courses of study using teaching techniques for acquiring English; and 2. Incorporates the cultural aspects of the pupil’s experiences in his instruction. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.620 Determination of primary language of pupil. (4NRS 385.080, 5388.405) 1. Each school district shall identify the primary language of each pupil who enrolls in a school within the district for the first time. 2. A pupil’s primary language shall be deemed to be a language other than English if: (a) The pupil first spoke a language other than English; (b) The primary language spoken in the home of the pupil is not English; or (c) The language most often spoken by the pupil is not English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.625 Assessment of pupil’s proficiency in English. (5NRS 385.080, 5388.405) 1. Each school district shall administer to a pupil whose primary language is not English and who is enrolled in: (a) Kindergarten or any grade from grade 1 to 12, inclusive, an oral examination approved by the department to assess the proficiency of the pupil to speak and comprehend English. A pupil must be classified as an English language learner if his score on the examination is below the score for a person who communicates fluently in English, as established by the publisher of the examination.


(b) Any grade from grade 2 to 12, inclusive, an examination approved by the department to assess the proficiency of the pupil to read and write English. A pupil must be classified as an English language learner if his score on the examination is below the score for a person who is competent in reading and writing English, as established by the publisher of the examination. 2. An assessment administered pursuant to this section must be completed within 60 days after the date on which the pupil enrolls in a school in the district for the first time. 3. An assessment of a pupil’s proficiency to comprehend, speak, read and write English must be administered by a person who is proficient in English and who has successfully completed training in the administration and scoring of the examination required for the assessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.630 Assessment of pupil’s proficiency in his primary language. ( 5NRS 385.080, 5388.405) 1. Except as otherwise provided in this subsection, each school district shall administer to a pupil who is classified as an English language learner pursuant to 5NAC 388.625 and who is enrolled in a bilingual program of instruction an examination approved by the department to assess the proficiency of the pupil to comprehend, speak, read and write his primary language. A school district is not required to assess the proficiency of a pupil to read and write his primary language if he is enrolled in kindergarten or the first grade or his primary language is not commonly written. 2. An assessment administered pursuant to this section must be completed within 60 days after the date on which the pupil enrolls in a school in the district for the first time. 3. An assessment of a pupil’s proficiency to comprehend, speak, read and write his primary language must be conducted by a person who is proficient in the primary language of the pupil and who has successfully completed training in the administration and scoring of the examination required for the assessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.635 Assessment of proficiency in English and primary language of pupils with disabilities. ( 5NRS 385.080, 5388.405) 1. A school district shall assess and classify a pupil whose primary language is not English and whose eligibility for special services and programs of instruction for pupils with disabilities is being assessed pursuant to 5NAC 388.330 to 5388.440, inclusive, in the manner required by 6NAC 388.625 and 6388.630. If the multidisciplinary team that is determining the eligibility of the pupil pursuant to 6NAC 388.330 to 6388.440, inclusive, determines that the procedures for the assessments administered pursuant to 6NAC 388.625 and 6388.630 are inappropriate because of the nature of the pupil’s disability, the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend, speak, read and write English and his primary language. The person administering the assessment shall cooperate with the multidisciplinary team to determine the classification of the pupil. 2. A school district shall assess and classify a pupil whose primary language is not English and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by 6NAC 388.625 and 6388.630. If the committee that develops the individualized educational program for the pupil pursuant to 6NAC 388.281 determines that the procedures for the assessments are inappropriate because of the nature of the pupil’s disability, the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend, speak, read and write English and his primary language. The person administering the assessment shall cooperate with the committee to determine the classification of the pupil. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.640 Programs of instruction: Availability; notice of eligibility; consent for participation; standards. (6NRS 385.080, 7388.405)


1. A school district shall make available to each pupil classified as an English language learner pursuant to 7NAC 388.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. 2. The school district shall notify the parents or legal guardian of such a pupil of the eligibility of the pupil to participate in such a program of instruction. The notification must be given in the primary language of the parents or legal guardian of the pupil. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian. 3. A bilingual program of instruction or a program of instruction that teaches English as a second language must: (a) Be based on a sound educational theory for acquiring English; (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner; and (c) Produce results which indicate that the pupils in the program are acquiring English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.645 Periodic reassessment of pupils; limitations on reclassification. (7NRS 385.080, 7388.405) 1. Except as otherwise provided in subsection 3, a school district may, at any time, but shall, at least every 2 years, reassess a pupil who is classified as an English language learner pursuant to 7NAC 388.625 to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. 2. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend, speak, read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language; (b) The parents or legal guardian of the pupil is: (1) Notified, in the primary language of the parents or legal guardian, that the pupil is being considered for reclassification; (2) Given an opportunity to review the data relating to the performance of the pupil; and (3) Allowed to participate in the determination of whether the pupil should be reclassified; and (c) The school district administers to the pupil an examination selected by the district from a list of examinations approved by the department to assess the pupil’s proficiency to comprehend, speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination. 3. A school district is not required to administer to a pupil who is exempt from the provisions of 7NAC 389.063 an examination to assess the pupil’s proficiency to read and write English. Such a pupil may not be reclassified pursuant to this section. 4. A reassessment of a pupil’s proficiency to comprehend, speak, read and write English must be administered by a person who is proficient in the language in which the examination is given and who has successfully completed training in the administration and scoring of the examination required for the reassessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.650 Periodic reassessment of pupils with disabilities. ( 7NRS 385.080, 7388.405) 1. A school district shall reassess a pupil who is classified as an English language learner pursuant to 7NAC 388.625 and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by 7NAC 388.645. The reassessment must be


conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to 8NAC 388.281. 2. If the committee that develops the individualized educational program for the pupil pursuant to 8NAC 388.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability, the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend, speak, read and write English. 3. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

NAC 388.655 Waiver from certain provisions. (8NRS 385.080, 8388.405) A school district may apply, in writing, to the department for a waiver from the provisions of 8NAC 388.625 to 8388.650, inclusive. Upon a showing of good cause and circumstances that are unique to the district, the department may grant a waiver from any of those provisions. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)


Appendix D: English Language Learner Program Organizational Chart

ENGLISH LANGUAGE LEARNER PROGRAM ORGANIZATIONAL CHART


Appendix E: Home Language Survey – English


Appendix E: Home Language Survey – Spanish


Appendix F: Comprehensive Educational Summary

COMPREHENSIVE EDUCATIONAL SUMMARY Your Child’s Student Number Birthdate Your Child’s Full Name Home Country Start of Academic Year in Home Country Aug./Sept. Other: DIRECTIONS FOR COMPLETION Column 1: SCHOOL YEAR = Academic Year (i.e., 1993-1994) Column 2: STUDENT AGE = The student’s age when the school year started. Column 3: YEAR IN SCHOOL = Total number of years completed. Column 4: GRADE = Your country’s designation of what that year in school is/was called

(i.e., Grade 1, Form 1, Standard 1, 1 Secundaria). Column 5: KIND OF SCHOOL = The United States system of education has 3 levels:

Elementary, Middle School, and High School. In this column, write what your child’s level of school is/was called: (i.e., Primaria, Secundaria, Gymnasium).

Column 6: FULL NAME OF SCHOOL = Write the name of the school your child attended. It can be written in your language.

Column 7: SCHOOL LOCATION = Write the city and country where your child attended school.

Column 8: LANGUAGE OF INSTRUCTION = Write the language used in your child’s school. Do not include the specialized classes in English.

1 2 3 4 5 6 7 8 School Year

Age Year in School

Grade Designation

Kind of School (Primaria, etc.)

Full Name Of School School Location (City and Country)

Language of Instruction

K 1 2 3 4 5 6 7 8 9 10 11 12 ELL-F015 26 January 2006 Page 1 of 1


Appendix G: English Proficiency Status (EPS) Codes

ENGLISH PROFICIENCY STATUS (EPS) CODES In the CCSD, English Proficiency Status (EPS) Codes indicate eligibility and determine the extent of specialized language service to be provided for ELL students. EPS codes of Pending Assessment (PA) and English Exclusive (EE) are assigned by the school office staff to students based on their Home Language Survey (HLS). EPS codes are revised as the result of initial language assessment and annual language reevaluation. SASI EPS Code SASI ESL Code Old EPS English Proficiency Level EE English Exclusive A AA Non English Proficient PA Pending Assessment B AB Limited English Proficient TS Tested by ELLP C AC English Proficient (Monitoring) D AX Former LEP* (Exited ELL) E AW Non English Proficient Waiver* F BA Non English Proficient G BB Limited English Proficient H BC English Proficient (Monitoring) I BX Former LEP* (Exited ELL) J BW Limited English Proficient Waiver* K CC English Proficient* L EE English Exclusive* M PA Pending Assessment N WW Alternative Assessment Required* O WC Waiver English Proficient P WX Waiver Former LEP* (*Not eligible for ELLP services of any type)


Appendix H: Individual with Disabilities Education Act and the Nevada Administrative Code Sec. 300.531 Initial Evaluation.

Each public agency shall conduct a full and individual initial evaluation, in accordance with §§300.532 and 300.533, before the initial provision of special education and related services to a child with a disability under Part B of the Act.

(Authority: 20 U.S.C. 1414(a)(1))

Sec. 300.532 Evaluation procedures.

Each public agency shall ensure, at a minimum, that the following requirements are met:

(a) (1) Tests and other evaluation materials used to assess a child under Part B of the Act— (i) Are selected and administered so as not to be discriminatory on a racial or cultural basis; and (ii) Are provided and administered in the child's native language or other mode of communication, unless it is clearly not feasible to do so; and (2) Materials and procedures used to assess a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education, rather than measuring the child's English language skills.

(b) A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child, including information provided by the parent, and information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child, to participate in appropriate activities), that may assist in determining—

(1) Whether the child is a child with a disability under §300.7; and (2) The content of the child’s IEP.

(c) (1) Any standardized tests that are given to a child— (i) Have been validated for the specific purpose for which they are used; and (ii) Are administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the tests. (2) If an assessment is not conducted under standard conditions, a description of the extent to which it varied from standard conditions (e.g., the qualifications of the person administering the test, or the method of test administration) must be included in the evaluation report.

(d) Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient. (e) Tests are selected and administered so as best to ensure that if a test is administered to a child with impaired sensory, manual, or speaking skills, the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). (f) No single procedure is used as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child.


(g) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. (h) In evaluating each child with a disability under §§300.531-300.536, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. (i) The public agency uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. (j) The public agency uses assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child. (Authority: 20 U.S.C. 1412(a)(6)(B), 1414(b)(2) and (3)) Sec. 300.533 Determination of needed evaluation data. (a) Review of existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under Part B of the Act, a group that includes the individuals described in §300.344, and other qualified professionals, as appropriate, shall -

(1) Review existing evaluation data on the child, including— (i) Evaluations and information provided by the parents of the child; (ii) Current classroom-based assessments and observations; and (iii) Observations by teachers and related services providers; and (2) On the basis of that review, and input from the child's parents, identify what additional data, if any, are needed to determine - (i) Whether the child has a particular category of disability, as described in §300.7, or, in case of a reevaluation of a child, whether the child continues to have such a disability; (ii) The present levels of performance and educational needs of the child; (iii) Whether the child needs special education and related services, or in the case of a reevaluation of a child, whether the child continues to need special education and related services; and (iv) Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum.

(b) Conduct of review. The group described in paragraph (a) of this section may conduct its review without a meeting. (c) Need for additional data. The public agency shall administer tests and other evaluation materials as may be needed to produce the data identified under paragraph (a) of this section. (d) Requirements if additional data are not needed.

(1) If the determination under paragraph (a) of this section is that no additional data are needed to determine whether the child continues to be a child with a disability, the public agency shall notify the child's parents— (i) Of that determination and the reasons for it; and (ii) Of the right of the parents to request an assessment to determine whether, for purposes of services under this part, the child continues to be a child with a disability. (2) The public agency is not required to conduct the assessment described in paragraph (d)(1)(ii) of this section unless requested to do so by the child's parents.

(Authority: 20 U.S.C. 1414(c)(1), (2) and (4)) Sec. 300.534 Determination of eligibility. (a) Upon completing the administration of tests and other evaluation materials -

(1) A group of qualified professionals and the parent of the child must determine whether the child is a child with a disability, as defined in §300.7; and


(2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent.

(b) A child may not be determined to be eligible under this part if— (1) The determinant factor for that eligibility determination is— (i) Lack of instruction in reading or math; or (ii) Limited English proficiency; and (2) The child does not otherwise meet the eligibility criteria under §300.7(a).

(c) (1) A public agency must evaluate a child with a disability in accordance with §§300.532 and 300.533 before determining that the child is no longer a child with a disability. (2) The evaluation described in paragraph (c)(1) of this section is not required before the termination of a student's eligibility under Part B of the Act due to graduation with a regular high school diploma, or exceeding the age eligibility for FAPE under State law.

(Authority: 20 U.S.C. 1414(b)(4) and (5), (c)(5))


Appendix I: Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code

NAC 388.325 Prior intervention. (8NRS 385.080, 8388.520) 1. If a pupil is experiencing an educational or behavioral difficulty but is not suspected of having a disability by the public agency, the public agency may attempt to remediate such a difficulty through a prior intervention. 2. The public agency shall: (a) Determine the type of intervention to be attempted, the process for monitoring progress and the methods for evaluating the effectiveness of the intervention; (b) Specify reasonable timelines for initiating, completing and evaluating the intervention; and (c) Based in part on the results of the prior intervention, determine whether the pupil is suspected of having a disability and should be evaluated in accordance with 8NAC 388.330 to 8388.440, inclusive. 3. During the period in which a prior intervention is being provided, a parent of the pupil may ask for an initial evaluation of the pupil if the parent suspects that the pupil has a disability and may qualify for special services and programs of instruction pursuant to 9NAC 388.330 to 9388.440, inclusive. If the public agency suspects the pupil has a disability, the public agency shall not refuse to conduct the initial evaluation or delay the initial evaluation until the prior intervention is completed. If the public agency disagrees with the parent and does not suspect the pupil has a disability, it may refuse to conduct an evaluation. The public agency shall provide to the parent written notice of this refusal in accordance with 9NAC 388.300, and the parent may request mediation pursuant to 9NAC 388.305 or a hearing pursuant to 9NAC 388.300 to resolve the dispute. 4. If the public agency determines that the educational difficulty or behavior of the pupil is resistant to the prior intervention, or if the public agency determines that the prior intervention requires continued and substantial effort and may require the provision of special education and related services to be effective, the public agency shall conduct an initial evaluation of the pupil to determine whether the pupil is eligible for special education. Informed parental consent in accordance with subsection 1 of 9NAC 388.300 must be obtained before the public agency may conduct such an evaluation. (Added to NAC by Bd. of Education by R085-99, eff. 2-16-2000) NAC 388.330 Credentials required to administer or interpret assessment. ( 9NRS 385.080, 9388.520) Any person responsible for administering or interpreting an assessment pursuant to 9NAC 388.330 to 9388.440, inclusive, must: 1. Possess a license or certificate in the area of the person’s professional discipline; and 2. Be trained in the area of assessment in question. (Added to NAC by Bd. of Education, eff. 7-14-88; A by R085-99, 2-16-2000) NAC 388.335 Tests and devices for assessment. Any test or other device for assessment used pursuant to 1NAC 388.330 to 1388.440, inclusive, must comply with the procedures set forth in 34 C.F.R. § 300.532. (Added to NAC by Bd. of Education, eff. 7-14-88; A 9-13-91; 11-23-93) NAC 388.336 Review of evaluation data; determination of need for additional data. ( 1NRS 385.080, 1388.520) As part of an initial evaluation if data is available, and as part of any reevaluation, a group that includes the committee that developed or will develop the pupil’s individualized educational program pursuant to 1NAC 388.281, the members of the eligibility team and any other qualified professionals appointed shall: 1. Conduct a review of data from existing evaluations, including, without limitation: (a) Evaluations and information provided by the parents of the pupil;


(b) Current classroom-based assessments and observations; and (c) Observations by teachers and related service providers; and 2. Based upon the review and input from the pupil’s parents, identify the additional data, if any, that is required to determine: (a) Whether the pupil has a particular category of disability, or, in case of a reevaluation of a pupil, whether the pupil continues to have such a disability; (b) The present levels of performance and educational needs of the pupil; (c) Whether the pupil needs special education and related services, or in the case of a reevaluation of a pupil, whether the pupil continues to need special education and related services; and (d) Whether any additions or modifications to the special education and related services are needed to enable the pupil to meet the measurable annual goals set out in the individualized educational program of the pupil and to participate, as appropriate, in the general curriculum. The group may conduct its review without a meeting. (Added to NAC by Bd. of Education by R085-99, eff. 2-16-2000) NAC 388.337 Deadlines for conducting initial evaluations. (1NRS 385.080, 1388.520) 1. Except as otherwise provided by subsection 2, when a public agency determines that good cause exists to evaluate a pupil pursuant to 1NAC 388.330 to 1388.440, inclusive, it shall conduct the initial evaluation within: (a) Forty-five school days after the parent, or pupil if the pupil is an adult, provides informed written consent; (b) Forty-five school days after the date of the decision of a hearing officer pursuant to 1NAC 388.310 ordering the parent to allow, or adult pupil to submit to an evaluation; or (c) At any other time agreed upon in writing by the parent or adult pupil and the public agency. 2. Upon the request of a public agency, the superintendent may extend the deadline for conducting initial evaluations for not more than 15 school days. 3. For the purposes of this section, “school day” means any day in which pupils enrolled in a school are scheduled to be engaged in registration, classes, other instructional activities or testing during the required minimum daily period for each grade or department. (Added to NAC by Bd. of Education, eff. 11-23-93; A by R085-99, 2-16-2000) NAC 388.340 Decisions concerning placement or eligibility. (1NRS 385.080, 1388.520) 1. No single test or other device for assessment may be used as the sole or controlling criterion for the placement of a pupil pursuant to 1NAC 388.330 to 1388.440, inclusive. The interpretation of data obtained from an assessment and any decision concerning the placement of a pupil must be: (a) Made in light of the physical condition, adaptive skills, and social or cultural background of the pupil; and (b) Based upon information from a variety of sources, such as the pupil, the pupil’s family, the pupil’s teacher or a test of aptitude or achievement. 2. In making a determination of the eligibility of the pupil for special services and programs of instruction pursuant to 1NAC 388.330 to 1388.440, inclusive, a pupil may not be determined to be a pupil with disability if the controlling factor for such a determination is the pupil’s lack of instruction in reading or math or limited proficiency in English. 3. The public agency must evaluate a pupil with a disability pursuant to 1NAC 388.330 to 1388.440, inclusive, before determining that the pupil is no longer a pupil with a disability. 4. Any decision of the eligibility team concerning the eligibility of a pupil for special services and programs of instruction pursuant to 1NAC 388.330 to 1388.440, inclusive, must be justified in a written report, to be kept in the records of the pupil maintained by the public agency. The public agency shall provide a copy of the report and any other documentation relating to the determination of the pupil’s eligibility pursuant to this section to the parents of the pupil.


5. If the members of the eligibility team disagree about the determination of eligibility, a minority report must be prepared if required by paragraph (h) of subsection 6 of 1NAC 388.420 and may be prepared in any other case. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R039-98, 5-29-98; R085-99, 2-16-2000) NAC 388.345 Assessment of cognitive abilities. (1NRS 385.080, 1388.520) 1. An individually administered, standardized test of cognitive ability must be used in assessing the cognitive abilities of a pupil with a disability. If a score other than the total score of the pupil on such a test is used to assess the pupil’s cognitive abilities, the procedure must be justified, on the basis of professionally recognized criteria, in the records of the pupil maintained by the public agency. 2. Except as otherwise provided in this subsection, any interpretation of an assessment of cognitive abilities must be made by a licensed school psychologist or licensed or certified psychologist. In the case of a pupil under the age of 6 years, any such interpretation may be made by a licensed school psychologist or a licensed or certified psychologist with documented training in the assessment of preschool pupils with disabilities. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R085-99, 2-16-2000) NAC 388.350 Assessment of social and emotional condition. ( 1NRS 385.080, 1388.520) 1. Except as otherwise provided in this subsection, if the social and emotional condition of a pupil with a disability is assessed, the assessment may include: (a) Observation of the pupil; (b) An interview of the pupil or of any person having personal knowledge of the pupil; (c) Projective testing of the social and emotional condition of the pupil; and (d) The use of: (1) A behavior rating scale; (2) An adaptive behavior scale; and (3) A self-report inventory. A pupil may not be identified as a pupil with serious emotional disturbance unless a variety of these techniques are used to assess the social and emotional condition of the pupil. 2. Any interpretation of an assessment of social and emotional condition must be made by a psychologist or another certified or licensed mental health professional. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R085-99, 2-16-2000)


NAC 388.360 Assessment of adaptive skills. (1NRS 385.080, 1388.520) 1. If the adaptive skills of a pupil with a disability are assessed, the person conducting the assessment must use a validated adaptive behavior scale. The assessment must include an assessment of any six or more of the following: (a) Communication; (b) Self-care; (c) Home living; (d) Social skills; (e) Community use; (f ) Self-direction; (g) Health and safety; (h) Functional academics; and (i) Leisure and work. 2. Any interpretation of an assessment of adaptive skills must be made by a person qualified to assess adaptive skills through the use of an adaptive behavior scale. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R085-99, 2-16-2000) NAC 388.640 Programs of instruction: Availability; notice of eligibility; consent for participation; standards. (1NRS 385.080, 1388.405) 1. A school district shall make available to each pupil classified as an English language learner pursuant to 1NAC 388.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. 2. The school district shall notify the parents or legal guardian of such a pupil of the eligibility of the pupil to participate in such a program of instruction. The notification must be given in the primary language of the parents or legal guardian of the pupil. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian. 3. A bilingual program of instruction or a program of instruction that teaches English as a second language must: (a) Be based on a sound educational theory for acquiring English; (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner; and (c) Produce results which indicate that the pupils in the program are acquiring English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.645 Periodic reassessment of pupils; limitations on reclassification. (1NRS 385.080, 1388.405) 1. Except as otherwise provided in subsection 3, a school district may, at any time, but shall, at least every 2 years, reassess a pupil who is classified as an English language learner pursuant to 1NAC 388.625 to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. 2. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend, speak, read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language; (b) The parents or legal guardian of the pupil is: (1) Notified, in the primary language of the parents or legal guardian, that the pupil is being considered for reclassification; (2) Given an opportunity to review the data relating to the performance of the pupil; and (3) Allowed to participate in the determination of whether the pupil should be reclassified; and (c) The school district administers to the pupil an examination selected by the district from a list of examinations approved by the department to assess the pupil’s proficiency to comprehend,


speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination. 3. A school district is not required to administer to a pupil who is exempt from the provisions of 1NAC 389.063 an examination to assess the pupil’s proficiency to read and write English. Such a pupil may not be reclassified pursuant to this section. 4. A reassessment of a pupil’s proficiency to comprehend, speak, read and write English must be administered by a person who is proficient in the language in which the examination is given and who has successfully completed training in the administration and scoring of the examination required for the reassessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.650 Periodic reassessment of pupils with disabilities. ( 1NRS 385.080, 1388.405) 1. A school district shall reassess a pupil who is classified as an English language learner pursuant to 1NAC 388.625 and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by 1NAC 388.645. The reassessment must be conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to 1NAC 388.281. 2. If the committee that develops the individualized educational program for the pupil pursuant to 1NAC 388.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability, the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend, speak, read and write English. 3. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.655 Waiver from certain provisions. ( 1NRS 385.080, 1388.405) A school district may apply, in writing, to the department for a waiver from the provisions of 1NAC 388.625 to 1388.650, inclusive. Upon a showing of good cause and circumstances that are unique to the district, the department may grant a waiver from any of those provisions. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)

http://www.leg.state.nv.us/NRS/NRS-385.html#NRS385Sec080�


http://www.leg.state.nv.us/NAC/NAC-388.html#NAC388Sec600�







Appendix J: Current List of Dual Language Schools

Dual Language Schools

Dearing ES (SS) Hollingsworth ES (SS)

Harmon ES (SS) Herron ES (SS)

McDoniel ES (SE) Walker ES (SE) Wengert ES (E)

Gibson Middle School (SS)

* Schools not listed deliver content-based ESL instruction


Appendix K: Initial Testing Sheet

ELL-F300 26 January 2006 Page 1 of 1


Appendix L: Parent Notification Letter – English Clark County School District

Notification of English Language Development Program Placement Initial Placement

Name of Student: Date: School Location: Dear Parents: Based on your child’s English proficiency test scores, we are pleased to inform you that your child will receive instruction in our district’s English Language Learner program. The goal of our English language development program is to help your child learn English so that he/she will be able to meet grade appropriate academic standards for promotion and graduation. Although you may request to have your child waived from instructional services provided by the English Language Learner Program, federal law requires language proficiency testing annually. Your child’s level of English proficiency was measured using the Language Assessment Scales (LAS) test:

Grades K-1 (Max 100) Grades 2 – 12 (Maximum Total Score of 33)

Oral Score* Speaking * Listening * Reading * Writing * Total Score * Level (Max 5) Level of English Proficiency:

* Scores for initial placement.

The method of instruction used in your child’s English language development program at your school site will be:

PROGRAMS IN THE CLARK COUNTY SCHOOL DISTRICT: Content-based English as a Second Language (ESL): Instruction is provided in English only and adapted to

student’s level Dual Language (Dual Language Schools Only): Instruction provided in both English and Spanish

Please contact the person below if you have questions regarding your child’s placement. Telephone Number:

OFFICE USE ONLY

Student ID# Student Name Grade Level Birthdate

School # School Name Home Language First Date Student Attended School in the

U.S.

ELL-F340, Rev D 02 July 2007 Page 1 of 1


Appendix L: Parent Notification Letter – Spanish

Distrito Escolar del Condado de Clark Notificación de la Ubicación del Programa de Desarrollo del Lenguaje Inglés

Ubicación Inicial

Nombre del Estudiante: Fecha: Ubicación de la Escuela: Estimados Padres: Basados en las calificaciones de las pruebas de dominio de conocimientos del lenguaje inglés de su hijo/a, nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del lenguaje inglés de nuestro distrito. El objetivo de nuestro programa de desarrollo del lenguaje inglés es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estándares académicos apropiados para el ascenso a otros grados y graduación. Aunque usted puede solicitar que se cancelen los servicios instructivos proporcionados a su hijo/a través del programa de Aprendizaje del Lenguaje Inglés, la ley federal exige que anualmente se realice una prueba de dominio de conocimientos del lenguaje. El nivel de dominio de conocimientos de ingles de su hijo/a fue medido utilizando la prueba de las Escalas de Evaluación del Lenguaje (LAS):

Grados K – 1 (Max 100) Grados 2 – 12 (Calificación Total Máxima de 33) Calificación Oral * Hablar* Escuchar* Lectura* Escritura* Calificación Total* Nivel (Max 5) Nivel de Dominio de Conocimientos de Inglés:

* Calificaciones para la ubicación inicial.

El método de instrucción utilizado en el programa de desarrollo del lenguaje inglés de su hijo/a en su escuela será:

PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Inglés como Segundo Lenguaje (ESL) basado en el contenido: La instrucción es proporcionada en inglés solamente y adaptada al nivel del estudiante. Lenguaje Dual (solamente Escuelas con Lenguaje Dual): La instrucción es proporcionada en ambos, inglés y español Por favor comuníquese con la persona a continuación si tiene preguntas acerca de la ubicación de su hijo/a Número de Teléfono:

OFFICE USE ONLY

Student ID# Student Name Grade Level Birthdate

School # School Name Home Language First Date Student Attended School in the

U.S.

ELL-F340.1, Rev C 02 July 2007 Page 1 of 1


Appendix L: Parent Notification Letter – Continuing Placement – English Clark County School District

Notification of English Language Development Program Placement Continuing Placement (2007/08)

Name of Student: Date: ___________________ School Location: Dear Parents: Based on your child’s English proficiency test scores and level of academic achievement, we are pleased to inform you that your child will receive instruction in our district’s English language development program. The goal of our English language development program is to help your child learn English so that he/she will be able to meet age appropriate academic standards for grade promotion and graduation. Although you may request to have your child exit the program at any time, students normally participate for a period of three to five years. Your child’s level of English proficiency was measured using one or more of the following test(s):

Language Assessment Scales (LAS) Scores* 2006/07 Language Assessment Scales English (LAS) Links Scores Oral Reading Writing Listening Speaking Reading Writing Comprehension Overall

Level of English Proficiency:

* Students only participated in scores indicated for initial placement.

Your child’s level of academic achievement was measured using one or more of the following test(s) during the 2006/07 school year:

Criterion Referenced Test (CRT)

Iowa Test of Basic Scales (ITBS) High School Proficiency Examination(HSPE)

Reading Total Math Total Reading Total Math Total Reading Total Math Total Writing Total

The method of instruction used in your child’s English language development program will be:

OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Content-based English Language Learner (ELL)/English as a Second Language (ESL): Instruction is

provided in English only and adapted to student’s level Dual Language (Dual Language Schools only): Instruction provided in both English and Spanish

Your child’s program is not the district’s only English language development program. Additional information about your child’s program and other district language programs, if available, is attached. Please contact the person below if you would like to request: (a) immediate removal of your child from the English language development program; (b) options available for your child if you decline enrollment or would like another method of instruction; or (c) assistance in selecting other district programs or instructional methods, if available. Telephone Number:

OFFICE USE ONLY

Student ID# Student Name Grade Level Birthdate Teacher

School # School Name Home Language

ELL-F501, Rev B 05 September 2007 Page 1 of 1


Appendix L: Parent Notification Letter – Continuing Placement – Spanish Distrito Escolar del Condado de Clark

Notificación de la Ubicación del Programa de Desarrollo del Lenguaje Inglés Ubicación Continua (2007/08)

Nombre del Estudiante: Fecha: ___________________ Localización de la Escuela: Estimados Padres: Basado en los puntajes de la prueba de dominio de conocimientos de ingles y el nivel de logro académico de su hijo/a, nos complace comunicarles que su hijo/a recibirá instrucción en nuestro programa de desarrollo del lenguaje ingles en nuestro distrito. La meta de nuestro programa de desarrollo del lenguaje ingles es ayudar a su hijo/a para que aprenda ingles y así pueda satisfacer los estándares académicos apropiados de su edad para el ascenso de grado y la graduación. A pesar de que en cualquier momento usted puede exigir que su hijo/a sea dado de baja, normalmente los estudiantes participan durante un periodo de tres a cinco años. El nivel de dominio de conocimientos de inglés de su hijo/a fue medido utilizando una o más de las siguientes prueba(s):

Puntajes de las Escalas de Evaluación del Lenguaje* Enlaces de los Puntajes de las Escalas de Evaluación del Lenguaje Inglés (LAS) 2006/07

Oral Lectura Escritura Escuchar Hablar Lectura Escritura Comprensión General

Nivel de Dominio de Conocimientos del Inglés: * Los estudiantes solo participaron en los puntajes indicados por la ubicación inicial.

El nivel de logro académico de su hijo/a fue medido utilizando una o más de las siguientes prueba(s) durante el año escolar 2006/2007

Prueba de Criterio Referenciado (CRT)

Prueba de Escalas Básicas de Iowa (ITBS)

Examinación del Dominio de Conocimientos de la Escuela Secundaria (HSPE)

Total en Lectura

Total en Matemáticas

Total en Lectura


Total en Lectura


Total en Escritura

El método de instrucción que se utilizará en el programa de desarrollo del lenguaje inglés de su hijo/a será:

OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Aprendiz del idioma ingles basado en el contenido (ELL)/inglés como Segundo Idioma (ESL): La instrucción

es impartida solamente en inglés y se ajusta al nivel de estudiante Lenguaje Dual (Solamente en escuelas con Lenguaje Dual): La instrucción es proporcionada en ambos

idiomas, inglés y español El programa de su hijo/a no es el único programa de desarrollo del lenguaje inglés del distrito. Si hubiera información disponible, se adjuntará información adicional sobre el programa de su hijo/a y sobre otros programas de lenguaje del distrito. Por favor comuníquese con la persona indicada a continuación si desea solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del lenguaje inglés; (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o si le gustaría otro método de instrucción; o (c) si hubiera disponible, ayuda en la selección de otros programas del distrito o métodos instructivos. Nombre: Titulo: Director Número de Teléfono:

OFFICE USE ONLY



ELL-F501.1, Rev B 05 September 2007 Page 1 of 1


Appendix L: Parent Notification Letter - Reclassification and Monitoring - English

Clark County School District Notification of English Language Development Program Placement

Continuing Placement - Reclassification and Monitoring (2007/08)

Name of Student: Date: School Location: Dear Parents: Based on your child’s English proficiency test scores and level of academic achievement, we are pleased to inform you that your child has met reclassification criteria from our district’s English language development program. Reclassification is the result of language testing conducted by the English Language Learner Program. This means that his/her English speaking, reading, and writing skills are determined adequate for general education grade-level placement. Your child’s level of English proficiency was measured using one or more of the following test(s):

Language Assessment Scales (LAS) Scores* 2006/07 Language Assessment Scales English (LAS) Links Scores Oral Reading Writing Listening Speaking Reading Writing Comprehension Overall

Level of English Proficiency: * Students only participated in scores indicated for initial placement.

Your child’s level of academic achievement was measured using one or more of the following test(s) during

the 2006/07school year:

Criterion Referenced Test (CRT)

Iowa Test of Basic Scales (ITBS) High School Proficiency Examination(HSPE)

Reading Total Math Total Reading Total Math Total Reading Total Math Total Writing Total

Reclassification is an indicator of significant academic English language progress. A reclassified student is

monitored for academic progress for two school years to ensure his/her success.

You and your child are to be congratulated for this achievement. If you have any questions or concerns about this process, please contact your child’s school for further assistance.

Telephone Number: OFFICE USE ONLY



ELL-F520, Rev B 05 September 2007 Page 1 of 1


Appendix L: Parent Notification Letter - Reclassification and Monitoring - Spanish

Distrito Escolar del Condado de Clark Notificación de la Ubicación del Programa de Desarrollo del Lenguaje Inglés

Ubicación Continuada – Reclasificación y Monitoreo (2007/08)

Nombre del Estudiante: Fecha: Localización de la Escuela: Estimados Padres: Basado en los puntajes de la prueba de dominio de conocimientos de ingles y el nivel de logro académico de su hijo/a, nos complace comunicarles que su hijo/a ha reunido el criterio de reclasificación de nuestro programa de desarrollo del lenguaje ingles para nuestro distrito. La reclasificación es el resultado de pruebas del lenguaje llevadas a cabo por el Programa Aprendiz del Lenguaje Inglés. Esto significa que sus habilidades orales de inglés, lectura y sus habilidades de escritura son determinadas adecuadas para una ubicación en un nivel de grado de educación general. El nivel de dominio de conocimientos de inglés de su hijo/a fue medido utilizando una o más de las siguientes prueba(s):

Puntajes de las Escalas de Evaluación del Lenguaje*

Enlaces de los Puntajes de las Escuelas de las Escalas de Evaluación del Lenguaje Inglés (LAS) 2006/07

Oral Lectura Escritura Escuchar Hablar Lectura Escritura Comprensión General

Nivel de Dominio de Conocimientos de Inglés:

* Los estudiantes solo participaron en los puntajes indicados por la ubicación inicial.

El nivel de logro académico de su hijo/a fue medido utilizando una o más de las siguientes prueba(s) durante el año escolar 2006/07

Prueba de Criterio Referenciado

(CRT)

Prueba de Escalas Básicas de Iowa

(ITBS)

Examinación del Dominio de Conocimientos de la Escuela Secundaria (HSPE)

Total en Lectura


Total en Lectura


Total en Lectura


Total en Escritura

La reclasificación es un indicador de un progreso académico significante del lenguaje inglés. Un estudiante reclasificado es monitoreado para su progreso académico durante dos años escolares para asegurar su éxito.

Usted y su hijo/a deben ser felicitados por este logro. Si tiene alguna pregunta o preocupación sobre este proceso, por favor comuníquese con la escuela de su hijo/a para recibir más ayuda.

Nombre: Título: Director Número de Teléfono:

OFFICE USE ONLY

Student ID# Student Name Grade Level

Birthdate Teacher


ELL-F520.1, Rev B 05 September 2007 Page 1 of 1


Appendix M: Student Assessment Portfolio


Appendix N: Stages of Language Acquisition Teacher instruction as it relates to the Five Stages of Language Acquisition of the English Language Learner Stages of Language

Acquisition Student Characteristics Teacher Strategies STAGE 1

Pre-Production

Minimal comprehension with no verbal production

• May appear confused and/or hesitant • Begins to understand the message but

does not focus on the language form • Nods to answer questions • Acquires passive vocabulary

(recognizes but cannot yet use certain words)

• Points to objects or print • Draws cartoons and pictures • Can move to show understanding • Can match words and objects

• Focus on commands through Total Physical Response (TPR) – Teacher models and student follows instructions

• Use gestures and body language to act out meaning

• Emphasize listening skills and do not expect or force the student to speak until he/she is ready

• Use visuals, pictures, and other realia • Provide listening opportunities • Create a classroom full of language • Use mixed ability groups • Use physical movement • Use art, mime, and music

STAGE 2

Early Production

Limited comprehension with one/two word responses

• Identifies people, places, and things • Understands the main idea of the

message but may not understand each word

• Repeats memorable/frequently used language

• Lists and categorizes • Listens with greater understanding • Uses routine expressions

independently • Mispronounces words (Correct only to

clarify message)

• Ask yes/no, who, what, and where questions

• Begin a sentence and have the student complete it with a word

• Introduce new vocabulary, but continue practicing previously learned vocabulary

• Implement shared reading with props, and build on student prior knowledge

• Use patterned and predictable books • Introduce dialogue journals • Provide rich contextual listening

opportunities STAGE 3

Speech Emergent

Good comprehension and makes simple sentences (with errors)

• Describes events and people • Recalls facts • Improves pronunciation and intonation • Expands vocabulary using words that

are heard often and understood • Shifts the emphasis from language

reception to language production • Explains some academic concepts • Retells information from texts • Compares and contrasts • Summarizes • Participates in games • Initiates conversation • Defines new vocabulary

• Ask open-ended questions (how and why) • Introduce rudimentary reading and

writing • Encourage any attempt to speak • Create a safe classroom that encourages

attempts at language • Model, expand, restate and enrich student

language • Use patterned and predictable books • Support the use of content-area texts with

retelling, role-playing • Have students describe personal

experiences through language arts experiences/activities

ELL-R309 26 January 2006 Page 1 of 2


STAGE 4

Intermediate Fluency

Excellent comprehension with few grammatical errors

• Gives opinions • Uses longer sentences and elaborate

speech patterns more often • Makes errors as attempts are made to

use new vocabulary and more complex grammatical structures

• Begins to think in the new language rather than translating from the native language (L1) into the new language (L2)

• Justifies views of behaviors • Negotiates with others • Debates with others • Defends actions and opinions • Persuades • Expresses results of synthesis,

analysis, and evaluation

• Provide opportunities to use language in comfortable situations

• Engage students in activities which focus on speech production and not grammatical form or absolute correctness

• Provide students opportunities to talk about themselves

• Structured group instruction • Guide use of reference materials • Provide more advanced literature • Ask students to create narratives • Introduce colloquialisms and idiomatic

expressions • Provide for a variety of realistic writing • Publish student writings

STAGE 5

Advanced Fluency

Near native English native speech

• Begins interacting extensively with native English speakers

• Makes fewer grammatical errors • Has a high comprehension level but

may not be advanced enough to understand all academic classroom language

• Continues to learn new vocabulary • Produces written and oral language

comparable to a native English speaker of the same chronological age

• Employ thematic units and content-based learning activities

• Implement research papers/activities • Incorporate oral presentations/debate

activities • Continue the student’s development of

language via the integration of language arts and content-area activities

• Begin grammar instruction • Focus instruction on reading and

writing skills • Continue emphasis on vocabulary –

extensive vocabulary development is still needed

• Use sheltered English, scaffolding and cooperative learning techniques

• Relate abstract concepts to the concrete • Utilize the Internet

ELL-R309 26 January 2006 Page 2 of 2


Appendix O: TESL Endorsement Requirements

ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL

(Grade level appropriate to base license)

1. To receive an endorsement to teach English as a second language, a person must have:

a. a valid elementary, secondary or special teaching license; and b. have completed 12 semester hours of credit in the courses of study

listed below:

1. Methods and materials for teaching English as a second language; 2. Theories for the acquisition of a second language; 3. Testing and evaluation of pupils studying English as a second

language; or 4. Developing a curriculum for pupils studying English as a second

language.

PROFESSIONAL ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL

1. To receive an endorsement as a professional teacher of English as a second

language, a person must have completed the all requirements for an endorsement to teach English as a second language and:

a. Hold a master’s degree; and b. Have 3 years of verified experience as a teacher

NAC 391.237 Effective 7-1-02


Appendix P: Bilingual Endorsement Requirements

SPECIAL ENDORSEMENT TO TEACH A

PROGRAM OF BILINGUAL EDUCATION

1. To receive an endorsement to teach pupils in a program of bilingual education, a person must:

A. Hold a bachelor’s degree with a major in bilingual education or an

elementary, secondary or special license; and B. Have completed a bilingual program of preparation for teaching

pupils who are identified as having limited proficiency in English which has been approved by the State Board of Education for this purpose; or

C. At least 12 semester hours of credit in a course of study which includes theories for the acquisition of a second language and at least 3 of the following other areas of study:

1. Methods of teaching language arts or reading in the native

language; 2. Methods of teaching math, science and social studies in the

native language; 3. Testing and evaluating pupils of a second language in English

and the native language; 4. Development of curriculum, materials and teaching methods for

bilingual education; 5. Native language and culture; or 6. Bilingual education, history, philosophy and theory.

NAC 391.242 Amended 9-6-96


Appendix Q: Suggested Secondary Course Offerings


Appendix R: Referral for Reinstatement - English

Clark County School District English Language Learner Program

Referral for Reinstatement I. STUDENT IDENTIFICATION INFORMATION: Date of Referral:

Student Name: Last First M.I.

Student Number Date of Birth Sex M F School: Grade:

Has student ever attended Special Education classes? Yes No II. REASONS FOR REFERRAL

Reinstatement: List specific circumstances which warrant the referral action (obtain a continuation sheet if necessary):

Signature of Referral Licensed Personnel: Signature of English Language Learner Personnel: Signature of Site Administrator: Signature of Parent/Guardian: Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian ELL-F001 26 January 2006 Page 1 of 1


Appendix R: Referral for Reinstatement - Spanish

Clark County School District Programa de Aprendizaje del Idioma Inglés

Referencia para el impreso de Reincorporación INFORMACIÓN SOBRE EL ESTUDIANTE: Fecha de Referencia: Nombre del Estudiante:

Apellido Nombre Inicial

Número del Estudiante Fecha de Nacimiento Sexo M F Escuela: Grado:

Alguna vez asistió el estudiante a clases de Educación Especial ? Si No II. MOTIVO DE LA REFERENCIA

Reincorporación Enumere circunstancias específicas que justifican la acción de la referencia (endorse una hoja adicional si es necesario):

Firma del Licenciado en la Referencia: Firma del personal de aprendizaje del idioma inglés: Firma del administrador del lugar: Firma del padre/Tutor: Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian ELL-F001.1 26 January 2006 Page 1 of 1


Appendix S: Update Testing Sheet

ELL-F310 26 January 2006 Page 1 of 1


Appendix T: Monitoring Form for Reclassified Student - Elementary ENGLISH LANGUAGE LEARNER PROGRAM

ELEMENTARY SCHOOL MONITORING FORM FOR RECLASSIFIED STUDENTS (2006/07 2nd Trimester)

Student Name:

School: CCSD Entry Date:

Student #: Program Model: Days Absent this School Year: Grade: Monitoring Year: Teacher: Student is performing at a satisfactory academic level in all curricular areas. All academic grades are “C” or better.

Part 1: Areas of Concern: English Reading Writing Math

Science Social Studies Behavior Homework Test Scores Participation Preparation Other: ___________________

Part 2: For each area of concern marked, list one intervention you have tried: Part 3: If interventions in Part 2 have not been effective, list further interventions you will implement.

Teacher’s

Initials ELL Specialist/Coordinator School Administrator

Date: Date: Date: ELL-F400, Rev B 30 March 2007 Page 1 of 1


Appendix T: Monitoring Form for Reclassified Student - Secondary

Secondary English Language Learner Monitoring Report CCSD Entry Date: (2006/07 1st Semester)

SCHOOL: LOCATION# Monitor Year

NAME: STUDENT #: GRADE:

COURSE TITLE: TEACHER: PERIOD:

PRESENT GRADE: ABSENCES: TARDIES

CURRENT GRADING PERIOD: NHSP: R W M Student is performing at a satisfactory academic level in all curricular areas. All academic grades are “C” or better.

HOMEWORK TEST SCORES PARTICIPATION PREPARATION BEHAVIOR Satisfactory Unsat Satisfactory Unsat Satisfactory Unsat Satisfactory Unsat Satisfactory Unsat

Part 1. Concerns

Tardiness/ Absences Low Test Scores Completion of Assignments Following Directions Behavior Task Comprehension Organization Inattention Other: _________________________ Part 2. For each area selected, list one intervention you have tried: Part 3. If interventions in Part 2 have not been effective, list further interventions you will implement.

Teacher’s Initials ELL Specialist/Coordinator School Administrator Date: Date: Date:

Distribution: Original – ELL Portfolio Copy – Counselor

ELL-F410, Rev B 30 March 2007 Page 1 of 1


Appendix U: Pupil Release and Transfer Form - Elementary


Appendix U: Pupil Release and Transfer Form - Secondary


Appendix V: ELL Compliance Checklist

IDENTIFICATION, ASSESSMENT, AND PLACEMENT OF STUDENTS YES NOCCF-705 Home Language Survey (3 questions) is completed for each student who registers. Written documents given to parents are translated into their native language whenever possible or verbally explained to parents in their native language.

Verbal communication is conducted in the parent’s native language. Parents who do not want their child to receive services have signed a waiver after consultation with ELL Specialist or Coordinator and site administrator.

Students who are identified as PA (Pending Assessment) are tested within 30 or 15 calendar days. Staff members who administer the LAS have been appropriately trained. Test results are maintained in an individual ELL assessment portfolio within the cumulative folder. Students are appropriately identified as NEP, LEP, or FEP according to their most recent English proficiency assessment.

The Student Intervention/Multiple Disciplinary Team has considered student language proficiency prior to initiating intervention strategies or referral for special education evaluation.

ELL students currently participating in special education programs have documentation in their records that ELL status was not a factor in the initial referral.

ELL INSTRUCTIONAL PROGRAM MODELS AND EFFECTIVE ELL PRACTICES Students are placed in an appropriate instructional program with one of the following models: Dual Language, Content-Based ESL.

Staff members are encouraged to participate in training sessions and acquire TESL/bilingual endorsement.

Bilingual program teachers are appropriately certified by the state or through Alternative Route to Licensure with a bilingual endorsement.

Schools have provided appropriate textbooks, instructional materials, and supplemental resources recommended by ELLP and which are aligned with CCSD curricula.

REASSESSMENT/RECLASSIFICATION/MONITORING ELL students are tested annually to determine their level of English proficiency. ELL students are exited from the program based on criteria from ELLP and the state of Nevada. The students have demonstrated competencies in core curricular areas and achievement comparable to that of their peers.

ELL student exit portfolios are reviewed and should contain: CCF-705, birth certificate, test protocols, initial intake/update sheet, letter of placement, monitoring form, letter of reclassification and notification, and AMAO letter.

Students who exit the ELL program are monitored for 2 years to ensure success in the general education program..

Students who exit the ELL program have received remediation in language or academic deficiencies, as necessary

PROGRAM REVIEW/EVALUATION Individual student success data is maintained (language proficiency, success in program, success in mainstream class, etc.).

Program evaluation data is maintained (evidence of needs assessment, exit rates documentation of implementation of services, parent and student satisfaction with services, staff participation in training,).

ELL students have received educational services that are comparable to those of non-ELL peers and are held to the same standards.

ELL students are provided equal access/opportunity to participate in programs (i.e.; GATE, AP). ELL-F120 26 January 2006 Page 1 of 1


Glossary

1.0 Responsibility:

1.1 English Language Learner Program Directors 2.0 Definitions and ELL Terms

2.1 Academic language: Language used in formal contexts for academic subjects. The aspect of language connected with literacy and academic achievement.

2.2 Accuracy: Accuracy refers to the ability to produce grammatically correct sentences that are comprehensible. This is often contrasted with 1fluency

2.3 Additive bilingualism: Rather than neglecting or rejecting the students’ language and culture, additive bilingualism promotes building on what the child brings to the classroom and adding to it.

2.4 Affective filter: This is an imaginary wall that is placed between a learner and language input. If the filter is on, the learner is blocking out input. The filter turns on when anxiety is high, self-esteem is low, or motivation is low. Hence, low anxiety classes are better for language acquisition. Another implication is that too much correction will also raise the affective filter as self-esteem in using the language drops

2.5 Alternative assessment: Analysis and reporting of student performance using sources that differ from traditional objective responses such as standardized and norm-referenced tests. Alternative assessments include portfolios, performance-based tasks, checklists, and so forth.

2.6 AMAO: Within Title III of NCLB, each state is required to determine Annual Measurable Achievement Objectives (AMAO). AMAOs indicate how much English language proficiency (reading, writing, speaking, listening, and comprehension) children served with Title III funds are expected to gain each year.

2.7 Authentic language: Real or natural language, as used by native speakers of a language in real-life contexts; not artificial or contrived for purposes of learning grammatical forms or vocabulary.

2.8 Basic Interpersonal Communication Skills (BICS): Face-to-face conversational fluency, including mastery of pronunciation, vocabulary, and grammar. English language learners typically acquire conversational language used in everyday activities before they develop more complex, conceptual language proficiency.

2.9 Bilingual instruction: School instruction using two languages, generally a native language of the student and a second language. The amount of time that each language is used depends on the type of bilingual program, its specific objectives, and students’ level of language proficiency.

2.10 Chunk: Several words that commonly occur together in fixed phrases sometimes referred to as a 1lexical phrase. We tend to speak in chunks that reduce the energy required for processing language.

2.11 Code-switching: The term used to describe any switch among languages in the course of a conversation, whether at the level of words, sentences or blocks of speech.




Code-switching most often occurs when bilinguals are in the presence of other bilinguals who speak the same languages.

2.12 Codes: English Proficiency Status (EPS) codes indicate eligibility and determine the extent of specialized language service to be provided for ELL students. EPS codes are expressed with two letters. The first letter indicates the English proficiency at time of intake testing. The second letter indicates the English proficiency at the time of most recent testing.

EE* English Exclusive-not eligible for services

PA Pending Assessment

TS Tested by ELLP

AA Non English

AB Entered as Non English and have progressed to Limited English

AC Entered as Non English and have progressed to Proficient English but are monitored for academic achievement

AX Entered as Non English and have progressed to Proficient English and exited ELL completely.

BB Limited English

BC Entered as Limited English and have progressed to Proficient English but are monitored for academic achievement

BX Entered as Limited English and have progressed to Proficient English and exited ELL completely.

CC* Proficient English- (AC, BC, CC are reclassified)

AW* Non-English with parent waiver-not eligible for services

BW* Limited English with parent waiver-not eligible for services

WW* English proficiency undetermined – Student exempted from testing due to IEP documentation.

WC Entered and parent waived services and have progressed to proficient English

WX Entered and parent waived services and have progressed to proficient English and exited ELL completely

EPS English Proficiency Status

HLS Home Language Survey

2.13 Cognates Words in different languages related to the same root, e.g. education (English) and educación (Spanish).

2.14 Cognitive/Academic Language Proficiency (CALP): Language proficiency associated with schooling, and the abstract language abilities required for academic work.


A more complex, conceptual, linguistic ability that includes analysis, synthesis and evaluation.

2.15 Collocates: Words that tend to be associated with each other, or co-occur in sentences. Some words that collocate well with wedding are white, cake, ring, shotgun, and vows. Collocates are important in ESL because they help to explain why some learner language is grammatically correct and the meaning is apparent, yet the utterance seems strange . For example, "I am going to go eye-shopping." in place of "window-shopping."

2.16 Communicative competence: The combination of grammatical, discourse, strategic and sociolinguistic competence that allows the recognition and production of fluent and appropriate language in all communicative settings.

2.17 Communicative functions: Purposes for which language is used; includes three broad functions: communicative, integrative, and expressive; where language aids the transmission of information, aids affiliation and belonging to a particular social group, and allows the display of individual feelings, ideas, and personality.

2.18 Comprehensible input: A construct developed to describe understandable and meaningful language directed at second language learners under optimal conditions; it is characterized as the language the learner already knows plus a range of new language that is made comprehensible by the use of certain planned strategies (e.g., use of concrete referents).

2.19 Content-based ESL: A model of language education that integrates language and content instruction in the second language classroom; a second language learning approach where second language teachers use instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing second language, content, cognitive and study skills.

2.20 Content standards: Statements that define what one is expected to know and be able to do in a content area; the knowledge, skills, processes, and other understandings that schools should teach in order for students to attain high levels of competency in challenging subject matter; the subject-specific knowledge, processes, and skills that schools are expected to teach and students are expected to learn.

2.21 Cooperative/collaborative group: A grouping arrangement in which positive interdependence and shared responsibility for task completion are established among group members; the type of organizational structure encouraging heterogeneous grouping, shared leadership, and social skills development.

2.22 Cross-cultural competence: Ability to function according to the cultural rules of more than one cultural system; ability to respond in culturally sensitive and appropriate ways according to the cultural demands of a given situation.

2.23 Culture: The sum total of the ways of life of a people; includes norms, learned behavior patterns, attitudes, and artifacts; also involves traditions, habits or customs; how people behave, feel and interact; the means by which they order and interpret the world; ways of perceiving, relating and interpreting events based on established social norms; a system of standards for perceiving, believing, evaluating, and acting.

2.24 Descriptors: Broad categories of discrete, representative behaviors that students exhibit when they meet a standard.


2.25 Dialect: A regional or social variety of language distinguished by features of vocabulary; grammar, pronunciation, and discourse that differ from other varieties.

2.26 Dominant language: The language with which the speaker has greater proficiency and/or uses more often

2.27 Dual language program/dual immersion: Also known as two-way immersion or two-way bilingual education, these programs are designed to serve both language minority and language majority students concurrently. Two language groups are put together and instruction is delivered through both languages. The goals of the program are for both groups to become biliterate, succeed academically, and develop cross-cultural understanding

2.28 ELPA: English Language Proficiency Assessment

2.29 English Language Development (ELD): A defined component of English language instruction in any content area using ESL-oriented methodologies and materials. It is designed for English language learners who are acquiring basic communication skills (listening, speaking, reading, and writing) in English.

2.30 ESL: English as a second language (ESL) is an educational approach in which English language learners are instructed in the use of the English language. Their instruction is based on a special curriculum that typically involves little or no use of the native language, focuses on language.

2.31 ELL student: English to speakers of other languages; refers to learners who are identified as still in the process of acquiring English as an additional language; students who may not speak English at all or, at least, do not speak, understand, and write English with the same facility as their classmates because they did not grow up speaking English (rather they primarily spoke another language at home).

2.32 Fluency: Fluency refers to the ability to produce rapid, flowing, natural speech, but not necessarily grammatically correct speech. This is often contrasted with 1accuracy.

2.33 Functional English: Teaching English according to the function it used for, as opposed to its grammatical complexity. For example, a lesson based on functional English might group together the phrases: Why don’t you…? I think you should… If I were you, I would… All of these phrases, have differing grammatical complexity, but serve the same function of giving advice.

2.34 Home language: Language(s) spoken in the home by significant others (e.g.,caregivers) who reside in the child's home; sometimes used as a synonym for primary language, or native language.

2.35 Idiom: An expression in the usage of a language that has a meaning that cannot be derived from the conjoined meanings of its elements (e.g. , raining cats and dogs)

2.36 Language acquisition:The process of acquiring a first or second language. Some linguists distinguish between acquisition and learning of a second language, using the



former to describe the informal development of a person's second language and the latter to describe the process of formal study of a second language.

2.37 Language "chunks": Short phrases learned as a unit (e.g., thank you very much); patterned language acquired through redundant use, such as refrains and repetitive phrases in stories.

2.38 Language minority: A student who comes from a home in which a language other than English is primarily spoken; the student may or may not speak English well.

2.39 Language proficiency: The level of competence at which an individual is able to use language for both basic communicative tasks and academic purposes.

2.40 Language variety: Variations of a language used by particular groups of people, includes regional dialects characterized by distinct vocabularies, speech patterns, grammatical features, and so forth; may also vary by social group (sociolect) or idiosyncratically for a particular individual (idiolect).

2.41 Language Assessment Scales: Assessments of speaking and listening skills, offered in both English and Spanish, used as the initial placement test for ELL students.

2.41a LAS LINKS: Used as the annual assessment for English Language Proficiency.

2.42 Learning strategies: Mental activities or actions that assist in enhancing learning outcomes; may include metacognitive strategies (e.g., planning for learning, monitoring one's own comprehension and production, evaluating one's performance); cognitive strategies (e.g., mental or physical manipulation of the material); or social/affective strategies (e.g., interacting with another person to assist learning, using self-talk to persist at a difficult task until resolution).

2.43 Linguistic competence: A broad term used to describe the totality of a given individual's language ability; the underlying language system believed to exist as inferred from an individual's language performance.

2.44 Multilingualism: Ability to speak more than two languages; proficiency in many languages.

2.45 Native language: Primary or first language spoken by an individual.

2.46 Nonverbal communication: Paralinguistic and nonlinguistic messages that can be transmitted in conjunction with language or without the aid of language; paralinguistic mechanisms include intonation, stress, rate of speech, and pauses or hesitations; nonlinguistic behaviors include gestures, facial expressions, and body language, among others.

2.47 OCR LEP:.Title VI’s prohibition of discrimination on the basis of national origin has been interpreted by courts to include discrimination on the basis of English proficiency. Under Title VI (and the Safe Streets Act), recipients are required to provide LEP individuals with meaningful access to their programs and services. Providing "meaningful access" will generally involve some combination of oral interpretation services and written translation of vital documents.

2.48 Performance standards: Statements that refer to how well students are meeting a content standard; specify the quality and effect of student performance at various levels of competency (benchmarks) in the subject matter; specify how students must


demonstrate their knowledge and skills and can show student progress toward meeting a standard.

2.49 PreLAS: An interactive measure of oral language proficiency and pre-literacy skills for students in grades K-1.

2.50 Primary language: First or native language spoken by an individual.

2.51 Progress indicators: Assessable, observable activities that students may perform to show progress toward meeting the standard; organized by grade-level clusters.

2.52 Proxemics: The study of distances maintained by speakers of different languages as they speak to each other or others.

2.53 Proximity norms: Cultural behaviors associated with the distance and body positioning maintained by members of the same culture during conversation.

2.54 Pull-out instruction: In the case of ESL pullout instruction, when students are withdrawn from their regular classrooms for one or more periods a week for special classes of ESL instruction in small groups.

2.55 Realia: Concrete objects used to relate classroom teaching to real life (e.g. , use of actual foods and supermarket circulars to develop the language related to foods, food purchasing).

2.56 Register: Usage of different varieties of language, depending on the setting, the relationship among the individuals involved in the communication, and the function of the interaction; a form of a language that is appropriate to the social or functional context.

2.57 Regular class/mainstream class: As used in this document, refers to a class with or without ESOL students that does not systematically accommodate the language learning needs of ESOL students. May be a regular elementary class or a subject area class at a secondary level where all instruction is delivered and materials are provided almost exclusively in English.

2.58 Scaffolding: Providing contextual supports for meaning during instruction or assessment, such as visual displays, classified lists, or tables or graphs.

2.59 Self-contained ESL class: Typically an ESL class with only ELL students; all subject matter taught to ELL students by their ESL classroom teacher with no pull-out ESL instruction used.

2.60 Sheltered instruction: An approach in which students develop knowledge in specific subject areas through the medium of English, their second language; teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues and models extensively, relating instruction to student experience, adapting the language of texts or tasks, and using certain methods familiar to language teachers (e.g., demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction more accessible to students of different English proficiency levels.

2.61 Social functions: Use of language to accomplish various purposes, such as asking for directions or information, describing past actions, expressing feelings, and expressing regret.


2.62 Social language: The aspects of language proficiency strongly associated with basic face-to-face-interaction; natural speech in social interactions, including those that occur in a classroom.

2.63 Sociocultural competence: Ability to function effectively in a particular social context, according to the rules or expectancies for behavior held by members of that cultural group.

2.64 Sociolinguistic competence: Related to communicative competence; language is appropriately understood and used in a given situation (e.g., apologies, give compliments, and politely refuse requests).

2.65 Subtractive bilingualism: The learning of a majority language at the expense of the first; refers to cases where the first language and culture have low status and where learners are encouraged to divest themselves of their first language and culture, and to replace them with the second language and culture; primary language attrition or loss and cultural anomie (uncertainty, alienation) often result from a subtractive bilingual situation.

2.66 Teacher talk: The time when the teacher is speaking; articulating the language, slowing it down, using simpler vocabulary, and speaking in structures just above the student's level.

2.67 Title III: Language Instruction for Limited English Proficient Students and Immigrants. Title III under the No Child Left Behind Act consolidates the 13 bilingual and immigrant education programs formerly entitled by Title VII of the Improving America's Schools Act of 1994 into a State formula program and increases flexibility and accountability. The focus of the title is on assisting school districts in teaching English to limited English proficient students and in helping these students meet the same challenging State standards required of all other students.

2.68 TPR: Total Physical Response (TPR) is a language-learning approach based on the relationship between language and its physical representation or execution. Emphasizes the use of physical activity for increasing meaningful learning opportunities and language retention.

2.69 Two-way bilingual immersion program: A program in which monolingual English-speaking children study the regular school curriculum alongside children who are native speakers of the target, or second, language; a portion of the instructional day is taught in English and another portion is in the target language; aims for additive bilingualism and biculturalism for all the students involved.

2.70 Vernacular: Language or dialect native to a region or country; normal spoken form of a language; includes nonstandard dialects.

3.0 Record Retention: Identification Storage Retention Disposition Protection English Language Learner Procedures Manual

Hard copy on file in English Language Learner Program Office Scanned document saved as electronic file ELLP Website (http://www.ccsd.net/ellp/Resources)

Minimum of 1 year

Discard as revised

Back-Up File and Disc


4.0 Document Revision History: Date Rev. Description of Revision: 27 January 2006 A Initial release of the document 30 August 2006 B Evolving programs and

procedures update 1 October 2007 C Evolving programs and

Procedures update 24 November 2008 D Evolving programs and

Procedures update This document approved by (Reference document control Form): English Language Learner Directors

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