Fauquier County Public Schools
Office of Second Language Instruction
ESL PROGRAM GUIDE
Updated July 2016
Office of Second Language Instruction
PHONE (540) 422-7024
FAX (540) 422-7057
About the Reference Guide
This is a comprehensive guide addressing the many issues and circumstances regarding the
education of children with diverse cultural and linguistic backgrounds. Specifically, the
information in this guide will help you better service students in your schools who are English
Learners (ELs). The guide includes Fauquier County Public Schools’ philosophy, programs,
and procedures concerning students who speak a language other than English and may
require additional assistance in developing English language proficiency. This guide
contains seven sections:
Section 1: Program Overview- Provides an introduction to the ESL program in Fauquier
County Public Schools. This overview also explains the mission, philosophy, program
goals, objectives and school board policy.
Section 2: Identification of ELs- Guides schools and teachers through the identification,
assessment, placement process in the ESL program, and levels of language proficiency.
Section 3: Services for ELs- Describes program models and suggested scheduling for
ESL services for grades K-12. This section also describes services to increase parental
involvement and the school board’s policy on parental involvement.
Section 4: ESL Teacher Procedures- Addresses the contents of the ESL student folder
which is maintained by the ESL teacher. Includes recommended guidelines for instructing
and grading ELS. A monthly ESL teacher timeline in included in this section.
Section 5: Assessments- This section addresses participation of ELs in division and state
assessments.
Section 6: Definition of Terms
Section 7: ESL Program Forms
Acknowledgements
Thanks to the FCPS ESL Department for their contributions to this document.
Additional thanks to Manassas City Public Schools, Prince William County ESOL
Department and the Danville Public Schools for their assistance in the creation of this
document.
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Table of Contents
Section 1:
Program Overview
Introduction
Vision Statement, Mission Statement
Educational Philosophy
Program Standards
Program Objectives
Legal Background
Federal Definition of LEP and Immigrant/Youth
School Board Policy
Section 2:
Identification of English Learners
Initial Registration
Identification of EL students
Procedure for Identifying EL Students
Exchange Students
W-APT Screening
Annual WIDA ACCESS for ELLs® Testing
Levels of English Language Proficiency
Students Who Have Exited/Formerly LEP Students (FLEP)
Grade Placement
Elementary and Middle
High School
Section 3:
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12
13
14
14
14
15
16
16
17
Services for English Learners
Program Model Overview
Elementary Program Models
Elementary Guidelines and Scheduling Suggestions
Secondary Program Models
Secondary Scheduling Suggestions
Parent Involvement
Guidelines for Serving ELs in Other Programs
Title I, Reading Recovery
Response to Intervention (RTI)
Special Education
Gifted and Talented
Special Opportunity Programs
Section 4:
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5
5
6
7
8
9
10
18
18
19
20
20
21
24
24
25
25
25
ESL Teacher Procedures
ESL Forms and Records
26
3
Guidelines for Instructing and Grading
English Learner Instructional Plan
Effective Instruction for ELs
Grading
ESL Credit
Graduation Requirements and Transcript Evaluation
ESL Teacher Timeline
Section 5:
28
28
29
29
30
30
Assessments
Standardized Assessments
LEP Committee
Exemptions from FCPS Assessments
Determining Test Accommodations
Phonological Awareness and Literacy Screening (PALS)
Cognitive Abilities Test (CogAT)
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37
38
38
39
39
Section 6:
40
Definition of Terms
Section 7: ESL Program Forms
Complete List of ESL Program Forms
Samples of ESL Program Forms
42
Begins on 43
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Section 1: Program Overview
INTRODUCTION
Fauquier County Public Schools offers an English as a Second Language (ESL) program
designed to meet the needs of the English Learners (ELs) who live in our district. The
program began in 1992 with 65 students and two teachers. Our program has grown to
approximately 550 students and 20 teachers and support staff. We have a diverse student
population whose native languages include, but are not limited to: Albanian, Azerbaijani,
Arabic, Bulgarian, Cambodian, Chinese, Dutch, Farsi, Finnish, French, Gujurati, Haitian
Creole, Italian, Kazakh, Korean, Portuguese, Quechua, Romanian, Russian, Spanish,
Swedish, Tagalog, Turkish, Twi, Urdu, and Vietnamese. The majority of our current ELs
speak Spanish in the home.
Federal law states that public schools must provide free and equal education to meet the
needs of all students, including those who have limited proficiency in the English language
(Plyer vs. Doe, 1982; Lau vs. Nichols, 1974; Equal Education Opportunity Act, 1974). To
meet federal regulations, the school division continues to expand its English learner
support programs. We currently provide ESL support at all of our schools.
VISION STATEMENT
Our vision is to equip English Learners in Fauquier County Public Schools with the
language skills they need to be both socially and academically successful in school and
beyond.
MISSION STATEMENT
The mission of the FCPS ESL program is for ELs to demonstrate progress and proficiency
in English, as determined by the WIDA ACCESS for ELLs® assessment. Additionally, ELs
will show adequate annual progress in academic subjects, as required of all students by the
Virginia Department of Education.
EDUCATIONAL PHILOSOPHY
Fauquier County Public Schools (FCPS) recognizes the importance of providing meaningful
educational programs for ELs. Our educational philosophy is based on the belief that each
EL can develop high levels of English proficiency and master challenging academic content
with success equal to fluent English speakers. Our programs offer comprehensive
instruction for all students while recognizing the possible discrepancies in the educational
expectations of diverse cultures. We respect and acknowledge the importance of the
different languages and cultures represented in our community.
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PROGRAM STANDARDS
FCPS follows the state approved English language development standards designed by
the WIDA Consortium.
From the 2012 WIDA Amplified Standards
The population of English Learners is diverse in FCPS. Therefore, all teachers in FCPS
are dually responsible for language development and course or grade level content.
6
PROGRAM OBJECTIVES
Our ESL program is designed to:

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Accurately identify and assess all students who qualify for ESL services.
Provide educational services to ELs in accordance with state and federal
regulations.
Advance ELs in language proficiency towards the required level for exit.
Monitor the academic progress of former ESL students in accordance with
State requirements.
Examine and report student progress and achievement to parents/ guardians
and classroom teachers.
Facilitate communication between the school and non-English speaking
parents through interpreters, translations and/or interpretation services.
Accurately maintain ESL and division records.
Assist classroom teachers and other school personnel with appropriate
materials, strategies and training to address the individual needs of ELs.
Review the effectiveness of ESL program services using appropriate evaluative
measures (including SOL and ACCESS scores and LEP graduation rates).
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LEGAL BACKGROUND
The following summary provides the legal context for services provided to English Learner
students and their families.
Federal Law
1964 Title VI of the Civil Rights Act, “No person in the United States shall, on the
ground of race, color of national origin … be denied the benefits of, or be
subjected to discrimination …”
1974 Civil Rights Act was expanded to the Equal Educational Opportunity Act
(EEOA), “No state shall deny equal educational opportunity to an individual
on account of his or her race, color, sex or national origin, by … failure of
educational agency to take appropriate action to overcome language barriers
that impede equal participation by its students in its instructional programs.”
Supreme Court Rulings
1974
Lau v. Nichols

1982
Equality of educational opportunity is not achieved by merely providing
students with “the same facilities, textbooks, teachers and curriculum;
[because] students who do not understand English are effectively
foreclosed from any meaningful education.”
Plyer v. Doe

Cannot deny a free public education to undocumented immigrant children
regardless of their immigrant status.
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FEDERAL DEFINITION OF AN LEP STUDENT
An LEP student in the Commonwealth of Virginia is classified according to the federal
government definition as described in Public Law 107-110, the No Child Left Behind Act of
2001. An LEP student is classified as one:
(A)
who is aged 3 through 21;
(B)
who is enrolled or preparing to enroll in an elementary or secondary school;
(C)
(i) who was not born in the United States or whose native language is a language
other than English, and who comes from an environment where a language other
than English is dominant;
OR
(ii) (I) who is a Native American or Alaska native, or native resident of outlying
areas; and
(ii) (II) who comes from an environment where a language other than English has
had a significant impact on the individual’s level of English language proficiency;
OR
(iii) who is migratory, whose native language is a language other than English,
and who comes from an environment where a language other than English is
dominant;
AND
(D)
whose difficulties speaking, reading, or understanding the English language may
be sufficient to deny the individual
(i) the ability to meet the State’s proficient level of achievement on State
assessments described in section 1111(b) (3);
(ii) the ability to achieve successfully in classrooms where the language of
instruction is English; or
(iii) the opportunity to participate fully in society.
FEDERAL DEFINITION OF IMMIGRANT YOUTH
An immigrant and youth (IY) student in the Commonwealth of Virginia is classified according
to the federal government definition as described in Public Law 107-110, the No Child Left
Behind Act of 2001:
 Age three through 21;
 Not born in any U.S. state; and
 Has not been attending one or more schools in any one or more states for
more than three full academic years.
Note: When calculating three full academic years, all time spent in U.S. schools must count
on a cumulative basis. The academic years do not have to be consecutive.
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SCHOOL BOARD POLICY
POLICY 6-3.5 ENGLISH LANGUAGE LEARNERS/LIMITED ENGLISH PROFICIENCY
Generally
The Fauquier County School Board shall provide programs to improve the education of
limited English proficient children by assisting the children to learn English and meet
Virginia’s challenging academic content and student academic achievement standards.
Assessment Under No Child Left Behind
Students with limited English proficiency shall be administered a limited English proficiency
assessment mandated for students by the federal No Child Left Behind Act that is either
developed or selected by FCPS and has been approved by the Board of Education in
accordance with federal requirements.
Eligibility
The School Board will establish a process to ensure that students who are eligible to
receive English as a second language services are appropriately identified and offered
those services. Upon entry, all students will complete a home language survey as part of
the enrollment form to determine if a language other than English is spoken at home.
Students who are identified as language minority students will be assessed to determine
their level of English language proficiency. Parents will be notified of their child's eligibility
for participation in a program for limited English proficient students and students will be
placed in an appropriate support program. Students who have not reached age 22 on or
before August 1 of the school year may be accepted and provided English as a second
language services. No tuition shall be charged such students, if state funding is provided
for such programs.
Notification
The School Board will, not later than thirty (30) days after the beginning of the school year,
inform a parent or the parents of a limited English proficient child identified for participation
in, or participating in, a program for limited English proficient students of:
1. The reasons for the identification of their child as limited English proficient and in
need of placement in a language instruction education program;
2. The child’s level of English proficiency, how that level was assessed, and the status
of the child’s academic achievement;
3. The method of instruction used in the program in which their child is, or will be,
participating, and the methods of instruction used in other available programs,
including how such programs differ in content, instruction goals, and use of English
and a native language in instruction;
4. How the program in which their child is, or will be participating will meet the
educational strengths and needs of the child;
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5. How such program will specifically help their child learn English, and meet age
appropriate academic achievement standards for grade promotion and graduation;
6. The specific exit requirements for such program, the expected rate of transition from
such program into classrooms that are not tailored for limited English proficient
children, and the expected rate of graduation from secondary school for such
program;
7. In the case of a child with a disability, how such program meets the objectives of the
individualized education program of the child; and
8. Information pertaining to parental rights that includes written guidance detailing the
right that parents have to have their child immediately removed from such program
upon their request and the options that parents have to decline to enroll their child in
such program or to choose another program or method of instruction, if available,
and assisting parents in selecting among various programs and methods of
instruction, if more than one program or method is offered by the school division.
For a child who has not been identified for participation in a language instruction
education program prior to the beginning of the school year, the School Board shall provide
the notice detailed above within 2 weeks of the child being placed in the program.
The information described above will be provided to parents in an understandable and
uniform format and, to the extent practicable, in a language that the parent can understand.
LEGAL REFERENCE: Code of Virginia, 1950, as amended, §§ 22.1-5, 22.1-212.1; Title VI
of the Civil Rights Act of 1964
Adopted: October 15, 2013
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Section 2: Identification of ELs
INITIAL REGISTRATION
The following information will assist schools when registering new students who indicate a
language other than English on their Home Language Registration Form.
IMPORTANT: Schools should contact the ESL Intake Center for assistance when
registering students who are coming to FCPS directly from another country. The
ESL Intake Specialist will determine if registration will be completed by the school or
the Intake Center (540-422-7118). This includes students who have been previously
enrolled in FCPS schools and US Citizens who have been enrolled in international schools.
Initial Registration Guidelines:
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The Home Language Registration Form must be completed for ALL students who
register for school. It is a part of the enrollment process whether or not you suspect
there may be a home language other than English. All information on the Home
Language Registration Form is necessary to fulfill federal and state requirements.
If you are able to effectively communicate with the parents, the registration process
may be completed at your school unless the student is coming from another country.
If the parents are unable to communicate in English, students are coming from
another country, or difficulties are encountered during the registration process,
contact the ESL Intake Center to assist with the registration. (540) 422-7118.
The ESL Intake Specialist may come to the school to assist with the registration, or
request that the family complete the registration at the ESL Intake Center.
After consultation with the ESL Intake Specialist, if a determination is made to send a family
to the Intake Center for registration, please:
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Give parents the intake flyer (available in English and Spanish)
Advise families to call and make a registration appointment at the Intake
Center.
Obtain a name and phone number for follow up with the family.
Send all forms and information collected from the family to the ESL Intake
Center (Central Complex Building A).
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IDENTIFICATION OF LEP STUDENTS
Home Language Registration Form (PF2E or PF2S revised 2012)
The Home Language Registration Form is used to identify potential English Learners. If
a language other than English is noted as a response to any of the questions, then the
student must be screened for eligibility in the ESL program.
Registrars should make two (2) copies of the Home Language Registration Form. One
copy will be given to the ESL Teacher immediately and one copy will be sent to the ESL
Intake Center. The original is then placed in the student’s cumulative file.
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PROCEDURE FOR IDENTIFYING EL STUDENTS
Title VI of the Civil Rights Act of 1964 requires LEP students be identified as part of the
enrollment process for all students. The FCPS enrollment process includes the following
questions on the Home Language Registration Form to determine if English language
proficiency screening is applicable to determine the need for possible ESL services.
1. What was the first language that this student spoke?
2. Is there a language other than English spoken at home? Which language(s)?
3. Does the student speak or understand a language other than English?
Is there a language other than English given as a response to any of the questions on the
Home Language Registration Form?
Yes
Obtain an ACCESS or W-APT score
report from previous school.
If no previous assessment is available:
Administer the W-APT or WIDA
MODEL English language proficiency
(ELP) screening assessment tool.
Does the W-APT/ACCESS score
indicate the student meets the
eligibility criteria for the ESL
program?
No
The student does not meet the criteria
to be identified as an English Learner
(EL).
The student does not meet the criteria
to be identified as an English Learner
(EL). Create green ESL folder with
assessment results to include in the
student cumulative file.
No
Yes
Determine the LEP student’s
instructional needs and place in an
appropriate ESL instructional program.
Main office must enter LEP student
information into Infinite Campus.
Student should appear on ESL teacher
case load in ELLevation the day after
the student is flagged as LEP in
Infinite Campus. Notify the EL
student’s parents within 30 days after
the beginning of the school year, or
within two weeks of the child’s
placement within a program (Parental
Notification Letter)
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FOREIGN EXCHANGE STUDENTS
For students on J-1 (Exchange Visitor) visas and F-1 (Exchange High School Student)
visas, the standard identification, screening, and placement process must be followed as
required by Title VI, the Civil Rights Act of 1964, to determine if the student is an EL. If the
school division has followed this process and determined that the student is not LEP, this
determination should be documented in the student’s scholastic record.
This means when foreign exchange students enroll, they should be given the Home
Language Registration Form, and if a language other than English is indicated, they will be
screened for English language proficiency to determine eligibility for ESL services. While
some exchange programs maintain their exchange students are fluent in English, FCPS
must follow federal regulations of identification, screening, and placement.
W-APT SCREENING
Eligibility for the ESL program is determined by the WIDA ACCESS Placement Test (WAPT)TM or the WIDA MODEL assessment for students who do not have a WIDA ACCESS for
ELLs® score from a previous school.
This includes, but may not be limited to, the following student groups:
Rising kindergarteners
In-state transfers who do not have a WIDA score
Out of state transfers
First time in U.S. schools
Screening students for the ESL program is a federal requirement. Parents do not have the
option to refuse screening. However, parents have the right to opt–out of ESL services at
any time by completing the refusal section of the Parental Notification of Placement letter
(PF6E/PF6S) followed by a Refusal of Services form.
ANNUAL ENGLISH LANGUAGE PROFICIENCY TESTING
All students found eligible for ESL services will be tested to determine their English
proficiency levels using the WIDA ACCESS for ELLs® assessment each year. This includes
students who have opted out of services (refused services).
The goal of the WIDA ACCESS for ELLs® test is to allow students to demonstrate their level
of English proficiency in the areas of listening, speaking, reading, and writing. It is a largescale test that first and foremost addresses the English language development standards
15
that from the core of the WIDA Consortium's approach to instructing and testing English
learners.
LEVELS OF LANGUAGE PROFICENCY
These levels describe the spectrum of an ELL's progression from knowing little to no English
to acquiring the English skills necessary to be successful in an English-only mainstream
classroom without extra support. To achieve proficiency and exit the ESL program, a student
must obtain a composite AND literacy score of 5.0 on a Tier B or Tier C WIDA ACCESS for
ELLs® test.
Guidelines for determining EL language proficiency levels based on WIDA ACCESS testing
are assigned as follows.
WIDA ELP Proficiency
Levels**
ACCESS for ELLs Composite Score
Level 1 – Entering
1.0 through 1.9
Level 2 – Emerging
2.0 through 2.9
Level 3 – Developing
3.0 through 3.9
Level 4 – Expanding
4.0 through 4.9
Level 5 – Bridging
5.0 on Composite but less than 5.0 on Literacy
** Students are eligible to receive services through Level 5
EXIT– Reaching
5. 0 on both Literacy AND Composite
ON TIER B or C TEST
Level 6A
Formerly LEP, Year 1
Level 6B
Formerly LEP, Year 2
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STUDENTS WHO HAVE EXITED THE ESL PROGRAM / FORMERLY LEP
(FLEP) STUDENTS
Federal Law requires that school divisions monitor students’ academic achievement and
progress for four years after they exit from an ESL program.
All formerly LEP students’ academic progress will be monitored at least every semester for
four calendar years. FLEP students are included on the school’s ESL caseload for four
years and their scores are included in the LEP subgroup.
To determine academic progress and success, FLEP monitoring will be completed through
ELLevation. If student progress is unsatisfactory, the school will develop an intervention
plan to address the student’s needs.
GRADE PLACEMENT FOR ELEMENTARY AND MIDDLE
Students should be placed at grade-level as indicated by age. However, adjustments may
be made based on evaluation of prior academic records, exact date of birth, and other
school readiness factors. The table below displays the age and grade-level placement for
students younger than 14 years of age.
Recommended Grade Placement by Age
Age by September 30
Grade
5
Kindergarten
6
Grade 1
7
Grade 2
8
Grade 3
9
Grade 4
10
Grade 5
11
Grade 6
12
Grade 7
13
Grade 8
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GRADE PLACEMENT FOR HIGH SCHOOL
Grade placement is made at the time of registration with involvement of the ESL Intake
Center.
Evidence of earned credits will govern the grade placement of a high school student.
Students Without Transcripts
Students who arrive with no transcripts are placed in 9th grade. This placement is reviewed
if transcripts are subsequently received and evaluated.
Students With Transcripts
The ESL Intake Center and the Guidance Department will review all transcripts and place
the student according to the number of credits earned. Information about foreign
transcripts will be obtained from the Metropolitan Area Foreign Student Association
(MAFSA) Comparison Chart of Primary and Secondary Foreign School Systems and
Comparison Chart of National Grading Scales.
Frequently Asked Question
Can EL students over the age of 18 attend Virginia public schools?
School boards may accept and provide programs for students for whom English is a
second language who entered school in Virginia for the first time after reaching their twelfth
birthday, and who have not reached 22 years of age on or before August 1 of the school
year. No tuition shall be charged such students, if state funding is provided for such
programs. [COV, § 22.1-5. D]
In FCPS, students who are not able to meet graduation requirements by the age of 22 may
not be admitted for enrollment.
The ESL Intake Center will counsel older students using the Educational Opportunities form
for Students Age 18 or older to make an appropriate determination of academic placement
for older students.
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Section 3: Services for English Learners
PROGRAM OVERVIEW
CONTENT- BASED ESL INSTRUCTION
In FCPS, English as a Second Language (ESL) instruction is content-based. The type of
program model and delivery of instruction depends on the proficiency levels and academic
needs of the students.
ELEMENTARY PROGRAM MODELS
Direct Instruction
 Pull Out - Students are taken out of the mainstream classroom to receive direct
services in an ESL classroom. This method is most commonly used with
students at beginning levels of English proficiency, levels 1 and 2.
In an ESL pull-out model, students are “pulled out” of general education
instruction to receive instruction in English. Usually, ELs are taught in a
separate small group setting consisting of only ELs. Students may be
grouped by grade-level or proficiency level.

Co-teaching/Collaboration – Mainstream teacher and ESL teacher share the
responsibility for planning and teaching all students in the mainstream
classroom.

Content-Mainstreaming – ESL teachers work in a core content classroom to
support instruction for ELs. ESL teachers support the academic content being
taught within a language framework by reinforcing academic vocabulary by
differentiating instruction.

Instructional Coaching – The ESL teacher models strategies, presents
demonstration lessons, provides resources, and meets with the classroom
teacher and ELs on a regular basis.
Support Services
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Classroom Support – An instructional assistant works under the supervision of
the ESL teacher and the mainstream teacher to assist ELs in the mainstream
classroom.
Consultation – ESL teacher consults with classroom teachers on a regular basis
to assist in planning instruction for the ELs in the classroom.
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ELEMENTARY GUIDELINES FOR ESL SERVICES

ESL teachers will be included in the placement, grouping, and/or scheduling of ELs.
Considerations include proficiency level, grade level, overall school EL population,
content area, and scheduling requirements.

Combining grade and/or skill levels may be necessary for ESL direct instruction.
ELEMENTARY SCHEDULING SUGGESTIONS FOR ESL SERVICES
Each EL is identified by a proficiency level which aids in determining the amount of
instruction. The time allocations below are recommendations based on student need.
Service Recommendations1
Grade
Level
K
eligible2
Varies based on student need
1
1–2
225 minutes
3
150 minutes
4
45 minutes
5
Consultation
1–2
225 minutes
3
150 minutes
4
45 minutes
5
Consultation
1–2
300 minutes
3
225 minutes
4
45 minutes
5
Consultation
2
3/4/5
(minutes/week)
1
ESL support includes all models of services
Kindergarten students are classified as eligible or not eligible for ESL services based on the W-APT. A proficiency
level is determined after taking the spring administration of the Kindergarten WIDA ACCESS for ELLs®.
2
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SECONDARY PROGRAM MODELS
Direct Instruction

ESL Resource Classes – Students receive services through scheduled ESL
classes.

Sheltered Courses – Sheltered courses are regular mainstream courses slightly
modified in instructional approach and taught for academic credit by a certified
content teacher assigned to teach a section composed entirely of ELs. Teachers
of sheltered courses are dually certified in ESL and the content area.

Co-teaching/Collaboration – Mainstream teacher and ESL teacher share the
responsibility for planning and teaching all students in the mainstream
classroom.

Content-Mainstreaming – ESL teachers work in a core content classroom to
support instruction for ELs. ESL teachers support the academic content being
taught within a language framework by reinforcing academic vocabulary by
differentiating instruction.
Instructional Coaching – The ESL teacher models strategies, presents
demonstration lessons, provides resources, and meets with the classroom
teacher and ELs on a regular basis.

Support Services


Classroom Support – An instructional assistant works under the supervision of
the ESL teacher and the mainstream teacher to assist ELs in the mainstream
classroom.
Consultation – ESL teacher consults with classroom teachers on a regular basis
to assist in planning instruction for the ELs in the classroom.
SECONDARY SCHEDULING SUGGESTIONS FOR ESL SERVICES
Each EL is identified by a proficiency level which aids in determining the amount of
instruction. The time allocations below are recommendations based on student need.
3
Service Recommendations3
Grade
Level
6 – 12
1 – 3.3
300 minutes
3.4 –3.9
200 minutes
4
100 minutes
5
Consultation
(minutes/week)
ESL Support includes all models of services.
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PARENT INVOLVEMENT
LEGAL BACKGROUND
While involving parents in education has been outlined in legislation since 1964, Title I and
Title III of the No Child Left Behind Act of 2001 (NCLB) place a renewed and expanded
emphasis on the involvement of all parents and, in particular, LEP parents. NCLB defines
parental involvement as “the participation of parents in regular, two-way, and meaningful
communication involving student academic learning and other school activities” [Section
9101(32)]. Furthermore, Title III of the law requires that schools provide “an effective
means of outreach to parents of LEP children to inform them of how they can be active
participants in their child’s education to help them learn English and succeed academically”
[Section 3302(e)(1)]. To communicate in a meaningful way with LEP parents, schools must
“hold regular meetings for these purposes, and the information must be presented in an
understandable and uniform format and, to the extent practicable, in a language that the
parent can understand” [Section 1118(e)(5)].
Increasing the involvement of LEP parents is not a simple matter. “Parent involvement is a
process,” not a program of activities; therefore, it requires the ongoing energy and effort of
the school staff and community (Davis 1989). Schools must carefully consider the linguistic,
cultural, and educational backgrounds of parents of ELs and skillfully develop a parental
outreach program that teaches them about their role and responsibility as academic
partners with their child’s school.
PARENT OUTREACH

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
ESL teachers and/or interpreter/translators are available, upon request, to attend
school functions and parent meetings.
School information is presented in bilingual format when appropriate.
Translation of forms, letters, progress reports and other essential information is
provided.
Adult ESL programs are available at various locations in the schools and community.
ESL Open House/Orientation/Parent Nights for parents of ELs are offered periodically
in the schools. Sessions include information on how to become volunteers, mentors,
and aides at the school.
Parents are encouraged to share their language and culture within the schools through
volunteer activities and multicultural events.
22
SCHOOL BOARD POLICY
1.1.
The Fauquier County School Board recognizes that the education of each
student is a responsibility shared by the school and the student’s family. The
Fauquier County School Board endorses the parental involvement goals of Title I
(20 U.S.C., section 6318) and Title III (20 U.S.C., section 7012 (e) and
encourages the regular participation by parents of all children including those
eligible for Title I and Limited English Proficiency (LEP) programs in all aspects of
those programs.
1.2.
In keeping with these beliefs, it is the intention of the Fauquier County School
Board to cultivate and support active parent involvement in student learning. The
Fauquier County School Board will:
1.2.1. Provide activities that will educate parents regarding the intellectual and
developmental needs of their children. These activities will promote
cooperation between the School Division and other agencies or
school/community groups (such as parent-teacher groups, the Head Start
program, the Reading First Program, Early Reading First Program, Even
Start Program, and Parents as Teachers Program) to furnish learning
opportunities and disseminate information regarding parenting skills and
child/adolescent development;
1.2.2. Implement strategies to involve parents in the educational process,
including:
1.2.2.1. Keeping families informed of opportunities for involvement and
encouraging participation in various programs;
1.2.2.2. Providing access to educational resources for parents and
families to use with their children; and
1.2.2.3. Keeping families informed of the objectives of School Division
educational programs as well as of their child’s participation and
progress with these programs;
1.2.3. Enable families to participate in the education of their children through a
variety of roles. For example, family members may:
1.2.3.1. Provide input into School Division policies;
1.2.3.2. Volunteer time within the classroom and school programs;
1.2.4. Provide professional development opportunities for teachers and staff to
enhance their understanding of effective parent involvement strategies;
1.2.5. Perform regular evaluations of parent involvement at each school and in
the School Division;
23
1.2.6. Provide access, upon request, to any instructional material used as part of
the educational curriculum; and,
1.2.7. If practicable, provide information in a language understandable to
parents.
1.3.
In addition, for parents of students eligible for LEP programs, the School Board
will inform such parents of how they can be active participants in assisting their
children:
1.3.1. To learn English;
1.3.2. To achieve at high levels in core academic subjects; and
1.3.3. To meet the same challenging academic content and student academic
achievement standards all children are expected to meet.
2. PARENTAL INVOLVEMENT IN TITLE I PLAN
2.1.
Fauquier County Public Schools encourages parents of children eligible to
participate in Title I, Part A, programs to participate in the development of the
School Division’s Title I plan. Parents may participate by attending planning
meetings at the School Division level, by voicing concerns to the
Superintendent’s School Support Council, or by sending written comments to the
Title I Coordinator.
3. PARENTAL INVOLVEMENT IN SCHOOL REVIEW AND IMPROVEMENT
3.1.
Fauquier County Public Schools encourages parents of children eligible to
participate in Title I, Part A, and LEP programs to participate in the process of
school review and, if applicable, school improvement as implemented by the No
Child Left Behind Act of 2001, 20 U.S.C., section 2316. Parents may participate
by attending planning meetings at their child’s school, serving on the school
improvement advisory committee, or by sending written comments to the
school’s principal.
24
Guidelines for Serving ESL Students in Other Programs
TITLE I
An EL is eligible for all Title I services under the same identification procedure as non-EL students.
The ESL teacher and Title I teacher should collaborate in identifying and recommending service for
an EL.
READING RECOVERY
An EL is eligible for Reading Recovery services under the same identification procedure as non-EL
students in schools that offer the service.
RTI CONSIDERATIONS FOR ELS
An EL is eligible for referral to Response to Intervention (RtI) at any time if there is a concern about
emotional/academic issues or retention, regardless of the student’s proficiency in English. Consult
the FCPS RtI handbook for specific RtI protocol. The FCPS ELL Specialist should be consulted
when ELs are referred to RtI and a dual language assessment should be considered.
The ESL teacher or other personnel with expertise on second language acquisition must be
included on all school teams and committees that make instructional program decisions for ELs.
DUAL LANGUAGE ASSESSMENT
The English Language Learner (ELL) Specialist is available for consultation to assist schools in
meeting the needs of ELs. DLA services through the RtI process. A formal DLA must be completed
before a decision to test for Special Education eligibility is made.
DLA/ELL Specialist Contact information: (540) 422-7154 extension 1072
25
SPECIAL EDUCATION
An EL is eligible for all Special Education (SPED) services under the same identification procedure
as non-EL students.
INDIVIDUALIZED EDUCATION PLAN (IEP)
When an EL is found eligible for Special Education services, the IEP team, that includes the ESL
teacher, will collaborate on the IEP. WIDA ACCESS scores or the WIDA Checklist will be considered
in creating the IEP.
When an EL arrives from another school division with an IEP, the ESL teacher will confer with the
SPED teacher to review the IEP and discuss what ESL services are needed and how the student is
expected to participate in standardized testing. A Dually Identified Service plan for ELs should be
created to document the student’s level of ESL services.
Accommodations can be provided based on student need and availability under Special Education
and/or English Learner Guidelines for standardized testing accommodations.
DUALLY IDENTIFIED STUDENTS
The FCPS Dually Identified Service plan will be completed by the ESL teacher for English Learners
who are also eligible for Special Education services.
GIFTED AND TALENTED
An EL is eligible for all GT services under the same identification procedure as non-EL students.
SPECIAL OPPORTUNITY PROGRAMS
ELs must be eligible for consideration for all special opportunity programs and may not be excluded
from participating in any activity or course solely because of lack of English proficiency. These
opportunities include, but are not limited to, specialty programs, clubs, extracurricular activities and
athletics.
26
Section 4: ESL Teacher Procedures
ESL ADMINISTRATIVE FORMS AND RECORDS
ESL GREEN FOLDER
The ESL green folder contains all of the compliance documents recommended by the Office of Civil
Rights and required by Title III. The ESL teacher and/or Intake Center creates and maintains the
contents of the ESL Green Folder. This folder is stored in the student’s Permanent Cumulative File
and should not be removed. The ESL Green Folder must be diligently and consistently maintained
by ESL program staff.
Important information is located on the outside of the folder including LEP information that must be
entered into the student information system (Infinite Campus).
File contents:








Initial Screening Results – W-APT/WIDA MODEL screening results
Annual ELP results – WIDA ACCESS for ELLs® Teacher Report
Parental Notification of Placement (formerly NCLB) Letter (Sent every school year,
generated in ELLevation, available in 28 languages) – A parent/guardian or student
over 18 must sign this form before a student initially begins to receive ESL services. This
letter notifies parents of the current English language proficiency level of their child and
meets federal guidelines for informing parents about available services. This letter must
be sent to parents within 30 days of the beginning of the school year or within two weeks
of initial registration. Parents may refuse ESL services on this form.
Participation and Accommodation on Standardized Testing (Generated in
ELLevation) – This document is created during an EL committee meeting. This
documents the EL’s participation and/or accommodation(s) on standardized tests.
LEP Student Summary for Content Area Teachers (optional) – generated through
ELLevation
Copy of Final Program Exit Parent Letter – Completed when an EL is exited from the
ESL program; letter should be sent to inform parents of program change.
Referral for ESL Screening (if used) – Used to request an ESL screening after initial
registration. A referral may be made by a parent, teacher, administrator or school staff
member and is required to initiate screening.
Permission for ESL Screening (if used) – Used when a Referral for Screening Form
has been received. This form is most commonly used for ineligible kindergarten students
who are referred for re-screening at the end of the kindergarten year.
27
SCHOOL ESL ROSTERS
ESL student rosters are maintained within the ELLevation data management system. Teachers
should review their rosters monthly to ensure that all students are included on the roster. ESL
teachers must also complete a monthly data audit through ELLevation to ensure that there are no
data errors in the system.
28
GUIDELINES FOR INSTRUCTING AND
GRADING ENGLISH LEARNERS
ENGLISH LEARNER INSTRUCTIONAL PLANS
The classroom/core content teacher and the ESL teacher will work together to select goals and
classroom accommodations that best meet the language needs of each EL. These goals can be
documented through the ELLevation system.
Goals must be academic in nature and supported by assessment data. They should be based on
WIDA ACCESS scores, Can-Do descriptors for the student’s WIDA ELP level, model performance
indicators (MPIs), SOL content, and other school and district level assessment data.
ESL teachers and classroom/content teachers will work together to select a subject area (language
arts, math, etc.) and a language domain (listening, speaking, reading or writing) for each goal. The
goals should also include appropriate supports to help each student meet his/her goal. Each goal
must contain a language function (verb), sample topic (combination of the MPI topic or SOL), and a
support (graphic organizer, small group, etc.).
29
EFFECTIVE INSTRUCTION FOR ELS
Effective classroom instruction for ELs occurs when teachers choose their vocabulary carefully and
use graphic organizers, concrete objects, and gestures to enhance understanding. Teachers should
use a variety of techniques and strategies to present content material.
These can include:
 building background knowledge (filling in cultural gaps)
 scaffolding assignments and objectives
 visual support (pictures, realia (real objects), diagrams, charts, and graphic
organizers)
 hands-on activities
 cooperative learning
 dialogue journaling (communication with peers and/or teachers)
In addition, accommodations such as modified assignments, simplified vocabulary, additional time,
adapted rubrics, presenting essential grade level objectives, and use of English and/or bilingual
dictionaries should be provided. Consult the students EL Accommodation plan for guidance on
student accommodations.
GRADING IN THE ELEMENTARY SCHOOLS
Responsibility for Recording Grades
The teacher responsible for grading ELs at the elementary level depends upon many factors such
as proficiency level and the program model (whether direct or indirect instruction or a combination
of both). In most cases, the classroom teacher carries the major responsibility for a student’s
instruction and grades. However, most ESL and classroom teachers collaborate to deliver
instruction and then confer about grades. In some cases, the ESL teacher is responsible for the
language arts grades alone or for the subject areas that students miss due to time in the ESL
class.
As a result of all of the above, grading responsibility can differ from school to school. Students at
proficiency levels 1 and 2 will receive a language acquisition progress report prepared quarterly
by the ESL teacher.
Note: Spanish progress reports are available upon request
GRADING IN THE MIDDLE AND HIGH SCHOOLS
ESL students in the middle and high schools have scheduled content and ESL classes. They are
graded by the course teacher(s) of that particular class.
30
CREDIT FOR ESL COURSES
Foreign Language Credit
ESL classes may count as foreign language credit (up to two years). Elective credit may also be
received for native language courses or English courses taken in the native country.
Elective Credit
ESL classes may be used as elective credits. More than one ESL class may be applied toward the
two sequential electives credit requirement.
GRADUATION REQUIREMENTS AND TRANSCRIPT EVALUATION
Transfer Credits
Students who have transcripts may receive transfer credit towards graduation. Transcripts need to
be evaluated by the ESL Supervisor or ESL Intake Specialist along with the school guidance
counselor.
FCPS follows guidelines established by Metropolitan Area Foreign Student Association (MAFSA) to
evaluate foreign transcripts. Foreign transcript evaluation occurs at the ESL Intake Center with
collaboration from the ESL Supervisor and high school guidance departments.
Graduation Credits
ELs have the same graduation requirements as all high school students in FCPS. For specific
courses required and information on verified credits, consult the FCPS High School Program of
Studies.
31
RETENTION
Research indicates that retention is rarely a successful option for English Learners.
According to the law (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols),
ELs cannot be retained solely because of their English language proficiency.
If a teacher recommends retention because a student appears to have made little or no progress,
schools should determine that the student has been enrolled in the school for an adequate period
of time to ensure that the following conditions have been met:

ELs have received English Language development instruction commensurate with their
proficiency level.

Mainstream teachers have made appropriate accommodations and modifications in lessons,
assignments, and assessments.
When making retention decisions for ELs, schools should consider the following:

Students may not be retained as a strategy to “catch up” academically.

If students have received appropriate modifications and accommodations in ESL and
mainstream classes but have not shown progress in their language and content skills, the
mainstream teacher and the ESL teacher should consider a DLA referral and/or referral to
the school RTI team before considering retention.

Notification of the possibility of retention should be communicated in a language that parents
can understand.

Teachers should follow school and division level guidelines that apply to all students when
considering retention for ELs.
Tools to use when collecting data for retention decisions:

Light’s Retention Scale

Response to Intervention (RtI) minutes and reports

Dual Language Assessment Reports

Classroom Data (PALS, DRA, QRI, benchmarks, etc.)

CogAT or Naglieri results
32
ESL TEACHER TIMELINE
***Changes in activities and dates may occur at any time due to federal, state, or
local mandates.
AUGUST









Attend ESL Staff Meeting during teacher work week – August 11 at 8:30 AM at Central A4
Review and update ESL student roster in ELLevation
Screen new potential ELs in grades 1 – 12 using the W-APT as needed
Screen potential K ELs using the K-WAPT™ and send parent letters
Review, update, and create ESL green folders
ELEMENTARY: Work with your principal and content area teachers to create your schedule
ELEMENTARY: Send Imagine Learning implementation plan to ESL Supervisor
MIDDLE/HIGH SCHOOL: Work closely with the Guidance Director to ensure that ELs are
properly scheduled
 MIDDLE/HIGH SCHOOL: Inform content area teachers of appropriate classroom strategies
for ELs enrolled in their classes
SEPTEMBER
PARENTAL NOTIFICATION OF PLACEMENT LETTERS – must be sent by 9/15/16
 Make a copy of all letters for green ESL folders
 Collect signed Parental Notification Letters and replace unsigned copies with signed copies
in the green ESL folder
 Notify the ESL Intake Specialist when services are accepted for new students
 If any parent/guardian refuses services, contact them to confirm refusal decision and
complete the Refusal of Services form, then notify the ESL Intake Specialist
 Ensure that all students appear on roster in ELLevation, complete data audit
 Ensure that the PNP letter has been signed and returned for all students who are new to the
County. Notify the ESL Intake Specialist of any students who have not returned the PNP.
 Send copy of your schedule to ESL Supervisor
 Attend county-wide D-PLC for ESL teachers (September 8, 2016, School Board Office 4th
floor conference room)
 Attend ELLevation InClass training on September 28, 2016 at Central Complex, A-3
 ELEMENTARY AND MIDDLE: Review VGLA eligible students, determine who will complete
a VGLA portfolio and email a list of students to the ESL Supervisor & DDOT’s office (Mary
Wills/Deb Anderson) and begin portfolio collections
 HIGH SCHOOL: Convene EL Committee and complete EL Accommodation and Participation
forms for first term testing. Send a copy to the DDOT (Mary Wills, Central A-5). Make a
classroom copy for yourself. Deadline is September 30, 2016.
33
OCTOBER
 Attend county-wide ESL D-PLC on October 13, 2016 at Central, A-3
 MIDDLE SCHOOL: Convene EL Committee and complete EL Accommodation and
Participation forms. (Continued in November, due November 18, 2016)
 Complete first term FLEP Monitoring – ELLevation
 Review student roster in ELLevation and complete a data audit
 MIDDLE/HIGH SCHOOL – Compile a list of students for the STAMP test
NOVEMBER
 Coordinate parent/teacher conferences with teachers and interpreter/translators –
Conference day is November 7, 2016
 ELEMENTARY: Convene EL Committee and complete EL Accommodation and
Participation forms for all ELs (continued in December, due December 9, 2016)
 MIDDLE SCHOOL: Complete EL accommodation forms by November 18; Make a
classroom copy for yourself and send a copy to the DDOT’s office (Mary Wills, Central A-5)
 MIDDLE/HIGH: Administer STAMP Test
 Review student roster in ELLevation and complete a data audit
DECEMBER
 Attend county-wide D-PLC for ESL teachers (December 1, 2016 at 4PM, Central, A-2)
 Complete required WIDA ACCESS 2.0 test administration training online (www.wida.us)
 ELEMENTARY: Complete EL forms by December 9, 2016; Make a classroom copy for
yourself and send a copy to the DDOT’s office, (Mary Wills, Central A-5)
 Review student roster in ELLevation and complete a data audit
JANUARY
2016 FCPS WIDA ACCESS 2.0 TEST WINDOW: January 16 – February 24th, 2017
 Create WIDA ACCESS 2.0 test schedule with your STC and ITRT
 Administer ACCESS 2.0 according to your schedule
 Attend VESA conference (optional)
 Review student roster in ELLevation and complete a data audit
34
FEBRUARY
 Complete ACCESS testing – ACCESS 2.0 test window January 16 – February 24th, 2017
 Coordinate parent/teacher conferences with teachers and interpreters/translators. Spring
Conference day is March 15, 2017.
 HIGH SCHOOL: Convene EL Committee and complete EL Accommodation and
Participation forms by February 24, 2017; Make a classroom copy for yourself and send a
copy to the DDOT’s office (Mary Wills, Central A-5)
 ALL: Review EL Accommodation and Participation forms already completed and make any
appropriate adjustments, send revised plans to your STC and the DDOT’s office
 Review student roster in ELLevation and complete a data audit
MARCH




Attend county-wide D-PLC for ESL teachers (March 2, 2017 at 4PM, Central)
Complete second term FLEP Monitoring
Review student roster in ELLevation and complete a data audit
ELEMENTARY: Attend VGLA work session on March 20, 2017 at Central (if applicable)
APRIL




Complete VGLA Portfolios (due April 17, 2017)
Attend county-wide ESL D-PLC meeting on April 27, 2016 at Central
Assist in administration of SOL tests
ELEMENTARY: Collaborate with Kindergarten teachers on K-Registration and schedule
WAPT testing for rising K students
 ELEMENTARY: Send monitoring forms for ineligible kindergarten students. Send
Permission for ESL screening forms for any students who require rescreening. Once
permission is received, test the students with the WIDA MODEL.
 Review student roster in ELLevation and complete a data audit
MAY
 Assist in administration of SOL tests
 ELEMENTARY: Attend grade level meetings at your school to determine class rosters for
next school year
 MIDDLE/HIGH: Begin schedule discussion with guidance and administration for next year
 Review student roster in ELLevation and complete a data audit
35
JUNE
 Attend county-wide D-PLC for ESL teachers (pending ACCESS score arrival date –
tentatively June 6, 2017)
 File WIDA ACCESS Reports in ESL green folders
 Send reports and program exit letters for students who have exited
 Update and review green ESL folders
AS NEEDED




Work with guidance/office staff to place new students
Attend RtI, Special Education, and other student meetings
Request Dual Language Assessments through the RtI process
Request translators/interpreter services through the FCPS IT Work Order System
36
Section 5: Assessments
STANDARDIZED ASSESSMENTS
This section provides information regarding the participation of ELs in assessments
required by the Commonwealth of Virginia or FCPS.
Guidelines for participation, including possible exemptions and accommodations
may change during the year. Please review the Virginia Department of Education
Guidelines for Participation in the Virginia Assessment Program for EL Students
for the most current information. The guidelines are located at the following
address:
http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf
PARTICIPATION IN ASSESSMENTS
In general, English Learners must be included in the Virginia assessments as soon as
they are required or as early as their proficiency level allows. In addition to meeting
federal and state compliance requirements, ELs must participate in assessments to:
 Provide diagnostic information to assist in instructional decisions;
 Monitor progress in the ESL program; and
 Monitor progress in mainstream content-area classes
37
ENGLISH LEARNER (EL) COMMITTEE
PURPOSE
The EL Committee determines how ELs will participate in the Virginia Assessment
Program and decides which, if any, testing accommodations are appropriate. The EL
Committee determines an EL’s participation in statewide assessments based on data
collected from each student’s educational records.
MEMBERS
Members of the EL Committee include:







ESL Teacher*
All appropriate content area teacher(s)*
Administrator or designee*
Guidance counselor
Appropriate specialist(s) who work with the student; and
Parent or guardian
EL student (when appropriate)
*REQUIRED
DUTIES
The ESL teacher assembles the EL Committee in order to review and document the
most meaningful testing accommodation for each individual EL in grades 3 through 12.
The committee completes the appropriate EL Participation and Accommodation Form in
ELLevation. Forms must be submitted to the office of the Division Director of Testing by
the appropriate due dates (dates vary for elementary, middle, and high school).
APPEALING THE COMMITTEE’S RECOMMENDATION
The parent/guardian or student, if over 18, may appeal the recommendation made by the EL
Committee. Such appeals will be heard by the EL Committee. If there is an appeal made to
remove an exemption or accommodation, the committee may do so. The committee may not grant
an appeal for an exemption or accommodation that is not allowed for that student under the
existing testing guidelines. If for any reason the EL Committee decides to amend its testing
38
recommendations for a student, changes should be made in ELLevation. The new forms should
be printed and signed and copies sent to the STC and the DDOT’s office.
EXEMPTIONS FOR FCPS ASSESSMENTS
FCPS benchmark assessments allow exemption for certain EL students. The EL Committee may
decide that participating in an assessment, even with accommodations, would be inappropriate
for a particular EL student. The EL Committee may choose to exempt the student from the entire
test, certain sub-sections of the test, or an administration of the test.
DETERMINING ACCOMMODATIONS FOR ASSESSMENTS
Accommodations for ELs are determined based on instructional need, assessment data, and
WIDA ACCESS for ELLs® proficiency levels.
The EL Committee should specify each EL’s participation in the Virginia Assessment Program
for each content area using one of the following options:
 SOL test with no accommodations
 SOL test with accommodations (listing specific accommodations)
 Plain English versions of the grades 3 through 8 Mathematics and Algebra I tests (see
Table 1 for eligibility criteria)
 Virginia Grade Level Alternative (VGLA) Reading assessment (see Table 1 for eligibility
criteria)
 Exemption from testing where permitted
ELs who receive accommodations through 504 plans and/or IEPs should also receive all
appropriate EL accommodations.
Please refer to the Virginia Department of Education Guidelines for Participation in the Virginia
Assessment Program for LEP Students for the most current information. The guidelines are
located at the following address:
http://www.doe.virginia.gov/testing/participation/lep_guidelines.pdf
39
PHONOLOGICAL AWARENESS AND LITERACY SCREENING (PALS)
GRADES K-3
The PALS test is a state assessment that is used as a diagnostic reading test.
Determining the Participation of ELs

Exemptions
It may not be appropriate for newcomer ELs at lower proficiency levels to participate in
PALs assessments. The ESL teacher should collaborate with the classroom teacher,
reading specialist, and/or school administration to determine if an exemption is appropriate
for an EL student. Exemptions from PALs testing are for level 1 ELs.

Testing Accommodations
None.
COGNITIVE ABILITIES TEST (COGAT) AND ITBS
Requirements for Participation of EL Students
EL students are not required to take the CogAT or the ITBS; however, they should be given
the opportunity to attempt it when appropriate. ELs may take only one or two of the three
subtests. Each student’s level of participation is determined by the ESL teacher in
collaboration with the classroom teacher.
Determining the Participation of LEP Students
 Exempting
Allowable as determined by the ESL teacher in collaboration with the classroom teacher.

Accommodations
Teachers may decide to give only one or two of the three subtests.
Refer to CogAT manual for more specific information.

Considerations
The CogAT is administered to assist in screening for the gifted program. The CogAT
should only be administered under standard conditions because scores are interpreted
using national norms.
Note: The Naglieri Test (a non-verbal assessment tool) is available in the School Board
Office if the committee decides that an alternative assessment is necessary. Please
contact the ESL Supervisor for more information regarding this test.
40
Section 6: DEFINITION OF TERMS
English Learner (EL)
This term may be used synonymously with Limited English Proficient (LEP) and
was formerly English Language Learner (ELL). EL is the term used in the Every
Student Succeeds Act (ESSA).
English as a Second Language (ESL)
English as a Second Language (ESL) is the name of the FCPS program to
support English Learners attain proficiency in English while mastering academic
content.
English for Speakers of Other Languages (ESOL)
Some school districts use this term instead of ESL. It is synonymous with ESL.
Language Minority Students
Language Minority Students are from homes where a language other than
English is used. A language minority student may be an EL, Bilingual, or
primarily a Monolingual English speaker.
Limited English Proficient (LEP)
Term used for English Learners in previous versions of the law.
Formerly LEP Students (FLEP)
Students who have exited the ESL program who are monitored for a period of
two calendar years. They are included in the LEP subgroup.
WIDA
WIDA is a consortium of states whose goal is to advance academic language
development and academic achievement for linguistically diverse students
through high quality standards, assessments, research, and professional
development for educators. WIDA creates the ACCESS for ELLs assessments.
41
Section 7: ESL PROGRAM FORMS
COMPLETE LIST OF ESL PROGRAM FORMS
PF1
ESL Green Folder
PF2E / PF2S
Home Language Registration Form (English / Spanish)
PF4
Referral for ESL Screening
PF5E /PF5S
Permission for ESL Screening (English/Spanish)
PF6
Parental Notification of Placement letter – generated in
ELLevation, available in 28 languages
PF8
Dually Identified Service Form
PF9E / PF9S
Refusal of ESL Services/Opt-Out Form (English / Spanish)
PF10E / PF10S
ESL Progress Report based on WIDA Standards
(English/Spanish)
PF12E/ PF12S
Final Exit Parent Letter (English / Spanish)
PF13E /PF13S
Grades 3 – 8 EL Committee Parent Letter (English / Spanish)
PF14
EL Accommodations Form – generated in ELLevation
PF15E / PF15S
Grades 9-12 EL Committee Parent Letter (English / Spanish)
PF18
LEP Student Summary for Content Area Teachers (can be
replaced with ELLevation student information forms)
PF20E / PF20S
Parent Invitation to LEP Committee Meeting (English /
Spanish)
PF21
FLEP Monitoring Forms – completed in ELLevation
ESL PROGRAM FORMS NO LONGER USED
PF11
Final Program Exit Form
PF16
Request for Interpreter/Translator (requests now made through the
IT Work Order system)
42
43