Title III / LEP Handbook
Winston-Salem/Forsyth County Schools
A school staff guide for how to comply with state and
federal guidelines while serving our
English Language Learner population
2010-2011
(Published Fall 2010)
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Updated 12-3-10
Table of Contents
Frequently asked questions (FAQS)
page 2
LEP Classification vs. ESL Service
page 4
Who is involved in the LEP/ESL Title III Program
page 5
The ESL Teacher: A Description
page 9
ESL Best Practices
page 10
Common Acronyms used by ESL teachers
page 11
LEP Registration Process
page 13
What will the Newcomer Center provide?
Page 14
Initial LEP Identification
page 15
LEP Student Placement and Retention
page 16
ESL Services and ESL service agreement
page 18
ESL Consultation, Exiting LEP and Monitoring
page 21
Reclassification as LEP
page 23
ESL Service Delivery
page 25
SIOP (Sheltered Instruction Observation Protocol)
page 28
Guidelines for grading LEP students
page 30
ESL Summer School
page 32
ESL Academy at Winston-Salem Prep. Academy
page 33
Title III and AMAOs
page 39
Language Acquisition – an overview
page 40
WIDA standards and “Can Do” descriptors
page 41
BICS and CALPs
page 43
Factors that will affect language acquisition
page 44
Framework to classify language activities
page 45
LEP Committee
page 46
LEP database
page 48
Translations/Transact
page 52
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Updated 12-3-10
Appendices
1. Title III Program Organization and Structure
2. LEP Identification Flowmap
3. Guidelines for Consultation
4. Home Language Survey
5. K-1 W-APT score notification and ESL service agreement
(English)
6. K-1 W-APT score notification and ESL service agreement
(Spanish)
7. Grade 1 – ACCESS score notification (English)
8. Grade 1 – ACCESS score notification (Spanish)
9. Grades 2 - 12 ACCESS score notification (English)
10. Grades 2 – 12 ACCESS score notification (Spanish)
11. ESL Service Agreement grades 1 -12 (English)
12. ESL Service Agreement grades 1-12 (Spanish)
13. Testing LEP accommodations documentation
(English)
14. Testing LEP accommodations documentation
(Spanish)
15. LEP “Green” card copy
16. Exit LEP status documentation letter – (Bilingual)
17. Exit LEP status documentation letter - Monolingual (English)
18. What is ESL/Que es ESL?
19. WIDA standards and Can Do descriptors
20. Title III AMAOs
21. Title III – 2009 LEP and NOM Headcount
22. A chronology of LEP student rights
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Guide to Use
This guide was created to answer questions
that teachers, office staff, administrators or
just about anyone may have concerning LEP
students. The following sections have
answers to commonly asked questions,
followed by forms in the appendices that are
mentioned in the answers. The ESL
program is constantly changing. Please note
that the content here is current to the time of
publication. Updates will be shared with
ESL staff at appropriate times.
*WSFCS staff has permission to reproduce
anything in this handbook.
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Frequently asked Questions about LEP students
1. What does LEP mean?
2. How is a student classified as LEP?
3. How many LEP students do we have
in our district?
4. How many languages do we have in
the WS/FCS district?
5. What are the W-APT and ACCESS
assessments?
6. Which students must complete a
Home Language Survey?
7. Do all students need to do a new
home language survey each year?
8. What does ESL mean?
9. How do I know if an LEP student
needs ESL services?
10.
11.
12.
Are ESL services offered at every
school?
Why do we offer LEP students ESL
services?
Why don’t we offer ESL services to
our kindergarten LEP students?
LEP is an acronym used by the U.S.
Department of Education. It means Limited
English Proficient.
Each student who completes a home language
survey and indicates another language besides
English must take the WAPT English language
screener assessment at the Newcomer Center.
There are approximately 6,600 LEP students
enrolled in our school district.
During the 2009-2010 school year, we
identified 94 different languages in our school
district.
The W-APT is an English proficiency screener
assessment. The ACCESS is the English
proficiency assessment that LEP students take
annually.
Each student in a North Carolina district must
take a home language survey as per North
Carolina Board of Education policy.
No. A student does a home language survey
one time upon initial enrollment into the school
system.
ESL or English as a Second Language is the
service that we offer LEP students to help them
develop their English language skills.
At the Newcomer Center, the WAPT assessment
will tell us if a student meets the states LEP
identification criteria. We offer all 1st-12th
grade LEP students the option of receiving ESL
services?
No. ESL services are offered at ESL sites only.
Under the Supreme Court ruling Lau v. Nichols
1974, school districts are required to offer LEP
students services that help them participate
meaningfully
While some ESL sites may offer ESL services to
their kindergarteners, at the district level, we
don’t offer ESL services to kindergarteners.
Kindergarten classes are often language rich
environments suited for language development
in general. Likewise, with limited ESL
resources, we try to focus our ESL services at
the 1st -12th grade levels.
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13.
What if an LEP student doesn’t want
ESL services?
14.
Do students have to re-waive ESL
services every year?
15.
Do LEP students receive LEP testing
accommodations?
16.
Do LEP students who’ve waived ESL
services still need to take the
ACCESS English language
assessment each year?
If an LEP student waives ESL
services, does this mean he can’t
receive LEP accommodations?
When can an LEP student use LEP
testing accommodations?
17.
18.
19.
Can an LEP student use LEP testing
accommodations on the ACCESS
English language proficiency
assessment?
20. How do we decide what LEP testing
accommodations an LEP student
might need?
Parents have the right to refuse ESL services
for their children. At the Newcomer Center
parents complete an ESL service agreement
where they have the option of waiving ESL
services.
No. Parents complete the ESL service
agreement once upon enrollment. The
agreement remains in the student’s cumulative
folder. However, parents do reserve the right to
have their child removed from ESL services at
any time.
Depending on an LEP student’s WAPT and
ACCESS scores, an LEP student may be
eligible for LEP testing accommodations.
Yes. Even if an LEP student waives ESL
services, the student is still LEP and must take
the ACCESS English language assessment
each year.
No. An LEP student may receive LEP testing
accommodations regardless of whether he has
waived ESL services.
An eligible LEP student can use LEP testing
accommodations on any state content
assessment.
No. An LEP student cannot use LEP testing
accommodations on the ACCESS English
language proficiency test?
Each school has a designated LEP coordinator.
The LEP coordinator chairs an LEP committee
that makes decisions regarding which LEP
students receive LEP accommodations.
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LEP Classification v. ESL Service
LEP = Limited English Proficient
This acronym denotes that a student has certain documented limitations
regarding his ability to understand, speak, read and write in English. In North
Carolina the W-APT/ACCESS test determines whether a student is LEP.
Classification as an LEP student can affect the student, and all the staff
around him, in many ways.
• The student has the right to access second language services in
addition to all services provided to non-LEP students.
• The student may qualify for test accommodations.
• The student must be assessed annually with the ACCESS
(Assessing Comprehension and Communication in English State to State
for English Language Learners).
• Teachers and schools must take steps to provide instructional
modifications that address the needs of the LEP student in all
classrooms.
• The number of LEP students will directly affect the Title III federal
funding and LEP state funding a school system receives.
ESL=English as a Second Language
This is the program model most schools in Winston-Salem use to address the
language needs of their LEP students. A student's parents can decide
whether he accepts or waives ESL services. If a parent waives services, this
does not change the child's LEP status. Thus, you can have LEP students in your
school even if you are not an ESL site.
My student is not in ESL. How do I know if he is LEP?
First, look for the home language survey. If a language other than English is
listed, he should have a W-APT/ACCESS score. W- APT/ACCESS scores
are kept in the cumulative folder. Look for a green index-paper card. The
student's scores should be listed on the front side. If you need help interpreting
the letters or numbers, ask your testing coordinator. Note: Occasionally a
student may not have W-APT/ACCESS scores in his folder. This may
occur with older students who may have placed out of LEP status years
before, and whose English language proficiency scores were purged from the
cumulative folder. It is not always necessary to retest these students with
theW-APT/ACCESS. Among other factors, consider how the student is doing
in mainstream classes before retesting with the W-APT/ACCESS. For further
guidance, contact the Title III/LEP Program Manager or the ESL Lead
Teacher.
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Who is involved in the LEP/ESL/Title III program?
The LEP/Title III Program in WSFCS is both district-led and school based.
Each school has the freedom to develop the program that best meets the needs of
its LEP students, within state and federal standards. Following is a list of people
who help in the administration of the LEP/Title III program, along with each of
their duties.
Title III/LEP Program Manager, WSFCS
David Sisk is the LEP / Title III Program Manager. He is responsible for helping
schools understand the legal and fiscal requirements for our LEP program and
how to provide appropriate services to LEP students. He communicates with the
NC State Department of Instruction on a regular basis to receive updated
information about LEP requirements and to maintain compliance with federal
Title III legislation. He arranges professional development sessions for ESL and
classroom teachers, and also manages the Title III funds and budgets available to
assist schools in setting up and maintaining ESL programs. He is also the district
coordinator for the Toyota Family Literacy Program (TFLP). David's office is in
the Instructional Services area (2rd floor) of the administrative center. His email
address is [email protected]. His office telephone is 336.727.8029.
ESL Lead Teacher, WSFCS
Rebecca Talton is our ESL Lead Teacher. Mrs. Talton works to provide
leadership and support for our system's ESL teachers in various ways. She
provides additional training (WIDA standards, best practices with LEP students,
etc.) and provides information to teachers about possible resources for ESL
classrooms. Additionally, she directs the school system's ESL Summer Academy
and assists in the collection of LEP data throughout the year. Mrs. Talton is based
on the 2nd floor at the Administrative Center. Her office telephone is
336.748.4000
LEP Facilitator Middle and High Schools, WSFCS
_______________ is our LEP Facilitator and SIOP coach for middle and high
schools. __________ provides training for classroom teachers on how to best
meet the needs of LEP students in different classroom settings. His/her trainings
emphasize the value of the SIOP (Sheltered Instruction Observation Protocol) and
the WIDA (World Class Instructional Design and Assessment) standards.
________’s office is located on the 2nd floor of the Administrative Center.
336.748.4000.
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LEP Facilitator Elementary Schools, WSFCS
Rosie Turner is our LEP Facilitator and SIOP coach for elementary
schools. Rosie provides training for classroom teachers on how to best meet
the needs of LEP students in different classroom settings. Her trainings
emphasize the value of the SIOP (Sheltered Instruction Observation
Protocol) and the WIDA (World Class Instructional Design and Assessment)
standards. Rosie's office is located on the 2nd floor of the Administrative Center.
Her email address is [email protected]. Her office telephone is
336.748.4000.
Bilingual Community Coordinator, WSFCS
Ana Ortiz is our bilingual community coordinator. She is responsible for
providing written translations of district-wide documents. She also assists in
communicating with our growing Spanish community in various ways. Ana
is the assistant district coordinator for the Toyota Family Literacy Program
and works closely with the families at Latham, Easton and Old Town
elementary schools. Ana is located on the 2nd floor of the Administrative Center .
Her email address is [email protected]. Her office phone is 336.748.4000
(ext. 51514).
Bilingual Programs Coach, WSFCS
Gwen Ashburn works directly with the WSFCS foreign language department
(Mrs. Leslie Baldwin) by offering instructional coaching to teachers in WSFCS’s
bilingual programs and Spanish for Native Speakers programs. Additionally, she
assists the Title III department by offering continual support for the Transitional
Bilingual Programs located at Brunson, Easton, Forest Park, Latham and Old
Town elementary schools. Her email address is [email protected].
Her office is located on the 2nd floor of the Administrative Center. Her office
telephone is 336.748.4000 (ext. 51509)
Newcomer Center Staff
Graciela Calles is the Newcomer Center coordinator. She is responsible for
assuring that the initial W-APT assessment is administered to all students coming
to the Newcomer Center who speak another language besides English.
Additionally, she provides interpretation and translation services for families as
well as making recommendations to schools regarding course credit. The
Newcomer Center assists families in the pre-registration process before students
are assigned to a school.
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Lissette Granados is the LEP data manager and the Newcomer Center
administrative assistant.. She assists Mrs. Calles in the daily functioning of the
Newcomer Center. She also works with, maintains and updates the North
Carolina Department of Public Instruction W-APT database and provides
additional LEP updates to various LEP state and federal databases.
The Newcomer Center is located at Downtown Marketplace. The telephone
number is 336.747-6804.
School LEP Coordinators
Every school should have an LEP Coordinator, even if it is not an ESL site.
This person is designated by the principal at the school. The LEP coordinator will
usually work closely with the ESL teacher (at an ESL site) to ensure that proper
identification and assessment of LEP students occurs.
Responsibilities of the coordinator include:
• ensuring the completion of the required home language survey for
every child who enrolls in our school system (placed in the cumulative folder).
The home language survey is only administered once at the time the child enrolls.
• verifying that students who answer another language other than
English on the Home Language Survey are sent to the Newcomer Center for an
initial W-APT assessment.
• either assisting with or administering the Spring ACCESS assessment
to existing LEP students. New students will be tested at the Newcomer Center.
• coordinating efforts and assisting parents with the completion of
forms and other support services
• maintaining accurate data regarding identifying LEP students at the
school.
School ESL Teacher
ESL teachers are certified teachers. They have passed the Praxis II ESL
in order to be deemed highly qualified under No Child Left Behind. They are not
paraprofessionals or tutors. They are responsible for teaching English language
learners to communicate for social and instructional purposes; and, the academic
language necessary to communicate information, ideas and concepts for academic
success in language arts, mathematics, science and social studies. The WIDA
English Language Proficiency Standards are the North Carolina English language
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development standards (www.wida.us). These standards are resources for other
school staff members. They are also responsible for maintaining records of LEP
student performance in the ESL classroom. ESL teachers are expected to attend
county-wide ESL staff meetings.
School Classroom Teachers
Classroom teachers with LEP students are responsible for making their
classroom instruction accessible, even for students at a beginning level of
English proficiency. They are also responsible for assessing students in such
a way that does not discriminate against them on the basis of their language
proficiency. Such accommodations should be well documented.
School Secretaries, Nurses, and Cafeteria Workers
School secretaries, nurses and cafeteria workers are responsible for making a
good faith effort to communicate with parents in a language parents can
understand. Support staff are vital in assisting schools in gathering accurate
data regarding LEP students (home language survey, free/reduced lunch
forms, etc.)
School NCWise Personnel
NCWise personnel enter information about new LEP students into NCWise,
and the data is transferred to the LEP database for easy access to LEP information.
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The ESL Teacher: A Description
• requires additional ESL certification. They must pass the ESL Praxis
II before being certified and considered highly qualified under NCLB.
• must pass an English language proficiency assessment before
becoming an ESL teacher in WSFCS.
Title III Sec. 3116 (c) TEACHER ENGLISH FLUENCY
Title III
Each eligible entity receiving a subgrant under section 3114
shall include in its plan a certification that all teachers in any
language instruction educational program for limited English proficient
children that is, or will be, funded under this part are fluent in English and
any other language used for instruction, including having written and oral
communication skills.
• teach the WIDA English Language Standard Course of Study
Title III Sec. 3113 (b)(2). State and Specially Qualified
Title III
Agencies. Describe how the agency will establish standards
and objectives for raising the level of English proficiency that
are derived from the 4 recognized domains of speaking, listening, reading, and
writing, and that are aligned with achievement of the challenging State
academic content and student academic achievement standards described in
section 1111(b)(1).
• integrate content into language instruction
• are not responsible for assigning content grades (unless they are also
highly qualified in areas other than ESL).
• assist in administering the W-APT/ACCESS language tests
• should be involved in determining special assistance for their students
• attend ESL staff development meetings
• are not required to speak another language
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ESL Content-Based classroom best practices - WSFCS
planning should occur before instruction in an ESL content
What types of instructional
based classroom?
content objective (EQ) from grade level content standard course of study
choose ELD SCOS objectives aligned with LEP students’ IPT levels
plan instruction from guided to independent practice
choose skills and strategies to teach and practice
choose group types and assign students
How does the ESL content-based teacher approach building background
knowledge with students from various and diverse backgrounds?
acceleration ( activate prior knowledge, text preview, vocabulary preview)
create shared experience, field trips, speakers, video
*What does the ESL content-based teacher need to do to make the content comprehensible for
ELLs?
scaffold: use graphic organizers , visuals, realia ,model processes and skills, illustrate
sequences and vocabulary
chunk the lesson (teach a component then do distributed practice and distributed
summarizing)
simplify language – direct instruction with few asides, use active voice, eliminate
idioms
*What types of general strategies or scaffolding
employed in the content based ESL classroom?
strategies should be
vocabulary and grammar taught in context
limited vocabulary posted, used repeatedly by teacher and students, teacher develops
nuances and multiple meanings of words, teaches morphology, student created
dictionaries and flash cards
use sentence frames to scaffold writing and speaking
use simulations, demonstrations, role playing, manipulatives
teach learning strategies , HOTS
*How should student interaction be exhibited in an ESL content based class?
cooperative learning, pairs, small groups
choral reading, readers theater, reciprocal reading groups
less teacher talk, more student talk
students engaged with material 90-100% of the time
*What are appropriate ways for Novice LEP students to demonstrate new content
knowledge?
point to an answer
illustrate an answer
complete a graphic organizer
differentiated written response: word and illustration, sentence frame, simple sentences,
demonstrate ability to do something
use a word bank for fill in the blank answers
do an oral presentation with a partner
What type of interaction is important between the content based ESL teacher and
the mainstream teachers?
recognize each other’s professional status (mutual professional respect and develop a
partnership to positively affect the academic achievement of LEP students).
inform teachers about the IPT results and what they mean
ESL teacher needs to know IEP goals (if any), and guided reading levels
ESL teacher is part of the conversation between the teacher and testing coordinator to set
classroom and testing modifications
help mainstream teacher modify assignments, exams and quizzes
* for the principal’s observation
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COMMON ACRONYMS that ESL teachers use
What is a HLS? Home Language Survey; a form that every student
or parent of the student must complete at the time of initial enrollment;
federal requirement.
What is a NOM? National Origin Minority student; one who lists a
language other than English on his Home Language Survey (HLS),
which means that he must be assessed with the State-mandated English
proficiency test within 30 days of enrollment.
What is LEP? Limited English Proficient; the identification given to students who
score below Level 5, Bridging in at least one domain on the English proficiency
test.
What are AMAOs? Annual Measurable Achievement Objectives; a
type of additional Adequate Yearly Progress (AYP) for Limited
English Proficient (LEP) students that is measured in two types progress and proficiency; data analyzed by the Testing and
Accountability Division at the Department of Public Instruction after each spring
window every year (see appendices).
What is ESL? English as a Second Language; a method of
instruction for students who are learning English as a new language;
usually involves pulling students out of the regular class for specific English
instruction.
What is the ELD SCS? The English Language Proficiency Standards
published by the WiDA consortium were approved by the State Board of
Education in June 2008, mandated beginning in the 2008-2009 school year.
What is a RAC? Regional Accountability Coordinator; an educator responsible
for a region of the state and its testing issues; they report directly to the Testing and
Accountability Division at the Department of Public Instruction; there are six in the
state.
What is NCLB? No Child Left Behind; The federal legislation passed
in 2001; there are nine titles in No Child Left Behind - Title III
specifically addresses language acquisition programs for Limited English
Proficient (LEP) students.
What is WiDA? The World-Class Instructional Design and
Assessment consortium is comprised of 20 states. Their research team
has created comprehensive English language development standards and
assessments to determine English language proficiency.
What is the W-APT/ACCESS? The WiDA Access Placement Test
(initially) and ACCESS (annually) assessment are the State-mandated
proficiency tests for determining Limited English Proficiency status.
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What is BICS? Basic Interpersonal Communication Skills; the simple
"playground talk" that students learn first; research has typically said it takes
1-2 years to develop.
What is CALP? Cognitive Academic Language Proficiency; the more
difficult, academic language students experience in school; research has typically
said it takes 5-7 years to develop
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LEP Registration Process
In accordance with federal law, our school
system will not require that a student provide
any proof of legal status (social security card,
green card, passport, etc.) Plyler v. Doe, 457 U. S. 202, 102 S. Ct.
2382 (1982).
Supreme Court
What if the student returns to the system? If an LEP student is
removed from a Winston-Salem Forsyth County School roster and then
returns to our system during one calendar year and there is a doubt
whether that student has an up-to-date annual ACCESS score,
the student must be sent to the Newcomer Center.
•
All students must complete a HOME LANGUAGE SURVEY when enrolling in a
school. If a student indicates that he speaks another language at home, even if he
appears to speak English fluently, he must report to the Newcomer Registration
Center for English language proficiency testing. Kindergarteners may be tested at
the home school at the beginning of the year. Do not send Pre-K students to the
Center. If you have any questions, please call the Newcomer Registration Center at
747-6804.
The Newcomer Registration
Center is housed at:
Cherry St.
Downtown Market
601 N. Cherry Street
Winston-Salem, NC
27101
Downtown Market Place
Parking
Newcomer Center
Benton
Convention
Center
15
6th Street
Updated 12-3-10
What will the Newcomer Center provide to schools?
The Newcomer Registration Center will provide each school with a folder of
necessary registration forms and information, including information about a
student's English W-APT/ACCESS scores and designations.
•
•
•
•
•
•
•
Green Card with Initial W-APT / LEP assessment
data and designation as LEP or not-LEP.
Student information form
Copy of the Home Language Survey
Immunization Records
Parent Release forms (internet, photo, medical)
Transcripts provided by parents if available
Any other education documents or information provided by
the family
Documents Necessary to Register
1.
2.
3.
•
•
•
•
•
•
•
•
•
•
4.
5.
6.
Parent ID
Legal custody document (if student does not live with parents)
Proof of address (one of the following):
A deed to a home or a lease of an apartment with a Forsyth County
address and evidence that you are residing in it, such an a utility bill in
your name
A voter registration card with an address in Forsyth County
A driver's license with a Forsyth County address
Income tax forms listing a Forsyth County address
Checking and/or savings account statements listing a Forsyth
County address
Insurance policies or change account statement listing a Forsyth
County address
Listing a Forsyth County address with an employer
Documentation of receiving public assistance at a Forsyth County
address.
Birth certificate
Immunization records
Other helpful information:
♦ Transcripts or report cards
♦ I.E.P. if the student has been identified as a child with disabilities.
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Initial LEP Identification
When students pre-register at the Newcomer Center, they
will take the W-APT English screener assessment. This
assessment will determine whether these students are
identified as LEP. The current W-APT criteria to identify
students as LEP is the following:
2010 -2011 LEP student initial identification
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LEP Student grade placement and achievement
School
Board Policy
Please note the following WSFCS board policy on
LEP students: AR 5122.3 Guidelines for Placement
and Evaluation of Limited English Proficient (LEP) students. This
policy, in its entirety, is found in the appendices section of this
document.
When any student comes to a school to register, the parents must fill out
the Home Language Survey. When a language other than English is listed,
direct them to the Newcomer Center. If a student qualifies for ESL services,
the parent/guardian must sign a release to either participate or waive ESL
services. Students may not receive or be denied ESL services based upon
those services received in another school system. If a student demonstrates on
the W-APT or ACCESS English language assessment that they are LEP, we will
offer ESL services to this student.
School: If an LEP student chooses to accept services, the Newcomer Center will
identify the student's residential school. If the residential school is not an ESL
site, the student will be assigned to an ESL site that serves the residential school.
Grade: The student's grade-level placement is based on academic readiness and
age. Regardless of prior schooling, the student must be placed no lower
than one grade below his age-appropriate placement. If the student brings
documentation that shows he was in school until leaving his home country (or
from another district), we will honor that grade assignment and place him
accordingly.
Siblings: If a student has a sibling in an ESL site, s/he has the right to attend the
same school regardless of whether or not s/he is in the ESL program.
This guideline applies to kindergartners as well (usually assigned to home
school). Every effort should be made to place siblings in schools that follow the
same calendar.
Exceptional Children: LEP students with exceptionalities will be assigned
to the school within their zone that provides the services needed. When
possible, they will attend a school with both ESL and the EC program. In such
cases students will receive both services. If both are not available in the same
school, the EC service determines assignment.
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Retention: The ESL program is federally mandated to
prevent discrimination practices in the retention and grading of
students with limited English proficiency. Please see policy
WSFCS AR 5122.3 in the appendices section of this
document.
Retention of an ESL student in grades K-8, or denial of credits in grades 912, should only be considered if progress in ESL is very minimal or if
academic difficulties are not related to second language acquisition.
Complete documentation must be maintained to show that prescriptive
measures were implemented. Parents must be contacted in a language they can
understand. These contacts could include phone calls, conferences, and
home visits and should be part of the documentation. Copies of all
documentation for retention should be placed in the student's cumulative
folder.
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ESL Services and ESL Service Agreement
Note: It is important to understand that waiving ESL services only means that
the student will not receive ESL services. This doesn't mean that the student is
not LEP. LEP students will continue to take the ACCESS assessment yearly
until they are no longer LEP.
Title III and Title I (1111(b)(7) state quite clearly that LEP
students must be assessed yearly with an English language
assessment. Title III Sec. 3116 (6)(d)(2) Each local plan
shall also contain assurances that the eligible entity
annually will assess the English proficiency of all children with limited
English proficiency participating in programs funded under this part.
Title III
Title I
ESL Service Agreement
•
Parents must sign the ESL Service Agreement upon initial
enrollment. This gives them the option of choosing to receive of
waive ESL services.
• Students may participate in the school choice process. (For more
information concerning school choice, please contact David Snapp at
748-3302) . Note: ESL services are not currently offered at all WinstonSalem / Forsyth County schools.
• The student must participate in annual ACCESS testing until
receiving ACCESS scores that demonstrate that this child is no
longer LEP.
• The student may have modifications in classroom instruction and on
state tests, according to testing guidelines for LEP students. These
should be documented on the Modifications/Accommodations form.
• As long as the student is LEP (according to performance on the WAPT/ACCESS), parents have the option to change their minds and
request that their child be placed in an ESL program/site.
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Winston-Salem/Forsyth County Schools
English as Second Language Program
Grades 1-12
Entrance Criteria:
The Home Language Survey must be completed for every student enrolling
in the WSFCS System. If any answers indicate that the student has a
language other than English as his first language, the student should be
considered for further English proficiency evaluation.
North Carolina Board of Education policy 16
NCAC 6D.0106) - (c) A home language survey
shall be administered to every student at the time of
enrollment and maintained in the student's permanent record. LEAs shall
then identify and assess every limited English proficient student who needs
assistance in order to have access to the unit's instructional programs.
NC BOE
Title III and Title I sec. 1111(b)(7) state quite clearly that LEP
students must be assessed yearly with an English language
assessment. Title III Sec. 3116 (6)(d)(2) Each local plan shall
also contain assurances that the eligible entity annually will assess the
English proficiency of all children with limited English proficiency
participating in programs funded under this part.
Title III
Kindergarten students will be assessed but are currently not being served
as a district in the ESL Program. Services to kindergarten students could
include tutoring. First semester kindergarten students that score below 27
(speaking and listening) of the W-APT are considered LEP and may be
eligible to receive ESL services in first grade.
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There is no specific legislation defining precisely what
type of services must be provided to LEP students.
Title III
However, Title III does direct districts to provide high
NCSBOE
quality language instruction programs. The legislation
follows. Title III Sec. 3115 (c) (1) To increase the English Language
Proficiency of limited English Proficient children by providing high-quality
language instruction educational programs that are based on scientifically
based research demonstrating the effectiveness of the programs in
increasing (A) English Proficiency and (B) student academic achievement in
the core academic subjects;
ACTIVE SERVICE: An LEP student is eligible to receive active, regular
ESL services if he has received a score on the W-APT/ACCESS that
indicates that he is LEP. Likewise, an LEP student's academic progress in
class will be considered as to whether an LEP student needs active service.
ESL Teacher Allotment
NOTE: LEP students receiving active (not consultative) ESL services
are used to determine the ESL teacher allotment at an ESL site. The
current ESLTeacher allotment for ESL sites is as follows:
# of ESL Teachers
.5
1.0
1.5
2.0
# of Active LEP students
0-30
31-60
61-90
91-120*
*allotment continues in increments of 30 LEP students to a .5 ESL teacher.
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Updated 12-3-10
ESL Consultation, Exiting LEP status and
Monitoring LEP students who’ve Exited
CONSULTATION: Consultative status means that you "consult" with the
LEP student and his teacher on a regular basis to determine if he is doing
satisfactorily in his classroom. At the very least, the ESL teacher should
consult with LEP students on consultation every two weeks. The consultation
student is still LEP. He will continue to be assessed on the ACCESS each
spring until passing all sections. He will also still be eligible for LEP
accommodations because he’s still LEP. Therefore, he will take the ACCESS
assessment each year until he is no longer LEP.
Generally, the LEP student should not remain on consultative status any
longer than two years. At the end of two years, if the consultation LEP
student is still LEP, you may consider bringing the consultation LEP student
back into an active ESL classroom. Consultative LEP students may
continue to qualify for accommodations, though careful consideration should be
given as to whether they are needed.
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EXITING: Exiting means that the student has exited LEP status. There is only
one way to exit LEP status. An LEP student must meet the North Carolina LEP
exit criteria on the ACCESS assessment. The North Carolina LEP exit criteria
are below.
It is important for schools to note that exiting LEP status does not ensure
grade-level competency. Exiting LEP status only indicates that students
possess the necessary English language ability to potentially be successful.
Students who have exited LEP status have shown that they have the language
skills needed to succeed in the mainstream classroom. All aspects of classroom
performance (attendance, participation, behavior, obligations outside the
classroom) should be considered before a student re-enters the ESL program.
Parent Notification of exiting LEP status
When a student exits LEP status, the Exit Documentation form
must be shared with the student's parents. A copy of this exit documentation
must remain in the students LEP records in the cumulative folder. These
students will not be served in the ESL classroom, but will be monitored for
two years after exiting.
Monitoring Former LEP Students
Title III. Accountability and Administration Sec. 3121 (a) (4)
Title III
A description of the progress made by children in meeting
challenging State academic content and student academic
achievement standards for each of the two years after such children are no
longer receiving services under this part.
Monitoring: Students in our district who are not academically proficient
receive a Personal Education Plan (PEP). The PEP is updated at regular
intervals throughout the school year. A school’s LEP committee can
periodically review the PEPs and academic progress of former LEP students to
determine if additional academic assistance is needed from the ESL department.
At any time, if all parties agree that there is a second language acquisition
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Updated 12-3-10
problem, the student may re-enter the ESL program and remain until he is able to
perform successfully in the mainstream classroom. This student will not be
considered LEP and will not count toward allotments. It is highly
recommended that the student remain at the ESL site for the additional years of
monitoring. This will help avoid problems (scheduling, transportation, etc.) if
the student needs to re-enter the ESL program.
Reclassification as LEP
There may be unusual instances where the LEP committee believes that a
former LEP student may need to be reassessed with the W-APT English
proficiency test to see if the student needs to be reclassified as LEP. Please
follow these steps to request that a child be re-assessed with the W-APT.
Note: W-APT re-assessments are done at the Newcomer Center prior
to December 31st of that school year.
1. Contact and obtain permission from parents to begin the W-APT
reassessment process. You may obtain verbal or written permission. If
parents give written permission, please retain this for documentation. If
parents give verbal permission, document who you spoke with, when and
the outcome of the conversation. Retain this documentation in the child’s
LEP folder.
2. Once you obtain parental permission, please contact David Sisk (Title III
Program Manager) via email ([email protected]) to request approval
for the W-APT reassessment.
3. Once approved, you may contact the Newcomer Center or the
Newcomer Center will contact you to arrange an appointment for the
W-APT reassessment.
4. The sending school arranges transportation for the student to go and
return to the Newcomer Center.
5. The Newcomer Center staff will determine if the student continues to be
LEP based on the results from the W-APT assessment
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Philosophy of Education
ESL Department, WSFCS, 2007
The objective for our English language learners is that they develop
communicative competence, so that they can achieve to their highest
potential and be fully functional in US society.
As educators, we must build upon the foundational work of
linguistic theory and educational researchers. It is our responsibility to use
methods that make instruction comprehensible, and stretch our students just
beyond their current level (Krashen and Vygostsky). We recognize that we must
insure our instruction is context embedded and cognitively demanding
(Cummins). The long-term research of Wayne Thomas and Virginia Collier
informs us that our students will succeed academically as we move away
from traditional ESL to content based ESL language instruction and
bilingual programs. As clarified by the Center for Applied Linguistics,
teaching English must be moved into every content classroom through
sheltered instruction.
ESL teachers are advocates for their students by working with other
teachers, the school, the district, and if need be, the family.
We regularly reflect upon our own practice and seek the guidance of
our peers to refine it. We attend classes and conferences to be refreshed and
rededicated to our goal of preparing students academically as well as
linguistically.
We believe that learning should be based on the students' needs. It
should be hands-on activity- based, (which does not mean pencil and
worksheet). It must be structured to be within the students' zone of proximal
development. Learning is influenced by the student's home culture and
family involvement. Learning must have meaningful application to life,
now, not just in the future. Our model of learning also includes learning how
to learn, and empowers students to assess their own language learning and set
goals.
Teachers are facilitators for student-directed learning. They must
differentiate their instruction to capitalize on student learning styles and
interests, and to accommodate their level of English proficiency. Their
teaching must be focused on content and language objectives, dynamic, and
stimulate more student participation and less teacher talk. The learners must be
challenged to use higher order thinking on a regular basis, thus enabling students
to keep up academically as well as linguistically.
* In 2007, Mrs. Pamela Glover, ESL Lead Teacher, solicited WSFCS ESL staff to help develop this ESL
philosophy of education. In addition to Mrs. Glover, Mrs. Susan Moretz (ESL Hall Wood.) and Mrs. Marie Kurucz
(ESL MSES) contributed to the development of this philosophy.
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ESL Service Delivery Model
Kindergartners:
We do not currently serve kindergartners in the ESL program. However,
many ESL sites do offer additional Title III LEP tutorial services (For more
information about Title III LEP tutorial, please contact David Sisk @
336.727.8029).
Kindergartners are placed in their residential school, unless they have a sibling
who is enrolled at another site. All kindergartners who
respond with a language other than English on the Home Language
Survey must be assessed with the W-APT for English proficiency. If the
student enrolls in WSFCS before the school year begins, the school assesses
him during the fall kindergarten W-APT testing window. If the student
enrolls after that time, the child should be sent to the Newcomer Center for
enrollment and assessment. The student's English abilities are assessed again
in the ACCESS spring testing window. If he does not demonstrate
English proficiency on the ACCESS, he may change to an ESL site in first
grade. If he chooses to stay at the non-ESL site, the parent must sign a
waiver of ESL services.
ESL Pullout Grades 1-5:
The majority of our elementary programs are ESL pull-out programs.
The student leaves the classroom (is "pulled out") for ESL services, working
in small groups with the ESL teacher. The specific aspects of program
delivery (amount of time, group size, number of days in a week for services)
vary between schools due to schedule restrictions, number of students, and
specific areas of proficiency needing improvement. Guidelines suggest the
following:
• Group sizes be no larger than ten students
• Students be grouped by proficiency levels
• Students be grouped by grade level to the extent possible
• Non-English speakers receive 2 periods per day
• Non-English readers and writers receive 1 period per day
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Middle School:
In the middle school ESL program, LEP students receive ESL instruction
during an encore class period and receive course credit. Middle school ESL is
largely an English-only instructional program, with instructional support
in the native language when feasible. The English proficiency of each
student determines the amount of instruction provided by the ESL teacher
each day. Grade levels and proficiency levels determine grouping, as long as
their age difference is no more than a two-year span. Scheduling is
determined at each school based upon ESL student population and student
needs. ESL at the middle school level is an encore class.
High School:
There are presently nine high school ESL centers in our school system. The
centers are housed in regular high schools attended by non-LEP students.
ESL classes I, II, III, and IV are offered to students who qualify for the ESL
program. Beginning in 2009-2010, HS ESL classes will be offered on a 7
period day schedule district wide. Sheltered content classes in social studies,
science, math, and English may also be available at some sites. The students
receive course credit for each ESL class they take and pass.
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Additional Program Models:
Two-way Bilingual Immersion—Instruction is delivered in both English
and Spanish. The division between the majority language (English) and the
alternate language can happen by subject, morning/afternoon, or alternating
days. The class is composed of native English speakers and native Spanish
speakers. The Dual Language Immersion program at Ashley Elementary
magnet school is an example of this type of program. (Note: Bilingual
programs can incorporate many different language combinations. In this
section, we use "English" and "Spanish" as the different languages
represented.)
Developmental Bilingual - Similar to the two-way immersion model.
However, in this program model the classroom is composed of only native
Spanish speakers. Instruction is split evenly between the students' native
Spanish and second language of English.
Transitional Bilingual—The setup begins like the former developmental
bilingual model, but over a period of time instruction in the first language
decreases while instruction in English increases. The transitional bilingual
programs at Old Town, Easton, Latham, Forest Park and Brunson elementary
schools are a good example of this model.
Sheltered—Commonly referred to as Sheltered Instruction
Observational Protocol (SIOP). The mainstream teacher delivers content
using methods designed for LEP students. Such methods include
increased use of visuals, modeling, slower speech, modified assessments,
scaffolding, and native language assistance when needed. Daily
objectives include both a language and content objective. This LEP
instructional method is primarily designed for intermediate LEP students.
Co-teaching - Some ESL sites have chosen to offer services to LEP students
by "including" the LEP student in the mainstream classroom whereas the
ESL teacher goes into the classroom and works with the mainstream
classroom teacher to provide appropriate instruction to the LEP student in
the mainstream classroom. To have a successful inclusion model,
mainstream and ESL teachers need to have time to plan cooperatively.
Generally, a co-teaching model, ESL teachers should be able to work with 1-2
mainstream teachers successfully. ESL teachers may find working with 3-4 or
more teachers in an inclusion setting very challenging since it can be difficult to
find time to plan cooperatively.
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What is SIOP?
SIOP is an acronym that stands for Sheltered Instruction
Observational Protocol. The idea behind sheltered instruction is to
"shelter" students who are acquiring English from the heavy
linguistic demands of the mainstream classroom. Teachers still
teach content knowledge to students, but these teachers are now
more aware and make accommodations for the linguistic needs of
their students.
The SIOP is nothing more than a checklist that teachers and
administrators use to reflect on how comprehensible instruction is
for LEP students in the classroom. Our district offers SIOP
training at various times throughout the year to mainstream and
ESL teachers alike. While ESL teachers who have completed a
certified ESL licensure program will be aware of many aspects of
SIOP (specifically, language acquisition and comprehensible
input), many mainstream classroom teachers have not been
exposed to this training and would benefit from the additional
instructional knowledge when working with LEP students.
One of the hallmarks of SIOP is the use of content objectives
and language objectives for LEP students. This ensures that the
classroom activities are addressing the content knowledge and
language development needs of LEP students. Other
characteristics of SIOP include: modifying speech when working
with LEP students, using adapted textbooks, using the student's
first language on occasion and displaying visuals that help students
make connections.
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The Sheltered Instruction Observation Protocol (SIOP)
Preparation
• Write content objectives clearly for students.
• Write language objectives clearly for students.
• Choose content concepts appropriate for age and educational background level of
students.
• Identify supplementary materials to use (graphs, models, visuals).
• Adapt content (e.g., text, assignment) to all levels of student proficiency.
• Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing,
simulations) with language practice opportunities for the four skills.
Building Background
• Explicitly link concepts to students' backgrounds and experiences.
• Explicitly link past learning! and new concepts .
• Emphasize key vocabuIary (e.g., introduce, write, repeat, and highlight) for students
Comprehensible Input
• Use speech appropriate for students' proficiency level (e.g., slower rate, enunciation,
simple sentence structure for beginners).
• Explain academic tasks clearly.
• Use a variety of techniques to make content concepts clear (e.g., modeling, visuals,
hands-on activities, demonstrations, gestures, body language).
Strategies
• Provide ample opportunities for students to use strategies (e.g., problem solving,
predicting, organizing, summarizing, categorizing, evaluating, self-monitoring).
• Use scaffolding techniques consistently (providing the right amount of support to move
students from one level of understanding to a higher level) throughout lesson.
• Use a variety of question types including those that promote higher-order thinking skills
throughout the lesson (e.g., literal, analytical, and interpretive questions).
Interaction
• Provide frequent opportunities for interactions and discussion between teacher/student
and among students, and encourage elaborated responses.
• Use group configurations that support language and content objectives of the lesson.
• Provide sufficient wait time for student response consistently.
• Give ample opportunities for students to clarify key concepts in LI as needed with aide,
peer, or LI text.
Practice/Application
• Provide hands-on materials and/or manipulatives for students to practice using new
content knowledge.
• Provide activities for students to apply content and language knowledge in the classroom.
• Provide activities that integrate all language skills (i.e., reading, writing, listening,
speaking).
Lesson Delivery
• Support content objectives clearly.
• Support language objectives clearly.
• Engage students approximately 90-100% of the time (most students taking part/on task).
Pace the lesson appropriately to the students' ability level.
Review/Assessment
• Give a comprehensive review of key vocabulary
• Give a comprehensive review of key content concepts .
• Provide feedback to students regularly on their output (e.g., language, content, work).
• Conduct assessments of student comprehension and leaning throughout lesson on all
lesson objectives (e.g., spot checking, group response).
Reprinted from Echevarria, J., Vogt, M.E., & Short, D. (2000). Making content comprehensible to
English language Learners: The SIOP model. Boston: Allyn & Bacon.
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School
Board Policy
Please Note the following WSFCS board
policy on LEP students: AR 5122.3 Guidelines for Placement
and Evaluation of Limited English Proficient (LEP) students.
“LEP students should be evaluated in academic subjects primarily on
effort and progress as they relate to potential achievement. The teacher
may want to use a contract system or minimal competency level for
these students to determine their progress. LEP students should not be
expected to accomplish the same objectives in the same amount of time
as the English-proficient student”
“NOTE: LEP students cannot be failed on the basis of language
alone.”
Considerations when Grading Limited English
Proficient (LEP) Students
1. LEP students are to be assessed on their progress in meeting the
objectives of the NC Standard Course of Study (SCS) and their
progress in learning English. Although these students may not be able
to perform at grade level, it is important that LEP students participate
in each activity and be evaluated in terms of effort and progress.
2. The time needed to meet goals is greater for LEP students. More
modeling, expansion, and repetition are needed to facilitate learning
concepts and skills. Therefore, students may need more time to
complete assignments.
3. Students should not receive failing grades due to language deficits.
They cannot be evaluated with the same expectations of native
English speakers. However, an LEP student could receive a failing
grade when considering such factors as effort, participation, and
attendance. It is important to rule out language as the reason for poor
academic performance in cases where failing grades are assigned, and
to document this carefully.
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Updated 12-3-10
4. Classroom assessment should consider the level of language
proficiency. [Teachers and schools should use the WIDA Can Do
Descriptors found at www.wida.us. These standards are also listed in
the appendix of this document.
5. Grade more globally at first. For example, look for the student to
state/represent the main idea first, and later, when more competent in
language, assess for greater detail or elaboration. Worry less about
writing mechanics at first, and go for the message. With increased
language skills, increase the accountability for specifics.
6. Teach and assess using Gardner's Multiple Intelligences. This
approach helps ESL students learn as content is presented through
various mediums.
7. Use multiple measures to determine progress such as: portfolios,
rubrics, checklists, anecdotal records, dated samples of work over
time, projects, demonstrations, visual representations of content,
retellings, book talks, mapping of ideas/concepts visually representing
more and less important information, journals, learning logs,
conferencing, participation in collaborative activities, surveys, etc.
8. Collaborate with the ESL teacher in grading decisions and use the
comments section on the report card/progress report if appropriate.
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ESL Summer School
ESL Summer School is currently only available to those students attending ESL
sites. The purpose is to provide students extra literacy support before
they enter their Gateway years. Students must be planning to take EOG tests
the following year (no NCCLAS students). Preference is given to
intermediate to lower level readers and writers as determined by ACCESS
scores.
The classes are held during the same weeks and at the same sites as the
regular summer school program. This allows students access to
transportation and free lunch at these sites.
The curriculum focuses on building English literacy. Students read, write,
practice study skills, and participate in activities related to a theme. The
materials (Hampton-Brown) are designed for a short-term program. The
teachers are not required to test the students, though informal assessments are
appropriate.
Attendance is not mandatory. However, we encourage teachers to select
students who they believe will attend daily. Parents may not choose for
them to attend only one week. Teachers should also advise parents not to
send younger or older siblings to the summer school. Class size is limited,
and the teachers cannot be expected to meet the needs of "unexpected"
students.
Registration Procedure:
ESL teachers are asked to submit to the ESL Summer School Director the
predicted names of students in April so that allotments can be made and
teachers hired. Permission forms must be signed and returned in mid-May.
A student cannot participate unless the ESL Summer School Director
has a permission form signed by the parent/guardian. A final list is
available to teachers before the end of the school year. If there is a reason a
chosen student cannot attend, the teacher should report that to the Director as
soon as possible.
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Winston-Salem Forsyth County ESL Academy
Location:
Winston-Salem Prep. Academy
Historic Atkins High School
1215 N. Cameron Ave.
Winston-Salem, NC 27101
Principal: Richard Watts
Phone: 336.703.6732
Contact Person:
David T. Sisk
LEP Program Manager
Phone: 336.727.2868
FAX: 336.727.2791
[email protected]
Program Objectives:
• To assist and instruct students whose age would make them eligible
14th Street Park
Winston-Salem
Prep. Academy
E. 16th Street
E. 14th Street
for entering 6th - 9th grades with limited language skills in their native
language and limited Reading proficiency in English.
• To assist and instruct LEP students whose age would make them
eligible for entering 6th - 9th grades in our system and who also have
extremely limited educational attainment in their native educational
system.
• To assist students in developing basic English language skills through
the instruction of middle grades content and high school grade
content.
• To offer these students the opportunity to earn appropriate academic
high school credit if they complete satisfactory work to earn this
credit.
• By providing the aforementioned objectives, to increase the likelihood
of academic success for these students when they leave the ESL
Academy and attend a WSFCS ESL site.
Cameron Ave.
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Updated 12-3-10
NOTE: Students who are 18 years old or older will not be able to
complete high school by age 21 and may be advised to attend Forsyth
Technical Community College. We currently work with the FTCC
International Center to assist students who may choose this route.
ESL Academy Capacity: The capacity for the ESL Academy will be 30
students.
ESL Academy Attendance: Students may attend the ESL Academy for two
full semesters.
Entrance Guidelines to the ESL Academy:
1. Within first year in a US school during this academic year
standardized test window.
2. Educational deficiency in Native Educational System (interrupted
schooling, poor or limited progress)
a. Middle School age levels (12, 13 and 14 years old)
i. Student has missed 1 or more years of education in native
country or demonstrates poor or limited progress.
b. High School age levels (15, 16 and 17 years old)
i. Student has missed 1 or more years of education in native
country or demonstrates poor or limited progress.
4. W-APT Score Criteria
W-APT Score requirements – demonstrates low literacy
levels (Reading/Writing combination)
i. Level 2 - Beginning (Speaking)
ii. Level 2 - Beginning (Listening)
iii Level 1 - Beginning (Reading)
iv. Level 1 - Beginning (Writing)
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Upon meeting these requirements for enrollment, other considerations are:
• Math Assessment to determine student's mathematical ability.
o Students will be given a basic math assessment to determine
their functional mathematical ability.
Grade Placement Considerations:
The educational well-being of the student is the primary concern. With that
in mind, every effort should be made to assign a student to a grade level in the
ESL Academy that takes into account the student's native educational
achievement, English language proficiency, the student's age (to a more or
lesser extent) and what's in the student's best interest without discriminating
against the student. It is important to note that the ESL Academy will
incorporate the same grades (6th - 9th) as a middle school and high school but
may assign grade-levels in a non-traditional way so as to give the LEP student
additional future educational opportunities.
Note: Regarding 16 and 17 year old ESL Academy Students
After considering all factors, 16 year old students would be
typically placed in the 8th grade.
17 year old students will typically be placed into the 9th grade in
order to have the possibility of graduating by the age of 21.
*Grade placement (or movement) decisions will be made by the ESL Academy
teachers, the coordinator of the Newcomer Center and the Title III/LEP
Program manager
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Course Offerings at the ESL Academy:
Instruction will be driven by the program's objectives:
• To assist students in developing basic English language skills through
the instruction of middle grades and high school content.
• To offer these students the opportunity to earn appropriate academic
credit.
All students will receive instruction across the curriculum. However,
students classified as 9th graders may receive credit for successfully
completing coursework.
For High School Academic Credit and students enrolled as 9th graders, the
ESL Academy will offer the following courses (Life Skills and MicroSociety may replace P.E./Art or vice versa).
Course Description and Rationale:
Sheltered High School Math: This course is designed for students who have not
passed an 8 grade math competency test. Instruction is driven by 6th , 7th and 8th
grademath objectives. Relevance for LEP students: The LEP students at the ESL
Academy have a significant gap in their native education. This course provides them the
support and instruction they need to gain the valuable math skills they will need to be
successful at the middle and high school level. Instruction is scaffolded through the use
of manipulatives, hand-on activities and multiple-intelligences (Gardner) activities.
ESL I: This is a course designed specifically for LEP students. In this course, LEP
students will learn basic survival skills in English along with appropriate WiDA
standards. Students will also be exposed to various curriculums from various courses to
facilitate an integrated curriculum between ESL and mainstream classes. Students will
develop skills in reading, writing, listening and speaking English.
Sheltered Science (Earth, Life and Physical concepts): Study meteorology,
climatology, geology, oceanography and astronomy. The study of plants, animals and
human body systems. The study of energy, sound and matter. Relevance for LEP
students: LEP students at the ESL Academy have significant gaps in their native
language education. To be successful at the middle school or high school level, LEP
students must have a basic science foundation. This course offers these LEP students the
opportunity to gain these basic science skills and potentially earn academic credit towards
graduation. Instruction is scaffolded through the use of manipulatives, hands-on
activities and multiple-intelligences (Gardner) activities.
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Sheltered Social Studies: (No Credit Offered) - Students will study social studies
concepts from elementary and middle school curricula. Relevance for LEP students: To
be successful at the middle school or high school level, LEP students must have a basic
social studies foundation. This course offers these LEP students the opportunity to gain
basic social studies skills. Instruction is scaffolded through the use of manipulatives,
hands-on activities and multiple-intelligences (Gardner) activities.
PE/Art: P.E. and Art opportunities could be offered based on the availability of these
classes at Kennedy Learning Center.
Computer Skills: Basic computer skills classes may be offered depending on
availability.
Life Skills Management: Life skills management classes may be offered depending on
availability
The instructors at the ESL Academy will provide instruction using the latest
scientifically proven strategies. Content instruction will be delivered
utilizing proven ESL strategies via a sheltered content instruction language
methodology. The SIOP and WiDA standards will be an integral part of the
ESL Academy.
Students will be graded appropriately based on their abilities and the content they
have mastered.
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Request to enter the ESL Academy
Student Name __________________________ birth date _______________________
Purpose: The ESL Academy is designed for students who have limited English
proficiency and who have an interrupted schooling experience before arriving in
Winston-Salem Forsyth County Schools. Depending on the student's level of academic
and English skill, ESL academy students will receive modified curriculum and
instruction in Science, Social Studies, ESL and Mathematics.
Personnel: The ESL Academy is staffed by two highly-qualified teachers and a
bilingual assistant.
Location and size: The ESL Academy is located in the Historic Atkins High School.
The ESL Academy is designed to accommodate 25 students which will allow for small
class sizes.
Duration: ESL Academy students can attend the ESL Academy for two full semesters
if necessary. However, ESL Academy staff and administrators will review student
progress at the end of each academic year to determine appropriate placement for the
following year.
Transportation: ESL Academy students will receive bus transportation to the ESL
Academy.
REQUEST FOR PERMISSION
I understand the components and purpose of the ESL Academy. I request that my child
be able to attend the ESL Academy.
Parent/Guardian name (printed) ____________________________________________
Signature _______________________________________Date __________________
Address ____________________________________ Telephone _________________
Title III Program Manager approval
Signature ______________________________Date _______________
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Title III – Annual Measureable Achievement Objectives
Every potential LEP student is assessed using the W-APT upon entry to our
system. Thereafter each LEP student is tested in the spring using the ACCESS for
ELLs® English language proficiency test during the assessment window (FebruaryApril). The tests are designed to evaluate growth in five
domains (listening, speaking, reading, writing, and comprehension) as determined by the
W-APT. These scores help identify areas of need within the system's ESL program.
Future staff development is then created to address the areas of greatest concern.
LEP students receive additional, supplemental funding (in addition to local and state)
from a Federal Title III grant for which we must apply each year. We tell the state how
we plan to spend the money (which is based on the number of LEP students in the
system), and every year we must complete a Title III Application for these funds. The
report is reviewed at NCDPI, and continued funding is approved or changes are
required.
Title III Sec. 3122 (a)(3) Such annual measurable achievement
objectives (A) shall include (i) at a minimum, annual increases in thenumber or
percentage of children making progress in learning English; (ii) at a
minimum, annual increases in the number of percentage of children attaining
English proficiency by the end of each school year, as determined by a valid and
reliable assessment of English proficiency consistent with section 1111(b)(2)(B)
The implementation of No Child Left Behind brought increased accountability for LEP
students. One aspect unique to LEP students is Annual Measurable Achievement
Objectives. There are three areas of accountability:
Students that make progress in at least one domain (listening, speaking, reading,
writing, or comprehension) each year
• Students that exit LEP status in five years or less
• Students that score proficient on the EOGs
•
The percentage expected to meet the first and second AMAOs increases each year. If an
LEA does not meet them the state may invoke Title III sanctions against the school
system (much like the Title I sanctions). The third (EOCs, EOGs and competencies) are
aligned with the Title I expectations. Current AMAOs are found in the appendix.
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Language Acquisition
Stages of language acquisition: Linguists can often disagree about
fine details of second language acquisition, but they usually agree
that there is a predictable order and sequence in which students
acquire a second language. Research has also demonstrated that it
can take from 4 -10 years to fully develop a second language
(Krashen, Cummins, Chomsky, Vogt, Short, Echevarria, Collier &
Thomas).
Stage 1. Pre-Production/Pre-Comprehension Stage (Silent Period):
Students communicate with gestures and actions while building
receptive vocabulary and refining listening skills. This stage can last up
to six months or more. This stage is often referred to as the "silent
period" because the student may not produce a great deal of language as
they initially acquire a language.
Stage 2. Early Production Stage: Students speak and/or write using
simple one and two word phrases. Student can comprehend very
elementary sentences and phrases. Student may say "Want water" or "Go
bathroom." Student can use some present tense verbs.
Stage 3. Speech Emergence Stage: Students speak and/or write in longer
phrases and complete sentences, using a wide range of vocabulary. Student
may say "I writed a paper yesterday." Student is making evident
generalizations about the language. Student still commits many errors.
Stage 4. Intermediate Fluency: Students engage in conversations on
familiar topics with fewer errors. Student will still struggle as the cognitive
demand of the conversation increases. Might comfortably discuss family
events but struggle to communicate details of text covered in class.
Stage 5. Advanced Stage: Students speak and write in connected
and unified paragraphs about most situations. Errors will still occur,
but less frequently.
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English Language Development (WIDA) Standards
In June 2008, the North Carolina state board of education approved the WIDA English
language proficiency standards. ESL teachers and sheltered instruction teachers have
received training on these standards and all schools and ESL staff have a hard copy of the
resource guide. These standards can be accessed by the public at www.wida.us.
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The "Can Do" decriptors represent the levels of language proficiency as demonstrated
on the W-APT English language proficiency assessment. The "Can Do" descriptors
show educators what an LEP student "Can Do" at a particular level in a specific
language domain with instructional support. www.wida.us.
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Jim Cummins' contributions to the field of second language
acquisition.
Jim Cummins is a professor in the Modern Language Centre of OISE/UT (Ontario
Institute for the Studies in Education at the University of Toronto). His research has
focused on the nature of language proficiency and the acquisition of a second language
with particular emphasis on the social and educational barriers that limit academic
success for culturally diverse students.
Cummins has advanced the idea that there are at least two different levels of
language knowledge. He makes a distinction between these two types of
knowledge. One type of language knowledge is a student's ability to carry on a
conversation about normal, everyday situations. He refers to this type of
knowledge as basic interpersonal communication skill (BICs). A student can
understand basic words and phrases in a second language rapidly. A student can
develop BIC fluency in 1 - 3 years.
The second type of language knowledge refers to the more cognitively demanding
knowledge necessary for success in school. He calls this knowledge cognitive
academic language proficiency (CALP). This is the language knowledge a
student needs to be successful in a classroom context when applying, evaluating,
synthesizing and analyzing material. It may take a student 4-10 years to fully
develop CALP fluency.
• BICS: "Whatcha doing?" "Did you see
that movie last weekend?" "I'm hungry.
C'mon, let's get something to eat." "What
book are we reading?"
• CALPS: "What is the main idea of the
selection?" "The parabola is divided by the
parallel lines on the outer plane."
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Factors that will affect language acquisition.
Motivation: Integrative vs. Instrumental.
People tend to learn what
they want to learn quicker than they learn what they don't want to learn.
Integrative = when students want to be a part of the group and learn language
for this reason. Students are motivated to join a language group because of
social or community reasons. Example: An LEP student wants to make more
friends in his new English speaking school. He is interested in doing more
social activities and participating in more events.
Instrumental = when students are learning English to achieve a goal such as
getting a job or passing a test. Example: An LEP student needs to get a GED
which will enable him to get a promotion in his current job. He studies and
passes the GED but rapidly forgets the English skills that he learned.
Age:
The critical time to acquire and learn a language is from birth to puberty.
You can still become fluent in a language after puberty, but you will not sound like a
native speaker and may be more self-conscious about the way you use the language
and perfecting your pronunciation. Also, at a young age, students acquiring English
are not as self-conscious as they would be if they were older. This cuts down on the
affective filter that can impede language acquisition (see Krashen).
Access to the Language:
Opportunities to interact with the language via
print and communicative opportunities with native speakers of the target language
will accelerate language acquisition. This is also true for students learning a first
language. Reading ability is closely tied to availability of materials (For more
information read The Power of Reading by Stephen Krashen).
Personality:
Extroverts may initially excel faster than introverts because they
desire social interaction. However, over a period of time, there should be no
difference between these two groups. Risk taking and making generalizations about
the language will increase the acquisition process.
First Language Development:
Researchers suggest that the level of first
language development significantly influences second language development.
Content knowledge is content knowledge. First language instruction makes second
language instruction meaningful. Literacy skills will transfer from one language to
another. (See Cummins' linguistic interdependence hypothesis). LINGUISTIC
INTERDEPENDENCE HYPOTHESIS: "This hypothesis, represented as a "dualiceberg," posits that every language contains surface features; however, underlying
those surface manifestations of language are proficiencies that are common across
languages.
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Cognitive Ability:
General cognitive abilities and the cognitive processes
necessary for second language acquisition are related: verbal memory, auditory
perception, categorization, etc. This will influence the speed of language acquisition
and the proficiency levels attained in the second language.
Jim Cummins also designed a framework to
classify language activities.
The horizontal axis refers to tasks that are cognitively undemanding to
cognitively demanding. The vertical axis refers to tasks that are high in
context to low in context. This will help teachers assess the
comprehensibility of the activities in their classrooms.
High
Context
Low
Context
Low Cognitive Demand
A. (EASIEST)
– Simple verbal
directions
– Face to Face
conversations
High Cognitive Demand
B.
–
Demonstrations
–
Audio-Visual assisted
lesson
–
Science and Social
studies projects
C.
D. (MOST DIFFICULT)
– Reading a textbook
– Explanation of a new
abstract concept
– Lecture with few
illustrations
– Math concepts and
application
–
–
–
Telephone
conversations
Note on
refrigerator
Written directions
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The LEP Committee
Each school develops an LEP committee to make LEP testing
accommodation decisions regarding the LEP population your school
serves.
Who: The LEP committee is usually chaired by the LEP Coordinator at
each school. At ESL sites, the LEP committee will also include the ESL
teacher(s). The LEP committee might also include administrators or
mainstream teachers. At the very least, the LEP committee should include at
least three people (Note: This is not an IEP meeting and will not follow the
IEP meeting format).
What: The LEP Committee will meet to discuss and determine ongoing
LEP accommodations and ESL service for LEP students at your school.
Sign-in sheets, agendas, etc. should be maintained for documentation
purposes.
When: At the very least, the LEP committee should meet once during the
Fall semester and once in the Spring semester prior to End-of-Grade and
End-of-Course assessments. Schools may meet more often if necessary.
Where: The LEP committee meets in each individual school. The LEP
committee is a school based committee.
Why: “Accommodations allow eligible [LEP] students to demonstrate their
true abilities; however, students must not receive unnecessary or
inappropriate accommodations. Testing accommodations are provided to
eligible students to assure that individual student needs are met, and, at the
same time, maintain sufficient uniformity of the test administration.
Accommodations must be assigned selectively and thoughtfully, according
to individual student needs and LEP Team/Committee input. For example,
it is NOT appropriate to assign all available accommodations for all LEP
students. Each student’s individual needs must be considered when making
accommodations decisions. When accommodations are provided in
accordance with proper procedures as outlined by the state, results from
these tests are deemed valid and fulfill the requirements for accountability”
(Limited English Proficiency Testing Accomodations Descriptions and Procedures –
NCDPI – Nov. 2009).
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How: Since we have great diversity from school to school regarding the
size and diversity of our LEP population, each school has the flexibility to
decide how best to meet this requirement. As mentioned previously, the
LEP committee must meet at least twice yearly (Fall and Spring) to
determine appropriate LEP modifications.
Form LEP Committee
(LEP Coordinator, ESL
staff and others)
Identify LEP students
(NCWISE LEP Group,
LEP database, etc)
Fall meeting – discuss
and document LEP testing
accommodations for
eligible LEP students.
Make any necessary
changes to LEP
accommodations forms.
Spring meeting – discuss
and document LEP testing
accommodations for
eligible LEP students.
Complete LEP
accommodation forms
for eligible LEP students.
Prior to EOG/EOC
complete LEP
accomodations
monitoring form for
all LEP students with
LEP accommodations.
LEP student takes
the EOG/EOC
assessment.
Test administrator
completes the LEP
accommodations
monitoring form after
the EOG/EOC
assessment.
Documentation: The LEP committee will need to keep the following
meeting documentation and records. Schools might consider keeping all of
this information in a large three ring binder that would be easily accessible
if a school were audited.
•
•
•
•
LEP committee meeting sign-in sheets/agendas
List of current LEP students
LEP accommodations forms for each eligible LEP student
LEP monitoring forms for each eligible LEP student
LEP accommodations and LEP accommodations monitoring forms are
available in the appendix of this document.
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LEP Data and the LEP Database
LEP data is collected in various ways in our district using various
databases. The LEP database has been developed to try to give you the
easiest access to your school’s LEP data as conveniently as possible.
The LEP database is populated with students in the LEP group in
NCWISE and the demographic and assessment information available in
NCWISE for those LEP students.
Student arrives in WSFCS and goes to the Newcomer Center.
Newcomer Center enters WAPT test data
into NCDPI WAPT database.
Student enrolls in a WSFCS. Newcomer
Center places student into LEP group in
NCWISE.
NCDPI uses the WAPT database to update
the LEP Federal Data Collection
database. The “authoritative source for
LEP data” in NC. Newcomer Center and
Title III office have access.
LEP group and LEP data (ACCESS, LEP
accommodations) in NCWISE is used to
populate the data in the LEP database for
each school.
ESL Teachers and LEP Coordinators
have access to the LEP database.
Tracking LEP data is very important for a number of reasons. We receive
federal and state funding based on the number of LEP students that we
report every year. In addition, LEAs (Local Education Associations) are
responsible for testing the language proficiency of all LEP students in their school
system. The LEP database is designed to assist schools in accurately tracking LEP
students.
You can access the LEP database through the ESL website at:
http://intranet.wsfcs.k12.nc.us/esllep.nsf/ESLLEPMenu?OpenForm
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You must have rights to access and view the LEP database. All LEP coordinators and
ESL teachers will have access to the LEP database. If you do not have rights to access
the database, please email David Sisk at [email protected]. Your Inotes
username and password are your username and password for the LEP database once
you gain access.
The LEP database will be mostly populated by student information coming from
NCWISE: personal student information, home language information, LEP
classification, date of birth, etc. Each Wednesday evening LEP data from NCWISE
will be updated into the LEP database.
THIS IS WHAT ALL SCHOOLS NEED TO UPDATE: The exceptions to this,
and the data not currently collected by NCWISE, needs to be collected in the LEP
database by LEP coordinators and schools.
•
ESL Service box
•
Entry date to a US school
•
# 4 on the HLS if (only used if #s 1,2 and 3 are English and #4 is not
English).
Either the school’s ESL teacher or LEP coordinator is responsible for updating these
data fields for LEP students at your school in the LEP database. ESL Teachers, LEP
Coordinators and Testing Coordinators should work together to update and review LEP
data in the LEP database periodically. If you updated information, make sure you click
"save" at the bottom of the screen.
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Winston-Salem/Forsyth County Schools
ESL/LEP Data
1. INQUIRE/UPDATE EXISTING ESL/LEP STUDENT BY PUPIL NBR
2.
CURRENT INFORMATION FOR LEP STUDENTS AT YOUR
SCHOOL
3.
EXITED LEP STUDENTS AT YOUR SCHOOL
4.
WITHDRAWN LEP STUDENTS AT YOUR SCHOOL
5.
NOT IDENTIFIED LEP STUDENTS AT YOUR SCHOOL
6.
STUDENTS RECEIVING ESL SERVICES AT YOUR SCHOOL
7.
CURRENT LEP STUDENTS WITH ESL SERVICES UNKNOWN
8.
CURRENT LEP STUDENTS WITH NO TEST SCORES
9.
CURRENT LEP STUDENTS NOT IN NCWISE
10.
EXITED LEP STUDENTS BUT ACTIVE IN NCWISE
11.
ESL/LEP STUDENTS FOR DOWNLOAD TO EXCEL
12.
PREDICTION OF NEED FOR 2010-2011 ESL SERVICES
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Snapshot of LEP database page
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Translations
What is meant by providing information to parents
with limited English proficiency, "to the extent practicable," in a
language parents can understand?
This means that, whenever practicable, written translations of printed
information must be provided to parents with limited English proficiency
in a language they understand. However, if written translations are not
practicable, it is practicable to provide information to limited English
proficient parents orally in a language that they understand. SEAs and
LEAs have flexibility in determining what mix of oral and written
translation services may be necessary and reasonable for communicating
the required information to parents with limited English proficiency. [Title
I, Part A Final Regulations, 67 Fed. Reg. 71749 - 50, Comments and
Discussion on Section 200.36; available at ED's website at
http://www.ed.gov/legislation/FedRegister/finrule/2002-4/120202a.html.]
This requirement is consistent with Title VI of the Civil Rights Act of
1964 (Title VI), as amended, and it's implementing regulations. Under
those regulations, recipients of Federal financial assistance have a
responsibility to ensure meaningful access to their programs and
activities by persons with limited English proficiency. It is also
consistent with ED policy under Title VI and Executive Order 13166
(Improving Access to Services for Persons with Limited English
Proficiency). The Department of Justice's Guidance on Title VI and E.O.
13166, which provides clarification on how to determine an appropriate
mix of language services, may be found in the Federal Register, 67 Fed.
Reg. 41455-41472 (June 18, 2002), or online at http://www.lep.gov.
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TRANSACT.COM
There are tools available for school personnel who need to contact parents who
speak other languages. The broadest resource base, with hundreds of
documents in many languages, is TransAct. The school system has a
contract with this online company, and its use is free to any employee. To
access it, go to www.transact.com. You must create a user name (your
school system e-mail address) and password. If you have problems gaining
access, contact the LEP Program Coordinator. The open enrollment link is:
http://www.transact.com/public/register.cfm?id=634869&aid=A6UJ9A000I3Y
If a personal letter is needed, there are free online translation sites.
www.freetranslation.com and www.babelfish.altavista.com are both easy to use.
Be warned—the translation you receive is only as good as the input! It
is not always a good idea to copy and paste your English version into the
sites. Simplify your message (who, what, when, where) and use basic
sentences. Avoid idiomatic expressions and "flowery" language. When
using these systems there is always the chance of error, however parents will
appreciate your efforts to communicate with them in a language they
understand.
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