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Green Forest School District English as a Second Language Program

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Policies and Procedures 2016-17

Green Forest School District, in partnership with the parents and community, has a shared commitment to help ALL students become successful lifelong learners. Go

Tigers!

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Shaded box: The information is verbatim from Title VI of the Office of Civil Rights (OCR) Act of 1964 . These boxes provide guidance

regarding the minimum of what MUST be done to meet the law when serving English Language Learners.

TABLE OF CONTENTS

English Language Proficiency Standards

Green Forest School District ESL Staff

ESL Acronyms

Procedures for Serving LM and ELL Students

Identification of Potential ELLs

Assessment

Program Design and Implementation

Segregation and Facilities

Access to All District Programs

Maintenance of Records

Program Evaluation and Modification

Forms

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ESL Program Goal

Language Minority Students will learn how to effectively employ a second language in academic settings.

English Language Proficiency Standards

1 construct meaning from oral presentations and literary and informational text through grade-appropriate

listening, reading, and viewing

2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding

to peer, audience, or reader comments and questions

3 speak and write about grade-appropriate complex literary and informational texts and topics

4 construct grade-appropriate oral and written claims and support them with reasoning and evidence

5 conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

7 adapt language choices to purpose, task, and audience when speaking and writing

8 determine the meaning of words and phrases in oral presentations and literary and informational text

9 create clear and coherent grade-appropriate speech and text

10 make accurate use of standard English to communicate in grade appropriate speech and writing

ESL District Staff

Green Forest Elementary Kindergarten ESL Teacher Karla Etchison

Green Forest Elementary First Grade ESL Teacher Amanda Farrar

Green Forest Elementary Second/Third Grade ESL Teacher Nancy Forshee

Green Forest Middle/Intermediate ESL Teacher Tonya Arnold

Green Forest High School ESL Teacher Brittany Baker

Director of Instruction/Federal Programs Lisa Carlon

Acronyms for ADE and ESL

AMAOs Annual measurable achievement objectives (for Title III only)

BICS Basic interpersonal cognitive skills

CALP Cognitive academic language proficiency

ELD English language development

ELPA 21 English language development assessment

ELL/EL English language learner/English language learner

ELP English language proficiency

ELPA 2121 New English language proficiency assessment

ESL English as a second language method of instruction

ESOL English to speakers of other languages

FEP Fluent English proficient

HLS Home language survey

LEP Limited English proficient

LMS Language minority student

LPAC Language placement and assessment committee

PHLOTE Primary Home Language Other Than English

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Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and

ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Survey

(HLS) is required for all students. Moreover, the HLS assists the district in identifying all national origin minority students who have a primary

(first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of identifying

PHLOTE students. In addition to fulfilling other requirements imposed by federal law and OCR policy statements, the Green Forest School District shall

appropriately structure an alternative language program that will meet all requirements in providing a program that will allow

language minority students who are LEP/ELL to participate meaningfully in the school district’s educational program.

Identification of Potential ELL (LEP) Students

The Green Forest District will identify ELL students utilizing the following criteria:

All students in the district must complete an initial enrollment packet at time of registration. The Green Forest District’s

Home Language Survey is included in the enrollment packet. Registration of students in the Green Forest School District

is the responsibility of individual building secretaries and/or counselors. All forms are filed in student’s permanent folder.

A copy of the Home Language Survey is available to the ESL Teacher if a primary language other than English is

indicated by answering YES on any of the questions. The Green Forest School District uses the HLS results to determine

the need for further English language proficiency (ELP) screening and possible English as a Second Language (ESL)

services. ESL teachers are responsible for accessing TRIAND for additional student information.

If a teacher or other staff member is concerned with a student’s performance and suspects that the student may have been

missed during the initial enrollment process, the school should first review the student’s permanent file to see if the HLS

form has been completed. If the HLS has not been completed, the student’s parent/guardian must be contacted to

complete the HLS with the help of the school’s office staff. If the HLS has been completed and indicates a

language other than English, the school’s office staff notifies the ESL teacher of the need for screening. If the

HLS form does not indicate a language other than English, a conference is scheduled with the student’s parents

to determine if there has been a misunderstanding regarding the HLS. If the HLS is revised, the office staff will

notify ESL staff.

Title VI of the Office of Civil Rights requires a district to objectively assess the English language proficiency of all PHLOTE students in order to

determine which PHLOTE students are limited English proficient (LEP). Moreover, the assessment should evaluate whether PHLOTE students

can speak, read, write, and comprehend English, if all four-language skills are expected of their grade-level peers. At a minimum, assessments

should be designed to determine whether PHLOTE students possess sufficient English language skills to participate meaningfully in a district’s

program without specialized language assistance. Furthermore, Title VI requires that all staff designated to administer the assessment instrument

should be provided formal training to ensure proper test administration and interpretation of test results.

Assessment (Initial and Annual)

ELL students must be assessed in the areas of reading, writing, speaking and listening to determine how well a student can

use English. The Green Forest School District has identified the Tennessee English Language Placement Assessment as

the primary assessment tool for ELL students. The TELPA is approved by the Arkansas Department of Education for the

purpose of assessing language proficiency. The TELPA is validated and normed as a screening instrument for placement

and reclassification of language minority students. Variables such as language fluency and age of student may be

considered. Assessment and placement of student in the appropriate educational program will be less disruptive to the

student’s educational progress if process is initiated immediately. The TELPA will be administered by individuals that

have been trained by the ELL Coordinator and/or ADE established training workshops. The TELPA results and material

will be placed in each student’s permanent folder.

Initial Assessment of Potential ELL (LEP) Students

If the HLS indicates that the primary home language of the student is not English, the Green Forest School District will

screen the student for English Language Proficiency (ELP). The TELPA assessment tool is used by the Green Forest

School District to measure the English language proficiency of students who have recently arrived in the U.S. or in a

particular district. It can help to determine whether or not a child is in need of ESL services, and if so, at what level.

The TELPA is designed to be individually administered by trained staff to potential ELL students. All four domains –

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listening, speaking, reading, and writing, should be completed during the initial administration of the assessment.

Parent Notification of Initial Assessment Results and Parent Rights

The Elementary Secondary Education Act (ESEA) requires parents to be notified of their child’s identification as an ELL

and placement in an ESL program. At the beginning of the school year, parents and guardians of students who have been

identified as an ELL and placed in the district’s ESL program must be notified within 30 days of their child’s

identification, placement, Parent’s Bill of Rights, and of the right to waive services. Parents will receive copies of all

pertinent forms. The ESL Coordinator will enter the information in eSchool identifying a student as ELL/LEP. The

coordinator will also enter in date of entry into ESL service and year 1 or year 2 monitor for FEP students.

Parents of ELL students have a right to refuse ESL services or opt their child(ren) out of the ESL program. Parents

who wish to opt their child(ren) out of the ESL program, must meet in person with the ESL teacher and or

coordinator who will explain the benefits of the student remaining in the ESL program. If the parent still wishes

their child(ren) not be in the ESL program, the parent must sign the district waiver form. The following information

must be reviewed with the parent before the form is signed:

The student will still participate in the annual ELPA 21 assessment until the child(ren) meets exit requirements;

The student will still be classified as LEP/ELL in the student information system and in state reporting;

The student will still be considered an ELL and his/her academic progress will be monitored by the Green

Forest School District staff;

The student may be re-enrolled into the ESL program with parental permission;

The student is still allowed LEP (ELL) exemptions and accommodations on state assessments.

The original waiver form must be placed in the student’s permanent school file and a copy sent to the ELL Coordinator.

The ELL Coordinator will enter the information into eSchool. The parent will receive a copy of the letter for their files.

Foreign Exchange Students (FES) should be assessed by the initial screener when the HLS they complete has any

language other than English indicated. All protocol in this section applies to FES. A FES does qualify for English

language services provided for other ELL students with a primary home language other than English. Foreign Exchange

Students, identified as a LMS and assessed as an ELL, are counted in eSchool as an LEP/ELL. A FES who is counted as

an LEP/ELL is required to take any assessment required of an ELL or LMS.

Title I states that states shall provide an annual assessment of English proficiency of all students with limited English proficiency.

Title III states that districts must meet annual measurable achievement objectives (AMAOs) for limited English proficient students through

development and attainment of English proficiency while meeting challenging State academic content and student academic achievement

standards. Such annual measurable achievement objectives shall reflect the amount of time an individual child has been enrolled in a

language instruction educational program and use consistent methods and measurements to reflect at a minimum, annual increases in the

number or percentage of children making progress in learning English, at a minimum, annual increases in the number or percentage of

children attaining English proficiency by the end of each school year, as determined by a valid and reliable assessment of English

proficiency, and making adequate yearly progress for limited English proficient children. Districts that do not meet AMAO are required to

notify parents of ESL student of the district’s status in achieving AMAOs.

Annual English Proficiency Assessment

Title III requires states to administer an assessment designed to measure students' progress in "...attaining proficiency,

including a child's level of comprehension, speaking, listening, reading, and writing skills in English". The English

Language Proficiency Assessment 21 (ELPA 21) was developed to meet these requirements. This assessment is given

annually each spring to ALL ELL limited English proficient students regardless of whether they are being served in the

ESL program. The ELPA 21 consists of four tests designed to measure academic and social language proficiency in the

four domains of language. From the listening and reading tests, a comprehension score is derived. From the speaking and

writing, a production score is derived. The comprehension and production scores produce a composite score of 1 – 5

which indicates the ELP level of each individual student. The purpose of the ELPA 21 is to measure progress and initiate

the exiting process. The ELPA 21 may be used to make changes in ESL services. Schools are held accountable for their

ELPA 21 scores. Annual Measurable Achievement Objectives (AMAOs) are determined by ELPA 21 scores plus AMO

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status of ELL sub-population group. AMAOs consist of three tiers 1) the percent of ELL students who are

exited/reclassified as FEP, 2) the percent of ELL students who make progress (gain one level or more), and 3) AMO

status of the LEP(ELL) subpopulation. The only accommodations allowed on the ELPA 21 are small/individual group

testing and Braille or large print for visually impaired ELL students.

Parents are to be notified of the progress their child is making toward becoming proficient in English. This should be in a

language or form they understand. The ELPA 21 results may be used for making placement decisions but it is not

necessary nor are the results intended to be the only determining factor.

Title VI of the Office of Civil Rights (OCR) requires the development, adoption, and implementation of a district-wide policy stating all

LEP students will be provided alternative language services through its alternative language program (except where parents have denied

placement in the alternative language program). Title VI further requires the district to have a continued obligation to provide language

services to students whose parents have denied services by encouraging monitoring of students’ academic progress and other support

language services for such students.

Furthermore, Title VI of OCR requires the district to ensure appropriate placement of all LEP students into the alternative language

program. Specifically, the district will establish one or more placement committees (i.e., language proficiency assessment committee

(LPAC)) based on need at each of the school sites. The members of the language proficiency assessment committee will, at a minimum,

be composed of an ESL teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee

will review pertinent LEP students’ information and make placement determinations into the district’s alternative language program

(ESL).

Moreover, each school will adhere to the objective assessment criteria for determining a student’s LEP status. In isolated cases where

subjective criteria override objective criteria, the language proficiency assessment committee will develop a written explanation detailing

the reasons(s) for deviating from the objective criteria.

Furthermore, all LEP students shall be placed in the appropriate alternative language program. Notification of the placement and the benefits

derived from participation in the alternative language program will be provided to each LEP student’s parent. However, a student may be

removed from the alternative language program upon receipt of a written request from the parent/guardian

Program Design and Implementation

Placement

Federal law requires that every school establish a Language Proficiency Assessment Committee (LPAC) and indicates a

minimum of an ESL teacher, counselor, classroom teacher, building administrator and when applicable Speech teacher,

SPED teacher, and Dyslexia specialist be responsible for recommendations regarding the identification, program

placement, and reclassification of ELL students.

Eligibility for ESL services should be determined by the TELPA or the ELPA 21 results and decisions made by the

LPAC. The LPAC will be formed at the beginning of the school year and will meet as needed. The LPAC is required

to identify, review, place ELL students in the appropriate instructional ESL program and notify parents within 30 days

of enrollment (this becomes 20 days after school is in session.) Timely scheduling of LPAC meetings is crucial in

placing ELL students within the required time period and in determining eligibility for state funding. All students

must be appropriately identified, placed, and in eSchool by October 1.

LPACs are responsible for the following:

1. Reviewing all pertinent information on all students in grades K-12 whose primary and/or home language is other

than English for the purpose of initial and continued program placement and reclassification (exiting or re-entry).

2. Determining the level of language proficiency and level of academic achievement of each ELL student based on

current ELPA 21 results, classroom performance, and results of standardized assessment scores.

3. Recommending program placement and any other research-based instructional strategies/scaffolding and/or

interventions based on student's language/academic needs, including referrals for gifted and talented or special

education screening.

4. Reviewing pertinent student data to determine standardized assessment decisions based on federal and state laws

pertaining to the assessment of ELL students. Decisions for CRT are limited to state-allowed accommodations

and/or excluding a “new to the U.S. schools” student from the literacy assessment and/or assessing but excluding

score from being counted and excluding math and/or science scores. Students will not be excluded from the NRT

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based on Green Forest School District policy. Accommodations may be revised throughout the year based on

LPAC decisions aligned with state assessment revisions.

5. Reviewing and documenting student progress on language and academic assessments to determine change in ESL

programming, scaffolding, and/or assessing.

6. Notifying parents of their child’s initial placement and annual progress made in becoming English proficient.

7. Reviewing and documenting progress of ELL students with parent waivers and recommending instructional

scaffolding as necessary.

8. Making annual decisions based on ELPA 21 results, classroom performance, and standardized assessment scores.

LPACs will meet for the following purposes to determine placement, instruction, and assessment. Decisions are based on

TELPA or ELPA 21 results, any achievement test data available, classroom performance, and teacher observation.

1. Initial Placement Decisions: The LPAC decides the least restrictive and optimal setting for each student based on

the initial TELPA assessment data, academic records from prior school(s), and other available information. Initial

placement decisions are recorded on an ELL LPAC Recommendation form.

2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the services offered to ELLs,

recommended classroom accommodations and standardized assessment allowed accommodations. At the

beginning of school, upon receipt of ELPA 21 scores, the LPAC shall conduct specific meetings to review all

pertinent data on all ELL students. It is imperative and required by federal law that the school LPAC functions

and meets as a group when making decisions that impact ELL students. The forms used for this include the ESL

Annual Parent Notification of ESL Program Placement and LPAC Recommendation form.

3. Exit and/or Reclassification Decisions: When a student has met the criteria to be exited and/or reclassified, the

LPAC reviews all criteria with the Exit/Reclassification Language Placement Committee Recommendation Form.

4. Classroom/ESL Teacher or Parent Concerns: If a classroom teacher has concerns about the performance of an

ELL, the LPAC meets to discuss possible solutions. The ELL Academic Update form will be used to gather

information from teachers regarding the student’s performance in the classroom.

If the committee uses subjective criteria (e.g., classroom performance, parent request) to override objective criteria in

making placement decisions, the LPAC will develop a written explanation detailing the reasons for deviating from

the objective criteria.

All LPAC decisions will be recorded and original forms will be inserted into the student’s permanent file.

It is imperative that classroom teachers are aware of the English competency levels of their English language learners and

scaffold instruction for these students with strategies that are research-based for this population. Classroom teachers are

also responsible for implementing ADE adopted English Language Proficiency Standards. Classroom teachers and other

support staff are charged with making content comprehensible for ALL students under their auspices. The ELDT

Toolbox is accessible for ALL teachers. This tool is based on the ELPA 21 performance level descriptors.

Placement (grade level)

Although grade placement is not officially a role of the LPAC, school districts of all sizes are faced occasionally with the

issue of what grade is more appropriate for a LM and potentially an ELL student. Students arrive in US schools from a

variety of countries and where the education system may not align perfectly with the way we assign students to grade

levels. Our timelines for entering school are not the same as other countries. Schools may often end at a very different

time than traditional US schools. Grade level placement for students is grade age appropriate placement.

Title VI of Office of Civil Rights requires the district to implement an alternative language service model selected (e.g., ESL) that is

considered research based and recognized by experts to be sound as a second language acquisition theory. The alternative language service

model should provide LEP students with equal educational opportunities.

Furthermore, the district is required to align its curriculum at the elementary, middle, junior high, and high school levels. Additionally, all

schools should be provided with basic guidance and information about the model, resources, materials, and expectations that will ensure LEP

students equal access to the district’s general academic curriculum. Moreover, along with the implementation of the alternative language

service model, the district is required to formulate goals and objectives for the program.

Additionally, a district needs to have instructional materials to properly carry out its selected alternative language service model (e.g., ESL)

for the instruction of LEP students. Such materials should be appropriate to the curriculum and comparable in quality, availability, and grade

level to materials provided for the instruction of non-LEP students.

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ESL Programming and Curriculum

The Green Forest School District has implemented English as a Second Language (ESL) for limited English proficient

ELL students. This is a structured, sequential English language program designed to teach students whose home language

is not English. The ELL curriculum will focus on language development and academic objectives. The primary

instructional ELL inclusion program will be provided with ESL certified and/or ESL trained classroom teachers.

A supplemental ELL program may remove an ELL student from the classroom for a specified time period, with academic

and language goals coordinated between the classroom teacher and ESL teacher. The use of bilingual paraprofessionals

may be effective to augment a recognized alternative language program. However, providing tutoring and/or translations

delivered by paraprofessionals is not recognized or approved by educational experts as an ESL program. Bilingual

paraprofessionals must work under the direct supervision of the certified classroom teacher(s), with use of alternative

facilities and/or settings if necessary. If the designated program temporarily emphasizes English language development

skills over academic objectives, the school retains the legal obligation to remedy academic deficits that may have occurred

during this time period. Teachers will be required to use appropriate materials, activities, and strategies for limited

English proficient students. These resources may include Arkansas Smart Step or Smart Start, ELLA, ELF, ESL

Academy, TLI, Dibels Next, ADE or ESL recommendations/suggestions correlated with the adopted textbooks for content

areas. Once a student has been identified as needing screening through the home language survey, screened for language

proficiency, and assigned an ELP level, he/she is placed in an instructional program. All services are designed to enable

ELL students to work toward the same academic standards as all other students. Mainstream teachers and all support staff

will follow the English Language Proficiency Standards, CCSS, and/or the appropriate state content-area frameworks. All

teachers are certified, and many are ESL Endorsed or at a minimum, trained in ESL strategies. A student’s participation in

a given program is determined by the Language Proficiency Assessment Committee (LPAC).

Mainstream Classroom with English speaking peers is the primary placement of all ELL students. In this model, a

general education teacher is providing content area instruction for all students while using differentiation strategies

for ELLs, SWD, and other students as needed to make the content comprehensible for ALL students. Teachers are

trained to modify instruction for ELL students until they can demonstrate that language is no longer a barrier to

learning. This model is used in grades K- 12.

ESL Direct Pullout in grades K-8 are designed for English Language Learners who are non speakers, limited speakers

and/or limited in reading and writing in English. The teachers are certified and ESL Endorsed. In an ESL pull-out

model, students’ learning is shared between ESL and mainstream instruction. Students are “pulled out” of general

education instruction to receive instruction in English. ELL students are taught in a separate small group setting

consisting of only ELL students. Pull-out classes may be composed of students from one language group or from

different language backgrounds, and students may be grouped by grade-level or proficiency level. English instruction

is adapted to students’ proficiency levels. The amount of instructional time depends on the grade level and

proficiency score of the ELL student. Supplementary and/or adapted materials may be used as appropriate to enhance

language acquisition.

Inclusion allows ESL teachers to push into a grade level or core content classrooms to support content instruction.

ESL teachers support the academic content being taught within a language framework by reinforcing academic

vocabulary, using strategies specific to ESL instruction, adapting materials, instruction, and curriculum based on

individual student language needs, etc. It is a district level expectation that ESL teachers in a content mainstreaming

situation plan and modify instruction with the classroom/core area teachers. ELL students receive support in the

content areas, as well as ESL instruction on the nuances of the language. Instruction supports the needs of all

students.

Sheltered Classes are offered to students in grades 9-12 and are designed for ELLS who are non-speaker, limited

speakers and/or limited in reading and writing in English. ESL I English Reading/Writing/Language Development is

an elective course; and ESL Language Arts is a core course, with each course one scheduled period. The LPAC must

recommend courses; and the courses are taught by an English Language Arts and ESL certified secondary teacher.

Kindergarten Early Childhood’s emphasis on expressive and receptive language acquisition will ensure that many of

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the ELL Kindergarten child’s language needs may be met in the regular classroom setting. It is the intent of the Green

Forest Schools that the primary emphasis of supplemental services will begin with the academic content areas starting

in first grade. Kindergarten students whose primary or home language is other than English are provided support by a

certified ESL teacher.

Grade ELL Level Literacy/ESL

Kindergarten ELL 1*

ELL 2*

ELL 3*

ELL 4

ELL 5 (FEP)

*Direct and/or Indirect Service(s) 30 minutes per day as

determined by LPAC for individual student’s needs/growth

Indirect: ESL teacher checks periodically with teacher

Monitor

1st-3rd ELL 1

ELL 2

ELL 3

ELL 4

ELL 5 (FEP)

Direct: 90 minutes per day

Direct: 60 minutes per day

Inclusion 30 minutes per week

Indirect: ESL teacher checks periodically with teacher Monitor

4th-8th ELL 1

ELL 2

ELL 3

ELL 4

ELL 5 (FEP)

Direct (Full) 1 Literacy Class Period per day

Direct (Full) 1 Literacy Class Period per day

Indirect (ESL teacher checks periodically and/or push in)

Indirect (ESL teacher checks periodically with teacher)

Monitor

Guidelines for grades K-8th supplemental ESL program

ESL teacher and classroom and/or content area teacher(s) must coordinate academic objective(s) and grade(s)

No more than 15 students per instructional grouping with ESL certified teacher, except when bilingual

paraprofessional will also be working under direct supervision within scheduled time

For Kindergarten ELL 1 and ELL 2 students may be scheduled together based on academic need(s)

Cross-grade level grouping may be used if appropriate

ELL 1 students may receive additional services in the regular classroom by paraprofessional

ELL 1 and ELL 2 students may receive added services through the Intervention, Tutoring programs

High School Supplemental (Scheduled Classes) ESL Service

Grade(s) ELL Placement Course Time

9-12 ELL 1

ELL 2

ESL I English Reading/Writing/Language

Development

Scheduled Period

(elective)

9-12 ELL 1

ELL 2

ESL Language Arts Scheduled Period

(core)

High School ESL Service: Regular Classroom

Grades: 9-12 ELL students Regular Content Classrooms Inclusion

Guidelines for High School supplemental ESL services

ESL Language Specific classes, no more than 15 students per instructional grouping with English Language Arts/ESL

certified teacher.

Scheduling for a LEP student will be based on his/her ELL placement level

High School Course Description

ESL English Reading, Writing, and Language Development Grades 9-12. (Prerequisite: approval of LPAC

committee) This course is designed for students who are beginning-level English language learners. The purpose of

the course is to develop in students as rapidly as possible an understanding of basic core vocabulary, expressions,

grammar usage, and American customs so they can relate to what is going on around them. It is to help the students

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bridge the gap between beginning language acquisition and the academic language and concepts required by

mainstream classes. Emphasis in this course is paced on acquisition of English through participation in numerous and

varied language and cultural experiences rather than on direct, formal teaching of English.

Standards - CCSS and ELP

Arkansas law recognizes that "students in Arkansas deserve the best education that the citizens can provide." This

education must produce academically competent students who can demonstrate their competency in the core curriculum

and who can apply their knowledge and skills.

The Arkansas Department of Education is committed to assisting schools in the implementation of Common Core State

Standards (CCSS) so that all students have the opportunity to learn and leave our high schools ready for college and

careers. Making learning accessible to ELL students will be a priority as Arkansas schools implement CCSS in grades K-

12. Green Forest School District’s instructional leadership, in collaboration with the ESL teachers and ADE, will work

with teachers and staff to support ELLs’ needs in meeting CCSS. What we do know is that ALL students will be expected

to reach grade level standards. Some will not be able to meet this goal without research-based strategies for instructing

ELL students. To assist teachers of ELLs, Arkansas has adopted ELP Standards. The ELP Standards were developed by

state leaders and experts in ESL as a member of the ELPA 21 21 Consortium. These standards have been correlated to the

ELLA CCSS and ELLA, math, and science Practices.

ESL teachers are expected to follow the current Green Forest School District content area curriculum. To supplement the

curriculum in order for the content to be made comprehensible for English language learners, ESL teachers will use

strategies that have been found to be effective through research for this population of students.

Assessment – Standardized and Classroom

Criterion Referenced Assessment

Assessment is required by Federal law.

Students must be identified as an ELL to receive accommodations.

Literacy, Science, and Math are assessed each year as required by ADE.

Results are used to measure Annual Measurable Objectives (AMO). Students who have attended U.S. schools for less than one year may have their scores excluded from counting towards AMO and may be exempt from

the literacy test only during this first year.

FEP1 and FEP2 students (students in the first and second year of monitoring) may be included in the LEP

sub-population in making AMO determinations.

Norm Referenced Assessments

Assessment is required by state law (Act 35, 2003) for grades 1-2.

Green Forest Elementary will assess all ELLs for data.

ELL students will participate in the state identified assessment.

Alternative Grading Procedures: Research has shown that many standardized achievement large-scale assessments are not valid for measuring ELL

students who are not yet proficient in English. In order to effectively assess ELL students at all proficiency levels,

teachers must incorporate differentiated, authentic, and culturally and linguistically appropriate assessments of ELLs into

their practice. Further, ELLs are at all proficiency levels are capable of engaging in both lower-order (e.g., knowledge

and comprehension-based) and higher-order (e.g., application, analysis, synthesis/creation, and evaluation) thinking

skills. Effective assessment requires, again that teachers consistently apply their own creativity in developing and

implementing ways that students can demonstrate higher-order thinking, regardless of language proficiency level. The

student background factors must also be considered in the assessment process. When students are in the process of

learning English, it is not appropriate to assign grades that indicate failure or needs improvement if language is the only

reason. If the student receives an F for their quarterly or semester grade, documentation should show that the appropriate

accommodations and scaffolding were provided to the student. At the same time, it is not appropriate to assign grades

that indicate they are doing grade level or satisfactory work if they are not meeting grade level standards.

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Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected

alternative language program.

1. All Teachers (e.g., Regular, Special Education, etc.):

The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP

students in the formal alternative language program, the regular program, the special education program, or any other academic

program will receive the training and skills necessary to carry out the selected alternative language program (ESL). All teachers

instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESL

strategies).

2. Alternative Language Program Teachers (ESL):

The district shall staff its alternative language program with teachers certified and endorsed by the state to teach in these programs.

Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the

district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers

and will concurrently require them to work towards full certification or endorsement.

Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP

students at each school and grade level.

Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of

alternative language services (i.e., ESL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic

understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing

services that are consistent with the district’s alternative language (i.e., ESL) curriculum and academic objectives.

Moreover, Title VI requires the district to ensure that any teacher assistants who assist in providing alternative language services will

work under the direct supervision of a certified teacher. Training will be provided to the aides on ESL instructional methodologies

where there is heavy reliance on the aide to provide language services or instruction, (i.e., self-contained special education teachers).

Staffing and Professional Development

Green Forest School District is required to ensure that all staff members working with ELLs are trained in how to provide

appropriate instruction for ELLs. Staff members who serve as the primary teacher in the supplemental language program

must have an ESL endorsement or be in the process of obtaining these credentials. ESL teachers must be highly qualified

and ESL endorsed by the State of Arkansas. ESL paraprofessionals who assist in providing ESL services must work

under the direct supervision of an endorsed ESL teacher and receive professional development in effectively working with

ELLs. Teachers may obtain their ESL Endorsement through coursework at universities with ADE approved programs of

study. Teachers must complete four courses required for ESL Endorsement; pass the ESL Praxis II; and complete the

appropriate ADE paperwork to add the ESL Endorsement to his/her teaching license. Green Forest School District

encourages teachers to participate in the Arkansas Department of Education (ADE) ESL Graduate Academy or Project

Rise. Teachers earn 12 graduate hours – 3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language

Acquisition, and 3 hours of Assessment of ELLs. The ESL Academy and Project Rise do not cost the participants. All

costs for the programs are sponsored by ADE through state ELL and Title III funds. Two universities (UA Fayetteville

and John Brown University) have National Professional Development (NPD) grants from the Office of English Language

Acquisition and are implemented by the Department of Curriculum and Instruction in the College of Education at these

two campuses. The projects provide participating teachers with state-recognized endorsement in ESL and pays for tuition

and materials for the teachers. Professional development in ESL strategies for working with students and parents should

be provided by district, ESL staff, and/or other ESL providers.

Title VI of Office of Civil Rights requires the district to identify, implement into its policy, and describe the criteria that it will use to

determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESL) services. At a

minimum, these criteria should provide for the following:

1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in

which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and

2. That students exiting alternative language services (e.g., ESL) can read, write, speak, and comprehend English well enough to

participate meaningfully in the district’s program.

Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district’s program.

Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a

year. In addition, the language proficiency assessment committee should monitor students who have exited the alternative language

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program for a two year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is

not performing adequately academically (by objective measurement), the student should be placed back into an appropriate alternative

language program.

Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have

fallen behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program

momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of

premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative

language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited

prematurely.

Student Exit and Monitoring

In order for an ELL student to reach exiting status in the ESL Program, he or she must meet the following ADE criteria:

1. Spring English Language Proficiency Assessment (ELPA 21) Scores and Proficiency Levels - Student must score

proficient or above in all five sections (listening, speaking, writing, reading and comprehension) of the spring

English Language Proficiency Assessment (English Language Development Assessment (ELPA 21).

2. Previous Year’s Grades - Student must earn a grade of “C” or above in all core subject areas (English/language

arts, mathematics, social studies, science)

3. State Standardized Achievement Scores - Student must score proficient or advanced on the literacy and

mathematics criterion-referenced test or score at OR above the 40th percentile on the norm-referenced test (NRT).

4. At least two current teachers recommend exit or reclassification based on the criteria above.

5. The decision to exit or reclassify the ELL student from the English as a Second Language (ESL) program must be

made on an annual basis by the LPAC following a review of spring ELPA 21 results

Procedures for Exiting Students

After the ESL teacher collects classroom performance and standardized assessment data, then the LPAC convenes to

make a decision about the student’s reclassification. If a student does not meet the exiting criteria, the student remains

classified as an ELL 4. If a student meets the exiting criteria and the LPAC determines that the student is to be exited from

the ESL program, the student will be designated an FEP 1, showing that the student is in the first year of monitoring. The

ESL teacher will send a letter notifying parents that their child has met exiting criteria and will be monitored for two

years. FEP 1 and FEP 2 will identify students who have been reclassified at district level. eSchool uses M1 and M2 to

identify students who can still be counted on the statewide assessment’s LEP population. It is a requirement to monitor

transitioned (exited) students’ academic achievement and progress for a period of two years after exit from an ESL

program.

Procedures for Monitoring FEP1 and FEP2 Students

The LPAC will convene each fall to monitor the progress of students using a Monitoring Form. A school district

may choose to monitor reclassified students each semester or hold LPACs for these students in the spring if you have

grades and test data. The LPAC will review if the student has continued to maintain C or better in core content

classes; and if student has continued to maintain CRT literacy assessment scores of Proficient/Advanced or NRT

score of 40th percentile in literacy. If student meets the above factors, the student is considered FEP2 and will be

monitored for an additional year. If a student does not meet the above factors, the LPAC will gather information from

the student’s teachers using the ELL Academic Update Form. If the LPAC determines that a monitored student

should be reclassified as an ELL, an intervention plan will be developed and the parents will be notified in writing.

When a student is in monitoring status, he or she does not take the state ELP assessment; but must be monitored by the

ESL teacher for a period of two years. A copy of the LPAC's decision to exit a student must be placed in the student's

cumulative file in the school building. To determine academic progress and success, ESL teachers will complete the

Monitoring Form for FEP 1 and FEP 2 Parent Notification Form; meet with LPAC to review; and notify parents.

Title VI of Office of Civil Rights requires the district to provide Timely notice to the parents or guardian of PHLOTE students of school

activities, progress reports and other matters that are brought to the attention of other parents. Specifically, the notices should be provided in

a language understood by the parents.

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Parent Involvement

Parents/guardians will be notified in writing of the decision of the LPAC. To comply with federal laws, Green Forest

School District must notify parents of their child’s being identified as an ELL and placement in the ESL program within

30 days of the enrollment or within two weeks of the child’s placement in the program. Parents of ELL students have a

right to refuse ESL services or opt their child(ren) out of the ESL program. Parents who wish to opt their child(ren) out of

the ESL program, must meet in person with the ESL teacher who will explain the benefits of the student remaining in the

ESL program. If the parent still wishes their child(ren) not be in the ESL program, the parent must meet with the

principal/designee to sign the ESLWaiver Form. The principal/designee must review the following information with the

parent before the letter is signed:

The student will still participate in the annual ELPA 21 assessment until the child(ren) meets exit requirements;

The student will still be classified as LEP/ELL in the student information system and in state reporting;

The student will still be placed on a caseload and his/her academic progress will be monitored;

The student may be re-enrolled into the ESL program with parental permission;

The student is still allowed LEP(ELL) exemptions and accommodations on state assessments and;

The parent must sign the letter each year of waived services.

Procedures for Communicating with Parents

All information that our parents receive from the schools or the district should be in the language that the parents best

understand, whether it be orally communicated or in written form. This does not apply to any of the fliers that come in

from outside sources (for example: city sports programs, dance and cheer programs, etc.) Only qualified persons, Green

Forest School District staff or from the community, who have been screened and approved at the district level should be

translating communication to the parents. We currently have one district Spanish interpreter/translator. At present, we

do not have translators available for other languages. All district forms will be translated into Spanish by the district

translator. As resources become available, other languages will be included and any request for a written translation in a

language other than Spanish will have to be pre-approved by ESL Coordinator or designee.

Requests for building translations should be submitted to the building principal. Allow 2-3 days for weekly teacher

letters, etc. and up to several weeks for more comprehensive documents, such as the student handbooks, etc. to be

translated. Please send it, if at all possible, in Electronic form so that it may be duplicated in Spanish, as closely as

possible to the English version. The primary language of the parent is indicated by the parent when he/she fills out HLS

and that information is entered into eSchool. This should also be entered into the ELL Program Data Spreadsheet. Using

students or non-qualified personnel to interpret and/or translate raises serious privacy concerns and the possibility of

inadequate interpretation or translation. Do not use students or adults for this purpose. Schools must make available the

option of a trained interpreter for all face-to-face communication. Parents may use their own interpreter, over the age of

18, ONLY after being offered the services of a district interpreter at no charge. If the parent insists on his/her own

interpreter, the staff person conducting the meeting must document that the services were offered and declined. The

district interpreter will remain to assist the staff person conducting the meeting, as needed. The use of free translation

services for any district documents, as found on the internet or in any software, is strongly discouraged. None of these is

presently able to think and/or perform like a human brain. There is a reason these translations are available for free. They

are oftentimes inaccurate and can sometimes be offensive.

Other bilingual Green Forest School District staff and community volunteers provide assistance during the district’s

Parent Teacher Conferences and occasionally, at other school activities. The interpreters in these two categories are

expected to have a command of English and the language for which they are serving as interpreters. Both groups are

introduced to the procedures and expectations of serving as an interpreter for Green Forest School District by building

principals and District Parent Involvement Coordinator. These interpreters serve as the link that enhances the

communication between teacher and parents. Interpreters must respect the confidentiality of the topics that will be

addressed during conferences and other activities. All persons serving as interpreters for Green Forest School District

must sign an ESL Interpreter Confidentiality Agreement acknowledging that all information discussed at a conference or

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meeting is to remain confidential. Offer parents the use of an interpreter at no cost to them. Parents must sign the ESL

Parent Permission for Interpreter giving permission for other Green Forest School District staff or volunteers to serve as

their interpreter. Community volunteers may include parents and family members of students, business leaders and other

interested citizens. Green Forest School District staff members and community volunteers wishing to serve as an

interpreter should contact the district’s ESL teachers, ESL Coordinator or Principal.

Segregation and Facilities Green Forest School District will monitor the scheduling and placement of ESL students and classroom settings to ensure

that ELLs are not segregated from their peers. Each situation should be analyzed if the appearance is such that

segregation could be happening. Decisions about placement and scheduling should be to accelerate English language

development as well as growth in academic content areas. There is no hard and fast rule for this. Just remember the 3-

pronged rule from Casteneda v. Pickard of 1974. 1. Is the decision based on sound educational research? 2. Is the

decision supported with adequate resources? 3. Are there evaluation methods in place? The Green Forest District will

focus on providing services for limited English proficient students with the same benefits of facilities, equipment and

services as other students. Facilities provided for limited English proficient students will be comparable in size and

quality to those provided for all students. The district’s primary ESL inclusion program will allow all students to

participate in an appropriate educational environment. Segregation is permissible only when the benefit of providing

assistance with language barriers outweighs the adverse effects of segregation. The Green Forest District will provide

supplemental ESL services, in effect segregating students by national origin during at least part of the day, only when

necessary for individual academic student needs. ELL students will not be segregated during all nonacademic subjects or

by keeping students in an alternative language program longer than necessary

Title VI of Office of Civil Rights requires the District to ensure that LEP students with disabilities (SPED LEP students) are

appropriately placed and served with special education or related aids and services and alternative language services.

Also, Title VI requires the District to ensure that prior to, or upon the referral of a PHLOTE student for a special education services

needs evaluation, the student have a current (i.e., within one year) objective proficiency assessment in the four language areas.

Additionally, the district is required to consider language proficiency and cultural background by an appropriate group of people,

including at least one person who is knowledgeable about the student’s culture (e.g., parent, ESL teacher, or counselor).

Title VI also requires the district to test or evaluate for special education in the language in which the student is objectively known to

be proficient (whenever possible). Moreover, the district is required to ensure that parents and guardians of all PHLOTE students

needing or believed to need special education or related aids and services are informed about the student’s services and rights in a

language they can understand.

The district is also required under Title VI that LEP students with a disability will receive alternative language services by qualified

and appropriately trained staff unless the placement committee determines and documents that such alternative language services are

clearly inconsistent with the students identified needs to ensure that the student will have a meaningful education.

Title VI requires the district to ensure that LEP students have equal access to the Gifted and Talented (G/T) programs as well as any other

programs that are available throughout the district.

Access to All District Programs

It is important to understand that by law ELL students shall have the same access as the general population to all

district programs and services, no matter English language proficiency level or number of years in the United

States. Special programs within the Green Forest District include but are not limited to extracurricular, gifted and

talented, special education, advanced placement courses, college preparatory courses and high school honors class

in Science, English and Social Studies. These special program procedures must encourage parents and teachers to

refer students for participation in a specific program. Communication with parents of ELL students or information

regarding the program must be translated into a language that students and parents can understand.

Special Education Program

ELLs with disabilities will be appropriately placed and served with both special education and ESL services. Before an

ELL student may be referred for special education, the student must have a current (within one year) English language

proficiency assessment. Identifying and assessing students whose parents/guardians indicate on the HLS that another

language is spoken in the home or environment and the student is severely cognitively disabled or has a disability of deaf

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muteness and/or visually impaired can be a challenge to districts. Severely cognitively disabled students need to be

identified and assessed with the ELP assessment used for all other LM and ELL students. If the assessment is too difficult

for the students due to their disability, then document this. Even if student does not communicate at all, it needs to be noted

that the student could not take the assessment.

P.L. 105-17 The Individuals with Disabilities Education Act, (2004) (IDEA) guarantees a free and appropriate education

to all students with disabilities. There are sections of the law that pertain to language minority students that are listed

below:

Establishing nondiscriminatory evaluation procedures appropriate for use with culturally and linguistically diverse

students.

Testing in the native (dominant) language unless it is clearly not feasible to do so.

Ensuring that the eligibility determination is not due to limited English proficiency.

Developing an IEP for each culturally and linguistically diverse (CLD) student that reflects his or her needs.

Providing oral and written information to parents in their native language to facilitate informed parental involvement

in the special education identification, assessment, eligibility and service delivery process.

In making the determination of eligibility, a child shall not be determined to be a student with a disability if the

determinate factor for such determination is lack of instruction in reading or math or lack of English proficiency.

The following are the Green Forest School District’s policies for referring and serving ELLs in a special education:

At least one person who knows the student and is knowledgeable about English language development and

the student’s cultural background is involved in the decisions relating to special education referrals and

placement.

There is no waiting period required before referring an ELL student for a special education evaluation.

ELLs in need of special education services, as well as ESL, receive both services concurrently.

ELLs with a disability receive ESL services by qualified and appropriately trained staff unless the placement

committee determines and documents that such services are clearly inconsistent with the student’s identified

needs.

The placement document for every ELL student with disabilities specifies the amount and kind of ESL services to

be received to ensure that the student has a meaningful education.

Gifted/Talented, Pre-AP and AP Courses

LMS and ELL students have equal access to the Gifted and Talented programs, Pre-AP and AP courses at all levels

throughout the district. The district provides parents of LMS students the same information (in a language they can

understand) about opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP

courses that is provided to the parents of native English speakers.

Extracurricular and Other Programs

LMS and ELL students are provided the same information (in a language they can understand) and opportunities to

participate in all special programs and activities as native English speakers are provided. Barriers that would prohibit an

ELL to participate will be removed by Green Forest School District.

Title VI of Office of Civil Rights requires the district to ensure that it will maintain reasonably accurate and complete records regarding

the implementation of the alternative language program and the progress of PHLOTE students who participate and exit the program.

Maintenance of Records

Records are maintained regarding services provided. Information and data related to ELL student services can be

obtained in one of the following ways. Hard copies of all testing and records pertaining to a student being

identified, assessed, placed, reevaluated, exited, etc., will be kept in student’s permanent, cumulative file

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maintained at each building. These copies are kept at each building level so staff has ready access to the students’

records. All data pertaining to a student’s English language proficiency will be maintained in eSchool database

by the ESL Coordinator. The data can be accessed by teachers and staff through Green Forest School District

eSchool dashboard. All ESL teachers will provide accurate student information on the ELL Program Data Form

(spreadsheet) for accuracy and records. Building Principals will periodically monitor all permanent records to

assure that the ELL procedures in the Green Forest School District are in compliance with OCR requirements.

Title VI of Office of Civil Rights requires a district to conduct a periodic annual longitudinal performance evaluation of its alternative

language program, in addition to modifying the program as required by the results of its evaluation. Additionally, the No Child Left

Behind Act requires school districts to evaluate all of their programs.

Evaluation of ELL Program and Modifications

The Green Forest School District will conduct an annual performance evaluation of its ELL program and will make

modifications to the program as required by the results of this action. The study will include, but not be limited to, a

review of the ADE Home Language Report Data, AMAOs identified by ADE/Title 111, and School Improvement Plan at

District and School level. Specific data to be reviewed may include:

Curriculum, service delivery, including Special Education and ESL, GT, Pre-AP/AP and other advanced courses.

Materials and resources; staffing, including the number of teachers and paraprofessionals trained, frequency of

training, scope of training and results; and student progress.

Student progress; academic progress of ELL students in ESL programs, ELL students who been exited and ELL

students whose parents have denied them being served in the ESL program.

Examination of the number of retentions, drop-outs and the student attendance rates of ELL students, former ELL

students and non-ELL students.

The extent to which the aforementioned groups of students are becoming or have become proficient in English.

Review of academic data (grades, standardized test scores) of students reclassified and exited from the ESL program,

comparing their academic progress with that of their non-LMS peers (TAGG and non-TAGG groups).

Review of data reflecting the number of ELL students who have exited from ESL but returned to the ESL program to

address academic deficits.

Review and comparison of data reflecting the graduation and dropout rates of LMS and non LMS students.

Review of Green Forest School District policies and procedures.

The goal of the Green Forest School District’s ELL program is to enable limited English proficient students to become

fluent and move into the regular educational curriculum. The ELL Program modifications will be evident in the

continuously updated District and School Improvement Plan. Principals will be responsible for observation and

documentation procedures for classroom implementation of the inclusion ESL program. ESL and mainstream teachers

will be responsible for academic success in the regular instructional program. Counselors will be required to check all

ELL students’ credits for graduation requirements. A committee will be established to evaluate each area of the ESL

Plan. Committee members will include ESL Coordinator, ESL Teachers, parents, and other representatives.

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Green Forest School District Home Language Survey

Student Name:_________________________________________ Date of Birth: _______________ Federal and state education agencies require public school districts to determine the language(s) spoken in the home of each student enrolled. This information will help the Green Forest School District provide meaningful instruction for all students. Please help us meet this requirement by answering the following questions:

1. What language is commonly spoken in your home? ______________________

2. What language does the student speak most of the time?

Other ________________________ 3. Does the student speak or understand a language other than English?

__________________ 4. What is the first language the student learned to speak?

______________________ 5. Does the student live with someone who commonly speaks a language other than English?

_________________ 6. What language does the parent/guardian need to communicate with the school in?

_________________________________ 7. Was the student born outside the United States AND not attended one or more schools in one or more states for more than three full academic years?

_________________________________ Signature__________________________________________ Date________________

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Green Forest School District LPAC Recommendation School Year: Click here to enter text.

Demographics Name: Text DOB: Text DOE: Text

Triand ID: Text Gender: Text ☐HLS/Language Text

Grade: Text Retained: Text Grade Level/Reason: Text

☐LEP Language Proficiency Level: Text

☐FEP Date: Text Monitor Year: Text ☐Reclassification/Date: Text

☐RTI Date: Text ☐IEP ☐504 ☐G/T ☐ Extended Learning

☐Dyslexia Indicators ☐Immigrant Years: Text

Number of Years in US Schools: Text Number of Years in ESL: Text

LEP Receiving Services: Text Waiver of Services Date: Text

Preferred Language of Parent Communication: Text

Language Assessment Results Screening Assessment: Text Date: Text Score:

Text Grade Level Administered: Text

Language Proficiency Assessment: Text Spring: Text

Listening: Text Speaking: Text Reading: Text

Writing: Text Comprehension: Text Composite: Text

State Assessment: Text Reading Assessment Total Score: Text National Percentile: Text Level: Text Language/Writing Assessment Total

Score: Text National Percentile: Text Level: Text

Mathematics Assessment Total Score: Text National Percentile: Text Level: Text

Universal Screener: Text Literacy Scale Score BOY: Text MOY: Text EOY: Text Grade Level Equivalent BOY: Text MOY: Text EOY: Text Instructional Level BOY: Text MOY: Text EOY: Text

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Green Forest School District LPAC Recommendation School Year: Click here to enter text.

Academic Grades

4th Quarter Spring: Text Reading/Language Arts: Text Mathematics: Text

Science: Text Social Studies: Text

Accommodations were used and reflected in student’s grades: ☐yes ☐no

Classroom/ELL Grade Coordination: Text ESL Grades Given For: Text

Parent Program Notification: Type Date: Text

Classroom Accommodations

Selected ELP Instructional Accommodation Teacher Signature/Date Sequencing with pictures/words/sentences Thinking Maps or other graphic organizers Provide word banks Visuals, realia, and demonstrations Peer Buddy (Offer support, not running

translation)

Cooperative Group Structures: Think Pair Share, Flexible Grouping

Shorten spelling lists/fewer words Provide sentence frames Use simpler or familiar text Alternative readings (Shorten Passages) Writing assignments aligned to ELP standards Translation dictionary/apps (word to word) Provide copy of class notes with headers and

visuals

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Green Forest School District LPAC Recommendation School Year: Click here to enter text.

Green Forest Public Schools Accommodation Form for LPAC For REQUIRED State Assessments

Student Name: Click here to enter text. Date: Click here to enter text. Grade: Click here to enter text. Triand ID #: Click here to enter text.

____________________________________________________________________________________________________ ELL students who have been in US Schools less than one year WILL TAKE the math and science sessions of the ACT Aspire.

The ACT® has NO ELL accommodations.

ACT® Aspire (Select all that apply)

Accommodations Open Access

Extra Time Respond in test book/on separate paper (within the allotted time)

Location for Movement:

Word-to-Word Dictionary (ACT approved) Individual Administration Individual Administration

Translated Directions (locally provided: Spanish is embedded.) indicate language:

Line Reader Magnifier Home Administration for homebound students (paper only & requires 2 certified TAs)/Other Administration

Text-to-Speech or Human Reader for math, science, and writing in English

Keyboard or Alternative and Augmentative Communication + Local Print

Audio Environment/Visual Environment

Electronic Speller (ACT approved) Special Seating/Grouping Physical/Motor Equipment

Paper Test (ADE Special Accommodation Form, required)

Answer Masking Color Contrast

Dictate Response in English

Frequent Breaks

None None

1st/2nd IOWA Assessment (Select all that apply)

Extended Time Individual Testing Noise Buffer

Small Group Individual Scheduling Reading of the allowable portions

Preferential Seating Word-to-word dictionairy Exempt per LPAC decision

None

ELPA21 (Select all that apply)

Accommodations Designated Features

IEP/504 Accommodations ONLY EMBEDED NON-Embeded

Unlimited re-recordings (speaking) Answer masking Color overlay

Unlimited replays (speaking) Color contrast Magnification device

Assistive technology General masking Native language translations of directions

Braille (UEB) Line Reader Noise Buffer

Large print test booklet Print on request Paper-pencil test (per student basis)

Read aloud Turn off universal features Read aloud (paper-pencil test, per student basis only)

Scribe Zoom (test-level)

Speech-to-text Student reads test aloud

None None None

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Green Forest School District LPAC Recommendation School Year: Click here to enter text.

Comments:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

English Acquisition Assistance

☐ Direct ESL Instruction for Text minutes Text times a week.

☐ Indirect Services Student will be monitored by: Text

☐ FEP – No Services needed

☐ Services are waived (form is attached)

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Green Forest School District LPAC Recommendation School Year: Click here to enter text.

LPAC Access Page LPAC members must include: Classroom Teacher, ESL Teacher, SPED Teacher, Principal, and Counselor

Date Signature Position Reason

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Initial Parent Notification of English as a Second Language Program Placement

Dear Parent/Guardian,

In accordance with the district’s educational guidelines and in compliance with the Office for Civil Rights, the Green

Forest School District provides an English as a Second Language program for children with limited English proficiency.

The goal of the program is to enable English Language Learners (ELLs) to become proficient and show achievement in

academic and language proficiency standards. Your child is being recommended for placement in the Green Forest ESL

program. As your child makes progress in his/her acquisition of English, his/her placement will be adjusted. You may

request a conference at any time to discuss your child’s placement in the Green Forest ESL program. You will be notified

each year following your child’s annual English proficiency assessment. If you have any questions regarding services

offered, please contact your school.

Name: _____________________________ School: _______________________Grade: _______

Assessment: TELPA Score: _______ Level: ______________ Date: _____

ELL 1 - The student is either a non-speaker of English or can speak some English, but cannot read or write in English.

This level focuses on intensive development in speaking, reading and writing English.

ELL 2 - The student speaks English, but his/her reading and/or writing abilities in English are limited. This level focuses

on development in reading, writing and speaking English.

ELL 3 - The student speaks English, but needs support in developing his/her reading/writing abilities in English. This

level focuses on reading and writing development.

ELL 4 - The student is approaching English language proficiency.

FEP– The student is considered fluent in English and will be monitored for two years.

This letter serves to notify you that your child is enrolled in the ESL program. A certified, K-12 English as a Second

Language Teacher and your child’s classroom teacher(s) will work collaboratively to provide your child with any

individualized instruction your child may need in attaining English Language Proficiency in the areas of Speaking,

Listening, Reading and Writing. A parent has the right to have their child removed from a language instructional program

upon their request. In order to decline enrollment, the parent must request a meeting with the ESL teacher or coordinator

to sign the Green Forest Waiver form. Denying enrollment does not exclude the school from its responsibility to make

every effort within the mainstream classroom to assist the student in acquiring English and academic skills

Parent Bill of Rights:

The right to a quality education and a quality teacher for the child; the right for the child to learn English and subjects

such as reading/language arts and math at the same academic level as all children; the right to know if the child has been

identified and recommended for placement in an English language acquisition program, and to accept or refuse such

placement; the right to choose a different English language instruction program for the child; the right to have the child

tested annually to assess his or her progress in English language acquisition; the right to receive information regarding the

child’s performance on academic tests; the right for the child to be taught with programs that are scientifically proven to

work; and the right for the child to aspire to a college education.

Your child will participate in the Green Forest School District’s English as a Second Language program until he/she

meets the Arkansas Department of Education’s established exit criteria. If you have questions or require further

information, please contact the ESL teacher listed below.

Sincerely,

ESL Teacher

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Annual Parent Notification of English as a Second Language Program Placement

Dear Parent/Guardian,

In accordance with the district’s educational guidelines and in compliance with the Office for Civil Rights, the Green

Forest School District provides an English as a Second Language program for children with limited English proficiency.

The goal of the program is to enable English Language Learners (ELLs) to become proficient and show achievement in

academic and language proficiency standards. Your child is being recommended for placement in the Green Forest ESL

program. As your child makes progress in his/her acquisition of English, his/her placement will be adjusted. You may

request a conference at any time to discuss your child’s placement in the Green Forest ESL program. You will be notified

each year following your child’s annual English proficiency assessment. If you have any questions regarding services

offered, please contact your school.

Name: _____________________________ School: _______________________Grade: _______

Assessment: ELPA 21 Current ELL Placement Level: ______________ Date: ____________

ELL 1 - The student is either a non-speaker of English or can speak some English, but cannot read or write in English.

This level focuses on intensive development in speaking, reading and writing English.

ELL 2 - The student speaks English, but his/her reading and/or writing abilities in English are limited. This level focuses

on development in reading, writing and speaking English.

ELL 3 - The student speaks English, but needs support in developing his/her reading/writing abilities in English. This

level focuses on reading and writing development.

ELL 4 - The student is approaching English language proficiency.

ELL 5 – The student is considered fluent in English and will be monitored for two years.

This letter serves to notify you that your child is enrolled in the ESL program. A certified, K-12 English as a Second

Language Teacher and your child’s classroom teacher(s) will work collaboratively to provide your child with any

individualized instruction your child may need in attaining English Language Proficiency in the areas of Speaking,

Listening, Reading and Writing. A parent has the right to have their child removed from a language instructional program

upon their request. In order to decline enrollment, the parent must request a meeting with the ESL teacher or coordinator

to sign the Green Forest Waiver form. Denying enrollment does not exclude the school from its responsibility to make

every effort within the mainstream classroom to assist the student in acquiring English and academic skills

Parent Bill of Rights:

The right to a quality education and a quality teacher for the child; the right for the child to learn English and subjects

such as reading/language arts and math at the same academic level as all children; the right to know if the child has been

identified and recommended for placement in an English language acquisition program, and to accept or refuse such

placement; the right to choose a different English language instruction program for the child; the right to have the child

tested annually to assess his or her progress in English language acquisition; the right to receive information regarding the

child’s performance on academic tests; the right for the child to be taught with programs that are scientifically proven to

work; and the right for the child to aspire to a college education.

Your child will participate in the Green Forest School District’s English as a Second Language program until he/she

meets the Arkansas Department of Education’s established exit criteria. If you have questions or require further

information, please contact the ESL teacher listed below.

Sincerely,

_____

ESL Teacher

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English as a Second Language

Academic Update Form

Student Name Teacher

Content Area Grade (%): Return to by:

Classroom Modifications You Are Currently Providing (check all that apply)

Slow down speech and simplify language Time with an interpreter during the lesson

Shortened assignments Small group work

Extended time on assignments Bilingual Buddy/ Preferential Seating

Use of charts, models, pictures, diagrams, graphic

organizers, demonstrations, etc.

Other: (explain)

Assessment Accommodations You Are Currently Providing (check all that apply)

Teacher records the student’s verbal response Extended time

Oral tests with an interpreter Word to word dictionary provided

Teacher or interpreter reads the directions to the

student

Other: (explain)

Behaviors that you have observed (check all that apply)

Pays attention in class Missing Assignments

Attempts every assignment Poor Test Scores

Listens to directions Does not turn in homework

Asks questions Does not bring supplies to class

Work is carefully done Appears sad or depressed

Reads during when assigned to do so Fails to listen to directions

Follows classroom rules Grade is declining

Participates in activities Excessive tardies

Works well with others Excessive absences

Behavior is appropriate Does not interact with others

Behavior has changed recently: (Please explain in detail)

Comments or Further Explanation:

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Green Forest School District

Monitoring for FEP 1 and FEP 2

Parent Notification Form

Last Name First Name Grade Date

Current FEP Level

Enrollment Date/Years in US School(s)

Semester Grades English Math Social Sciences Science

Standardized Achievement Scores

TEST Scale Score Performance Level

CRT YES NO

NRT YES NO

If the student has a C or better in all core content classes and has standardized assessment scores that are

proficient or advanced and/or 40%ile or higher in literacy:

FEP 1 level student will continue to be monitored for at least one more year.

FEP 2 level student will continue to be monitored but ESOL staff and teachers observe for any signs of digression due to language barriers and continue to communicate with the family in the language and/or form requested.

If the student has a D or F in one or more core content classes or has standardized assessment scores that are not

proficient and/or lower than 40%ile in literacy:

The LPAC has determined the issues are due to lack of English proficiency. Therefore, the student will be reclassified as an ELL 4 and receive any applicable scaffolding in the content classroom.

The LPAC has determined the issues are NOT due to lack of English proficiency. Therefore, the student will continue to be monitored.

Principal ESL Teacher

Counselor Classroom Teacher

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Green Forest School District Exit/Reclassification

Language Placement Committee Recommendation

Student Name: ____________________________________ Date: ______________________

ELPA 21 Levels Spring __________

Listening Speaking Reading Writing Comprehension Composite

Augmented Benchmark Spring:__________

CRT Score Level

Mathematics

Literacy

NRT Scale Score National Percentile

Reading Total

Language Total

Mathematics Total

Science

Academic Grades 4th quarter Spring:_______

Reading/LA:____________ Math:__________ Science: _________Social Studies: _________

Language Proficiency Assessment Committee Decision:

_______Spring English Language Proficiency Assessment (ELPA 21) Scores and Proficiency Levels –

Student must score proficient or above in all five sections (listening, speaking, writing, reading and

comprehension) of the spring English Language Proficiency Assessment (English Language

Development Assessment (ELPA 21) for Spring 2015, ELPA 2121 begins Spring 2016).

________Previous Year’s Grades - Student must earn a grade of “C” or above in all core subject areas

(English/language arts, mathematics, social studies, science)

________State Standardized Achievement Scores - Student must score proficient or advanced on the literacy and

mathematics criterion-referenced test or score at OR above the 40th percentile on the norm-referenced test (NRT).

________At least two current teachers recommend exit or reclassification based on the criteria above.

________The decision to exit or reclassify the ELL student from the English as a Second Language (ESL) program

must be made on an annual basis by the LPAC following a review of spring ELPA 21 results.

Recommended EXIT because the student meets the criteria.

Recommended to reclassify as an ELL level 4 due to failure to meet at least one of the above criteria.

Signature of ESL Teacher Signature of Building Administrator

Signature of Counselor Signature of Classroom Teacher

Signature of Classroom Teacher Signature of Classroom Teacher

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English as a Second Language Program Placement

Waiver From

We as parents/guardians of_____________________________________do NOT want

our child _______ _____ ___________

(name of student) (grade) directly served by

the Green Forest School District’s ESL Program. The Language Placement and Assessment Committee (LPAC)

decision has been thoroughly explained to us in a language in which we can understand. We understand that we

may reverse our decision by asking for a Language Placement and Assessment Committee (LPAC) meeting.

We also understand that our child’s teachers will closely monitor his/her progress and keep us informed. We

understand that our child will be assessed annually with the state’s English language proficiency test. The lack

of progress may warrant another conference with us to discuss alternatives to the regular classroom program.

We understand that we will need to revisit our decision to waive ESL services annually.

__________________________________________ _________________

Signature of Parent/Guardian Date

___________

Signature of ESOL Coordinator Date

Comments:

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Green Forest School District

Parent Permission Form for the Use of Interpreters

(District Interpreters, Other Bilingual staff, Community Helpers)

I agree to the use of any interpreter provided by the district for my parent conferences. I understand that the

information provided to me by the teacher or staff person may include topics such as student grades, test scores,

attendance, discipline, health and/or other personal information related to my child(ren).

I have been informed that the person providing this service has signed a confidentiality agreement as pertains to

all the information that is shared during the conferences.

Additionally, I understand that I can request one of the district interpreters to be present at the meeting rather

than one of the aforementioned interpreters.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

_____ Yes, I agree to the use of any interpreter provided by the district for my conference.

_____ No, I do not agree to the use of any interpreter provided by the district at my

conference. I am requesting the services of one of the district interpreters.

_____ I will not need an interpreter. I am able to freely communicate with the teacher.

_____ I prefer to bring my own interpreter. My signature below certifies that if I use my own

interpreter, he/she will be 18 years of age or older. Note: A district interpreter may

be present to assist the teacher/staff person with his or her communication needs.

Student Name: ______________________________ Teacher: _________________________

School: ______________________________________________________________________

Parent/Guardian Signature: _____________________________________________________

Date: ________________________________________________________________________

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Interpreter Confidentiality Agreement I hereby acknowledge that by reason of my involvement with the Green Forest School District, I shall have access to confidential information such as student grades, test scores, attendance, discipline, health and/or other personal information. I understand that as the interpreter/translator, I am to accurately communicate information in the native language for maximum understanding between the parent and teacher/ staff person. This requires me to have adequate command of both English and the family’s primary language. I also agree that I will accurately and completely share any concerns or issues, which may arise as a result of the information shared between the interpreter/translator and the parent, with the teacher or school principal. I hereby submit, by my signature below, that I will not divulge any information to any person not participating in this conference. ____________________________________________ Printed Name of Interpreter/Translator ____________________________________________ Signature of Interpreter/Translator ____________________________________________ Date