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Park!City!School!District!
Alternative!Language!Services!Plan!
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March,!2015!
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Table!of!Contents!
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I!
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II!
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III!
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IV!
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V!
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VI!
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VII!
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VIII!
Introduction!
Legal!Requirements!
A. Identification!of!English!Learners!(ELL)!
B. Assessment!of!English!Learners!
C. Protecting!students!and!the!Privacy!of!Education!Records!
D. Parent!Notification!and!participation!
E. Parent!Refusal!of!Services!
F. Instructional!Design!and!Services!
G. Teacher!Qualifications!and!Training!
H. Program!Reporting!and!Evaluation!
I. Funding!of!ESL!Programs!
Eligibility!and!Process!for!Receiving!Services!
A. Enrollment!
B. Identification!
C. Parent!Communication!Regarding!Eligibility!
Program!Definitions!for!Student!Placement!
A. TwoLWay!Dual!Language!Immersion!
B. SIOP,!Sheltered!Instruction!Observation!Protocol!used!as!an!Instructional!
Protocol!in!the!General!Education!setting!
C. Pullout!ESL!
Exiting!to!Monitor!Status!–!Reclassification!and!Override!
Standards!for!English!Language!Learners!
A. The!WIDA!Standards!
B. WIDA!Performance!Definitions!
Intervention!Models!
A. Utah’s!3LTier!Model!of!Instruction!
B. Scaffolding!Instruction!for!ELs!
C. Title!I!
D. Special!Education!
Assessment!and!Accountability!
A. Utah’s!Comprehensive!Accountability!System!(UCAS)!
B. ACCESS!of!ELLs!Administered!to!all!ELs!in!Utah!Annually!
C. Student!Assessment!of!Growth!and!Excellence!(SAGE)!
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IX!
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X!
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XI!
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XII!
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D.
E.
F.
G.
H.
Direct!Writing!Assessment!(DWA)!
DIBELS!
Guidelines!for!Assessment!of!English!Language!Learners!
Assessment!for!EL!Students!with!Disabilities!
Federal!and!State!Requirements!
Program!Monitoring!and!Evaluation!
A. Annual!Measurable!Achievement!Objectives!(AMAOs)!
B. District!School!Audits!
C. Purpose!of!School!Audits!
Reporting!&!Using!Data!
A. Submitting!Data!on!the!Number!of!Utah’s!English!Learners!
B. Use!of!Data!to!Inform!Policy!and!Practice!
C. Protecting!Student!Privacy!
Family!&!Community!Engagement!
A. Importance!of!Family!and!community!Engagement!
B. Elements!of!Consideration!in!Parent/Family!Engagement!
C. Promoting!Parent!and!Family!Engagement!
D. Forming!School!Family!Community!Partnerships!
Appendix!
A. PHLOTE!
B. WLAPT!(WIDA!Proficiency!Test)!
C. Eligibility!Letter!
D. Identification!&!Program!Placement!of!English!Language!Learners!
E. Alternative!Language!Services!(ALS)!Program!Exit!Letter!
F. Refusal!of!Services!Form!
G. Secondary!Monitoring!Checklist!
H. Elementary!Monitoring!Checklist!
I. Title!III!School!Questionnaire!
J. Title!III!Monitor!School!Visit!Report!
K. Individualized!Language!Development!Plan!(ILDP)!
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I.!!Introduction!
It!is!the!goal!of!the!Park!City!School!District!that!all!students!are!members!of!an!inclusive!school!
community.!!Students!learning!English!as!a!Second!Language!(ESL)!are!entitled!to!participate!in!
all!core!classes,!receive!instruction!from!highly!qualified!staff,!and!are!afforded!equitable!
opportunities!to!learn!in!a!safe,!caring!school!climate.!
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It!is!the!practice!of!the!Park!City!School!District!that!students!with!a!language!other!than!English!
as!their!primary!language!be!served!in!their!neighborhood!school!unless!otherwise!dictated!by!
an!Individualized!Education!Program!(IEP).!!Students!will!be!placed!in!ageLappropriate!classes!in!
their!neighborhood!school.!!Students!will!be!educated!in!their!general!education!classes!as!well!
as!receive!appropriate!instruction!in!learning!English!as!a!Second!Language!by!endorsed!
teachers!in!ESL.!!EL!students!will!have!access!to!all!regular!school!programs.!
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II.!!Legal!Requirements!
A. Identification!of!English!Learners!(ELs)!
Local!Education!Agency!(LEA)!and!school!must!follow!approved!process!for!
identifying!students!who!are!English!learners,!and!therefore!eligible!for!English!
language!development!services.!
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Title&VI&of&Civil&Rights&Act&of&1964:!In!determining!eligibility!for!educational!
programs,!schools!must!not!discriminate!based!on!race,!color!or!national!origin.!
&
Plyler&v.&Doe,&1982:&LEA!must!enroll!students!regardless!of!their!residency!or!
immigration!status.!!LEA!cannot!request!documentation!from!student!concerning!
their!or!their!family’s!legal!status.!!Students!cannot!be!refused!enrollment!due!to!
lack!of!legal!documentation.!!
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Lau&v.&Nichols,&1974:!LEA!must!offer!programs!and!instruction!that!allow!ELs!full!
access!to!the!same!curriculum!as!native!English!speakers.!
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Utah&Administrative&Code&(UAC,&R277J716J4&(2013):!As!part!of!the!student!
registration!process,!parents!complete!a!home!language!survey.!!If!warranted,!the!
student!is!given!a!language!proficiency!assessment!(screener)!to!determine!where!
placement!in!an!Alternative!Language!Services!(ALS)!program!is!appropriate.!
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Utah!Administrative!Code!(UAC,!R277L716L4),!2013:!LEA!must!implement!student!
exit!criteria!from!ALS!programs!or!services.!
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NCLB,!2001,!SS3121!(a)!(1L4):!LEA!and!school!must!monitor!the!academic!and!
linguistic!progress!of!students!exited.!
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B. Assessment!of!English!Learners!
Office&of&Civil&Rights&(OCR)&Policy,&1991:!!LEA!must!measure!ELs’!gains!in!English!
language!proficiency!annually.!
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UAC,&R277J2013J716J4:!LEA!must!administer!the!state!language!proficiency!
assessment!annually.!
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NCLB,&2001,&SS&3116&(d)&(2),&UAC,&R277J716J4,&2013:!LEA/school!must!test!EL!and!
former!EL!students!annually!on!the!state!achievement!assessment!Student!
Assessment!of!Growth!and!Excellence!(SAGE).!
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C. Protecting!Students!and!the!Privacy!of!Education!Records!
FERPA&of&1974:!LEAs!must!comply!with!Family!Education!Rights!and!Privacy!Act!
(FERPA).!!Federal!law!prohibits!LEAs!and!schools!from!releasing!information!without!
permission.!
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D. Parent!Notification!and!Participation!
After!the!English!language!proficiency!screener!is!administered!and!a!student!
demonstrates!limited!English!proficiency,!the!parents/guardians!must!be!notified!of!
the!child’s!eligibility!for!ALS!services.!Notification,!where!feasible,!shall!be!in!a!
language!the!parent!understands.!
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OCR,&1991:!LEA/school!must!provide!school!information!to!parents!in!language!they!
understand!where!practicable.!
LEA/school!must!provide!interpretation!and!translation!services!to!parents!who!are!
not!English!proficient.!
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E. Parent!Refusal!of!Services!
Parents!may!refuse!services!for!their!children!by!providing!written!communication!
to!the!LEA/school!annually.!!However,!LEA/schools!must!ensure!that!ELs!who!
parents!refuse!ALS!services!make!progress!in!English!language!development!as!well!
as!academic!achievement.!
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NCLB,&2001,&SS&3302&(a)&(8)&(i)&(iii):!Parents!must!notify!the!LEA!in!writing.!
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NCLB,&201,&SS&3116&(d)&(2):!Students!who!are!classified!as!EL,!but!who!do!not!receive!
direct!services!due!to!parent’s!refusal!of!services,!must!take!the!annual!state!
language!proficiency!assessment!until!they!reach!fluent!proficiency.!
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F. Instructional!Design!and!Services!
Each!LEA/school!must!develop!and!implement!effective!instruction!programs!that!
support!all!EL!students!in!English!language!acquisition,!as!well!as!in!academic!
achievement.!!Districts!must!provide!ALS!services!based!on!the!Utah!English!
language!Arts!core!and!the!WIDA!English!language!development!standards.!
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Castaneda&v.&Pickard,&1981:!LEA!must!design!instructional!services!that!meet!a!
threeLpronged!test!of!effectiveness.!
1. Theory:!Must!be!based!in!a!“sound!educational!theory”.!
2. Practice:!The!programs!and!practices,!including!resources!and!personnel,!
must!be!able!to!implement!this!theory!effectively.!
3. Results:!!The!programs!have!led!to!effective!outLcomes!of!English!language!
development.!
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G. Teacher!Qualifications!and!Training!
OCR,&1991.&NCLB&2001,&UAC:!Highly!qualified!staff!must!provide!instruction!to!ELs.!!!
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NCLB.&UAC:!LEAs!are!to!provide!professional!development!and!resources!necessary!
to!assist!teachers!and!staff!of!ELs!in!meeting!Annual!Measurable!Achievement!
Objectives!AMAOs.!!They!are!also!to!provide!necessary!staff,!curricular!materials,!
and!facilities!for!professional!development.!!
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UAC&R&277J716J5:!Teachers!whose!primary!assignment!is!to!provide!English!
language!instruction!to!ELL!students!shall!have!an!ESL!or!ESL/Bilingual!endorsement!
consistent!with!the!assignment.!
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H. Program!Reporting!and!Evaluation!
LEAs!are!required!to!submit!enrollment!counts,!evidence!of!EL!progress!with!English!
language!acquisition,!and!achievement!scores!on!Utah!Core!Curriculum!exams.!
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I. Funding!of!ESL!Programs!
Funds!must!be!used!for!authorized!activities!and!supplement,!not!supplant,!the!
programs!LEAs!or!schools!provide!for!English!learners.!
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III.!!Eligibility!and!Process!for!Receiving!Services!
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A. Enrollment!
• School!registrars!enroll!student!information!in!student!information!system!
(Power!School)!exactly!as!information!appears!on!birth!certificate.!
• Schools!must!enroll!students!regardless!of!residency!or!immigration!status.!!
• Registration!information!gathered,!Home!Language!Survey!given!(also!known!as!
PHLOTE).!!(See!Appendix!A)!!
!B.!Identification!!
A!Primary!Home!Language!Other!than!English!(PHLOTE)!form!is!completed!and!
dated.!!!
• The!PHLOTE!determines!whether!students!should!be!given!a!screening!!!!!
assessment!for!placement!in!ESL!programs.!
• If!a!parent’s!response!to!the!questions!about!primary!home!language!use!
indicates!that!the!student!or!another!person!in!the!home!uses!a!language!other!
than!English,!the!school,!within!a!reasonable!time!frame,!should!administer!an!
English!language!proficiency!assessment!screener!WIDA!Access!Placement!Test!
(WAPT)!as!required!by!the!Utah!State!Office!of!Education!(Appendix!D:!
Flowchart)!to!determine!the!student’s!English!language!proficiency!level.!!
• If!a!student!is!new!to!Park!City!School!District!(PCSD),!the!school!should!contact!
the!student’s!former!school!to!find!out!if!the!student!has!already!been!identified!
as!an!English!Learner.!!
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B. Parent!Communication!Regarding!Eligibility!
• Initial!English!proficiency!assessment!with!scores!and!date!are!shared!with!the!
parent/guardian!and!student!and!then!shared!with!appropriate!school!
personnel.!(Appendix!B)!
• Copy!of!parent!notification!letter!(required!yearly;!30!days!from!start!of!the!
school!year!or!if!new!to!school!within!14!days!of!identification)!(Appendix!C)!
• Provide!Assessing!Comprehension!and!Communication!in!English!State!to!State!
(ACCESS)!parent!report!with!date,!scores,!and!level.!!Provide!student!test!results!
as!required!by!state!and!district!mandates.!
• Individual!Language!Development!Plan!(Appendix!C)!!
• Written!parent!refusal!of!ESL!services,if!needed!and!required!yearly!(Appendix!F)!
• Documentation!of!exit!(Appendix!E)!
• Monitor!form!at!end!of!1st!and!3rd!term!(for!two!years!following!exit)!!
•
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Anecdotal!records!and!information!test!data!to!indicate!student’s!progress!(e.g.,!
reading!scores,!math!benchmark!scores,!district!testing,!etc.)!(Appendix!G!and!H)!
!IV.!!Program!Definitions!for!Student!Placement!
ESL!instructional!programs!help!students!gain!English!language!proficiency!while!
learning!academic!content!and!skills.!!Instructional!approaches!are!recognized!and!
research!based!!!The!Park!City!School!District!uses!the!following!programs:!!
A. !TwoSWay!Dual!Language!Immersion!
The!goal!is!to!develop!strong!literacy!skills!and!academic!language!proficiency!in!
both!languages.!Instruction!occurs!in!both!languages.!An!ideal!twoLway!classroom!is!
comprised!of!50%!English!speaking!students!and!50%!ELs!who!share!the!same!native!
(target)!language.!This!model!has!been!adopted!by!the!USOE!for!twoLway!dual!
immersion!programs!in!the!state.!!
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B. !SIOP,!Sheltered!Instruction!Observation!Protocol!used!as!an!Instructional!Protocol!
in!the!General!Education!setting!
The!goal!is!proficiency!in!English!while!learning!content!in!an!allLEnglish!setting.!
Students!from!various!linguistic!and!cultural!backgrounds!can!be!in!the!same!class.!
Instruction!is!classroomLbased,!delivered!in!English,!and!adaptation!of!content!
meets!students’!varying!language!proficiency!levels.!!SIOP!may!be!used!with!other!
programs.!!The!district!has!provided!and!continues!to!provide!professional!
development!in!SIOP!to!all!licensed!and!administrative!staff.!!There!is!a!district!
expectation!that!all!staff!utilize!the!components!and!features!of!SIOP!in!their!lesson!
planning!and!instuction.!!This!model!more!easily!services!student!populations!with!
various!native!languages,!as!well!as!students!who!have!acquired!social!language!and!
have!a!variety!of!English!language!proficiency!levels.!Students!can!learn!content!and!
English!language!skills!at!the!same!time.!!!
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Note:!!Although!not!considered!language!instruction!programs,!in!yearly!Consolidated!State!
Performance!Reports,!the!federal!government!officially!recognizes!sheltered!instruction,!SDAIE,!and!
SIOP!as!program!types!(Forte!&!FaulknerLBond,!2010)!
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C. Pullout!ESL!!
The!goal!is!fluency!in!English.!Students!leave!their!mainstream!classroom!to!spend!
part!of!the!day!receiving!ESL!instruction.!There!is!typically!no!support!for!L1.!This!
model!works!best!when!students!are!grouped!by!language!proficiency!level.!!
Research!has!shown!this!model!to!be!the!least!effective!in!providing!academic!skill!
development.!!Park!City!District!will!limit!this!type!of!service!to!students!at!the!level!
1!and!at!the!level!2!proficiency!under!WIDA!and!only!when!all!other!options!have!
been!considered.!!!
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V.!!Exiting!to!Monitor!Status!–!Reclassification!and!Override!
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Students!exit!EL!services!and!enter!a!2!year!monitor!phase!when!they!test!a!level!
5!(Bridging)!on!the!ACCESS!
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Monitoring!by!schools!includes!regularly!reviewing!academic!progress!including!
classroom!performance,!grades,!district!formative!and!summative!assessments,!
teacher!input,!or!other!means!of!student!academic!achievement!data!points!
(Appendix!G!and!H).!
!!
ReLclassification!and/or!override!of!ACCESS!testing!is!the!exception!not!the!rule.!!
Determination!shall!be!made!by!a!school!team!and!must!include!achievement!
data!that!clearly!indicates!the!student’s!attainment!of!level!5!(Bridging)!was!not!
an!accurate!assessment!of!the!student’s!English!language!skills.!!Before!any!
reclassification!or!override,!the!Title!III!director!must!be!notified.!!PCSD!would!
need!to!send!an!override!of!the!student’s!EL!status!to!the!USOE.!
Note:!A!student!may!be!progressing!exceptionally!well!in!English!language!acquisition!and!core!content,!
but!this!progress!may!not!be!reflected!on!the!annual!state!English!language!proficiency!assessment.!In!
consultation!with!LEA!administrators,!teachers,!and!parents,!and!based!on!assessment!and!classroom!
data,!the!student!may!be!deemed!fluent!and!exited!from!direct!ALS!programs.!Documentation!of!data!
that!justifies!the!decision!must!be!kept!in!the!student’s!cumulative!file!and!an!override!form!sent!to!the!
USOE.!
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VI.!!Standards!for!English!Language!Learners!
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WIDA!English!Language!Proficiency!Standards!
In!2010,!the!USOE!adopted!the!current!English!Language!Proficiency!(ELP)!standards!
from!World!Class!Instructional!Design!and!Assessment!(WIDA)!in!order!to!ensure!equal!
access!to!core!curriculum!content!for!all!students,!and!to!help!educators!determine!if!a!
student!is!performing!at!the!appropriate!level!for!his/her!language!proficiency.!An!ELs!
English!language!proficiency!is!measured!annually!with!the!WIDA!ACCESS!for!ELLs!
assessment.!Teachers!can!use!the!results!of!the!annual!assessment,!as!well!as!the!WIDA!
Standards,!to!measure!the!English!language!proficiency!growth!of!individual!students!
and!to!adapt!content!to!meet!their!needs!while!maintaining!high!expectations!for!
student!performance!that!aligns!with!core!standards!and!projected!student!skill!levels.!
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A.!!The!WIDA!Standards!
Aligned!to!the!Utah!Core!Curriculum!help!ensure!that,!even!for!students!of!limited!
English!proficiency,!the!focus!is!on!academic!growth.!!
!
Help!educators!at!every!level!better!understand!how!to!meet!the!academic!needs!of!EL!
students.!They!also!hold!all!educators!accountable!to!meet!the!academic!needs!of!
students!while!supporting!instruction!that!is!accessible!to!all!students!but!especially!to!
students!with!limited!English!proficiency.!Along!with!ensuring!that!ELs!acquire!fluent!
English!proficiency,!the!PCSD’s!goal!is!to!empower!them!to!successfully!move!from!
elementary!to!secondary,!and!on!to!post/higher!education!and/or!career!and!technical!
training.!!
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WIDA!has!also!developed!a!series!of!CAN!DO!Descriptors!(available!at!
http://www.wida.us/standards/CAN_DO/index.aspx)!that!provide!a!guide!for!EL!
performance!in!a!content!area.!
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More!information!about!the!WIDA!English!Language!Development!Standards!is!available!
at!http://www.wida.us!
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VII.!!Intervention!Models!
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A.!!Utah’s!3STier!Model!of!Instruction!
Utah’s!3LTier!Model!of!Mathematics!Instruction!and!Utah’s!3LTier!Model!of!Reading!
Instruction!provide!a!framework!for!KL12!educators!to!implement!tiered!instruction!for!
all!students,!including!students!with!disabilities,!EL!students,!and!highLability!students!in!
the!content!areas!of!English!language!arts!and!mathematics.!This!model!aids!and!
supports!educators!in!ensuring!that!all!students!have!access!to!and!success!with!the!
Utah!Core!Standards.!This!model!does!not!describe!specific!groups!of!students,!but!
rather!the!instruction,!including!differentiated!instruction!and!instructional!strategies,!
that!all!students!need!in!order!to!equitably!access!and!understand!the!core!content!
areas!of!English!language!arts!and!mathematics.!
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Student!Movement!Through!the!Tiers!
Student!movement!through!the!3!Tiers!is!a!fluid!process!based!on!student!assessment!
data!and!collaborative!team!decisions.!Tutoring!may!be!necessary!in!any!of!the!tiers!to!
provide!extra!practice!and!support!to!help!students!maintain!benchmark!progress.!
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B.!!Scaffolding!Instruction!for!ELs!
Academic!language!plays!a!key!role!in!the!acquisition!of!content!knowledge!and!skills.!
Instruction!that!focuses!solely!on!EL!students’!acquisition!of!subject!and!content!skills!
without!attending!to!improving!their!social!and!academic!English!language!proficiency!
may!be!counterproductive!(Ortiz,!2012).!Instruction!for!ELs!must!be!presented!so!that!it!
is!comprehensible!to!students.!Like!sheltered!instruction,!scaffolding!refers!to!teaching!
strategies!that!support!student!learning!when!new!content!is!introduced.!It!provides!a!
context!and!a!foundation,!as!well!as!motivation!for!learning!the!information!that!is!
presented!in!the!lesson.!A!teacher!or!a!peer!provides!temporary!support!for!a!student!
and!allows!him/her!to!do!what!he/she!cannot!do!independently.!The!teacher!models!
the!learning!strategy!or!task.!There!is!a!gradual!decrease!in!assistance!as!the!student!
becomes!more!proficient.!Below!are!a!few!examples!of!scaffolding:!
• Activating!or!building!background!knowledge!
• Simplifying!language!
• Providing!auditory,!visual,!and!kinesthetic!support!
• PreLteaching!vocabulary!and!key!concepts!
• Previewing!lessons!in!English!
• Allowing!students!to!work!collaboratively!–!increasing!
interaction/communication!
• Modeling!the!learning!task!
• Providing!guided!practice!on!key!activities!
• Using!alternative,!authentic!assessments!to!measure!students’!progress!
!
Students!benefit!when!teachers!scaffold!instruction!within!all!tiers!of!the!threeLtier!
model.!
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C.!!Title!I!
The!purpose!of!the!Elementary!and!Secondary!Education!Act!(ESEA),!Title!I!is!to!ensure!
that!all!children!have!a!fair,!equal,!and!significant!opportunity!to!obtain!a!highLquality!
education.!It!focuses!on!“meeting!the!educational!needs!of!lowLachieving!children!in!our!
Nation’s!highestLpoverty!schools,!limited!English!proficient!children,!migratory!children,!
children!with!disabilities,![American]!Indian!children,!neglected!or!delinquent!children,!
and!young!children!in!need!of!assistance”!(Title!I,!101).!Under!NCLB,!Title!III!
supplements!Title!I!by!targeting!instruction!in!English!language!development!as!a!way!to!
improve!academic!achievement!for!ELs.!The!majority!of!EL!students!receive!both!Title!I!
and!Title!III!services,!especially!in!elementary!schools.!The!overlap!in!services!highlights!
the!critical!link!between!Title!I!and!Title!III,!although!the!programs!serve!distinct!
purposes.!!
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!
!
D.!!Special!Education!
The!Individuals!with!Disabilities!Education!Act!(IDEA)!is!a!law!ensuring!services!to!
children!with!disabilities!throughout!the!nation.!IDEA!governs!how!states!and!public!
agencies!provide!early!intervention,!special!education,!and!related!services.!!
!
Regardless!of!ELs’!primary!language,!specialized!instruction!must!be!provided!for!all!
students!with!disability!(SWD)!that!addresses!their!specific!needs.!Specific!rules!apply!
for!testing!and!eligibility!of!students!with!disability!who!are!also!English!learners.!
Accommodations!must!be!provided!for!students!with!disabilities.!These!include!changes!
in!curriculum,!as!well!as!instruction!or!assessment!necessary!to!provide!access!for!a!
student!with!disability!to!participate!in!a!course!or!assessment.!They!do!not!
fundamentally!alter!or!lower!the!standards!or!expectations,!and!should!usually!be!the!
same!accommodations!that!are!used!in!instruction.!!!
!
The!Utah!State!Rules!for!Special!Education!300.34!state!that!students!must!be!tested!in!
their!primary!mode!of!communication.!Once!English!language!proficiency!and!
socioeconomic!factors!have!been!determined,!and!test!results!indicate!that!ELs!qualify!
for!special!education,!teachers!must!notate!on!the!Individual!Education!Plan!(IEP),!under!
special!considerations,!that!instruction!in!English!language!development!must!be!
addressed.!
!
!
VIII.!!Assessment!and!Accountability!
!
Overview!
Initial!assessment!of!ELs!occurs!after!the!school!receives!the!completed!Parent!Home!
Language!Survey!(PHLOTE).!If!the!parents!answer,!“yes”!to!any!of!the!questions!about!
language,!the!student!will!be!given!a!screening!test!(WAPT)!to!determine!whether!the!
student!requires!English!language!development!services.!!
!
Although!identified!as!having!limited!English!proficiency,!the!EL!student!is!required!to!
participate!in!several!state!assessments!throughout!the!year.!These!required!
assessments!are!used!for!federal!and!state!accountability!through!Utah’s!
Comprehensive!Accountability!System!(UCAS)!
!
A.!!Utah’s!Comprehensive!Accountability!System!(UCAS)!
Utah’s!Comprehensive!Accountability!System!(UCAS)!is!not!only!used!to!determine!
school!performance,!but!also!to!measure!student!growth!towards!meaningful!
achievement!goals.!UCAS!is!used!to!ensure!equity!for!low!achieving!students!and!to!
encourage!graduation!and!college/career!preparation.!For!information!about!specific!
assessments,!go!to!!http://schools.utah.gov/data/EducationalLData/AccountabilityL
SchoolLPerformance/CAS_Summary_.aspx!
!
!
!
B.!!ACCESS!Administered!to!all!ELs!in!Utah!annually:!
This!annual!assessment!of!EL!students!in!Utah!is!requirement!of!the!No!Child!Left!
Behind!Act!of!2001,!Title!III.!The!two!objectives!for!administering!this!assessment!are:!
1. To!measure!individual!students’!progress!in!achieving!proficiency!in!speaking,!
listening,!reading,!writing,!and!comprehension!of!academic!English.!
2. To!determine!the!success!of!language!development!programs!in!individual!
schools!and!school!districts.!
!
C.!!Student!Assessment!of!Growth!and!Excellence!(SAGE):!
The!Student!Assessment!of!Growth!and!Excellence!(SAGE)!is!a!comprehensive!testing!
system!that!measures!student!achievement!on!the!state!standards!for!English!language!
arts,!mathematics,!and!science.!
!
This!computer!based!adaptive!test!is!tailored!to!each!student’s!ability!level.!The!way!the!
student!answers!each!test!item!or!question!affects!the!delivery!of!the!next!item.!For!
example,!a!student!who!answers!an!item!correctly!will!receive!a!harder!question,!and!a!
student!who!answers!an!itme!incorrectly!will!receive!an!easier!item.!The!SAGE!also!
provides!schools!and!districts!with!an!interim!assessment!given!in!the!fall!and!/or!midL
year,!and!formative!assessments!that!teachers!can!use!to!evaluate!student!progress!on!
a!regular!basis.!For!more!information,!go!to!!
http://schools.utah.gov/assessment/adaptiveLAssessmentLSystem.aspx!
!
D.!!Direct!Writing!Assessment!(DWA)!
The!Direct!Writing!Assessment!(DWA)!is!a!summative!(final)!writing!test!designed!to!
measure!students’!writing!skills!in!the!fifth!and!eighth!grades.!
!
E.!!Dynamic!Indicator!of!Basic!Early!Literacy!Skills!(DIBELS)!
This!reading!assessment!is!administered!to!students!in!Kinder!through!third!grade!to!
measure!phonemic!awareness,!phonics,!and!fluency!in!reading.!It!is!also!administered!to!
students!in!fourth!and!fifth!grade!who!are!well!below!benchmark.!
!
F.!!Guidelines!for!Assessment!of!English!Language!Learners!
EL!students!who!have!been!enrolled!in!a!school!in!the!United!States!for!less!than!three!
years!may!be!exempt!from!some!assessments.!The!following!guidelines!should!be!
followed:!
1. EL!students!enrolled!on!or!after!April!15!of!the!current!school!year!and!who!are!
new!to!the!United!States!(first!year!of!enrollment!in!any!US!school)!are!exempt!
from!all!state!tests.!
2. EL!students!enrolled!during!the!current!school!year!before!April!15!and!who!are!
new!to!the!United!States!(first!year!of!enrollment!in!any!US!school)!must!take:!
• WIDA!ACCESS!for!ELLs!
SAGE!Math!Summative!(counted!for!participation!only,!scores!are!not!
calculated!for!UCAS)!
• SAGE!Science!Summative!(not!counted!in!any!UCAS!calculation)!
3! EL!students!enrolled!on!or!after!April!15!of!the!previous!school!year!must!take:!
• WIDA!Access!for!ELLs!
• SAGE!Math!Summative!(counted!for!participation!only,!scores!are!not!
calculated!for!UCAS)!
• SAGE!Science!Summative!(not!counted!in!any!UCAS!calculation)!
4! EL!students!who!enrolled!during!the!previous!school!year!before!April!15!must!
take:!
• WIDA!ACCESS!for!ELLs!
• ELA!SAGE!Summative!
• Math!SAGE!Summative!
• Science!SAGE!
• Summative!Direct!Writing!Assessment!
• Grades!1L3!Reading!DIBELS!
• Note:!ELA!SAGE,!Math!SAGE,!Science!SAGE,!and!DWA!scores!are!used!for!
UCAS!calculations.!
5.!! EL!students!enrolled!three!or!more!years!must!take:!
• WIDA!Access!for!ELLs!
• ELA!SAGE!Summative!
• Math!SAGE!Summative!
• Science!SAGE!
• Summative!Direct!Writing!Assessment!
• Grades!1L3!Reading!DIBLES,!Grade!4L5!if!still!consider!below!or!well!below!
6.! EL!student!will!participate!in!the!district!formative!assessment,!Galileo,!three!
times!per!year.!
!
• Note:!ELA!SAGE,!Math!SAGE,!and!Science!SAGE!scores!are!used!for!UCAS!
calculations!
•
!
G.!!Assessment!for!EL!Students!with!Disabilities!
EL!students!who!have!disabilities!and!qualify!for!special!education!or!Section!504!
services!should!be!assessed!on!the!stateLrequired!English!language!proficiency!
assessment!and!are!eligible!to!receive!ALS!services.!!The!Individual!Education!Plan!(IEP)!
team!of!which!the!teacher!or!staff!responsible!for!delivering!any!ALS!services!should!be!
included!will!determine!services!for!EL!students!with!disabilities.!!!Under!federal!law,!it!
is!the!team!who!decides!services!for!any!student!with!an!IEP.!
EL!students!who!have!disabilities!and!qualify!for!special!education!or!Section!504!
services!are!to!receive!accommodations!for!testing!in!accordance!with!their!Individual!
Education!Program!(IEP)!or!Section!504!Plan.!Administrators!and!teachers!familiar!with!
the!students’!academic!achievement!and!English!language!proficiency!have!the!
responsibility!of!identifying!the!accommodations!students!require!prior!to!testing.!
!
Educators!should!remember!assessment!accommodations!are!more!effective!when!
used!regularly!in!the!classroom!throughout!the!school!year,!and!not!solely!during!annual!
assessments.!Documentation!of!the!accommodations!students!receive!on!state!
assessment!must!be!placed!in!the!student’s!EL,!special!education,!and/or!504!
permanent!files.!The!Special!Needs!Accommodations!Manual!is!available!on!the!USOE!
website.!
!
Federal!and!state!requirements:!
• Documentation!must!be!placed!in!EL!student’s!permanent!file!indicating!the!
accommodations!the!student!receives!for!state!assessments.!
• Ensure!that!assessment!accommodations!will!not!invalidate!the!results!of!the!
assessments.!
!
!
!
!
!
!
IX.$$Program$Monitoring$and$Evaluation$
A. Annual$Measurable$Achievement$Objectives$(AMAOs)$$
Park!City!School!District!is!required!to!meet!three!specific!AMAOs!annually.!If!an!Park!
City!does!not!meet!the!objectives!for!two!consecutive!years,!the!USOE!will!provide!
technical!assistance!and!we!will!be!required!to!develop!an!improvement!plan!for!
instruction!and!services!for!ELS!that!specifically!addresses!the!factors!that!prevented!the!
us!from!meeting!the!AMAOs.!
!
• As!required!by!NCLB,!the!PCSD!schools!will!be!monitored!to!assess!their!progress!
toward:!
• AMAO!1:!Making!progress!in!English!language!acquisition—PCSD!must!show!
annual!increases!in!the!number!or!percentage!of!students!making!progress!in!
learning!English.!!
• AMAO!2:!Exiting!or!reaching!English!language!proficiency—PCSD!must!show!
annual!increases!in!the!number!or!percentage!of!students!attaining!English!
language!proficiency!by!the!end!of!each!school!year.!
• AMAO!3—Annual!Measurable!Objectives!(AMOs):!PCSD!must!make!individual!
AMO!targets!in!both!English!Language!Arts!and!Mathematics!in!grade!spans!3Q8!
and!10Q12.!They!must!also!meet!a!95%!participation!requirement!for!both!grade!
spans!in!both!content!areas.!
!
B. District$School$Audits!
Audits!will!be!made!to!assess!and!ensure!that!the!individual!schools!in!the!PCSD!are!
meeting!compliance.!(Appendix!I!and!J)!
• School!audits!will!follow!the!format!for!the!state!audits!(Title!III!Monitor!Visit!
Report).!
• School!audits!will!be!made!annually!by!a!district!audit!team.!The!audit!team!will!
meet!with!the!principal,!ESL!teachers,!classroom!teacher,!paraQeducators,!and!
parents.!!
• School!audits!will!include!the!number!of!students!progressing!through!WIDA!
classifications!(1’s!to!2’s,!3’s!to!4’s,!etc.),!overall!achievement!on!standardized!
tests,!number!of!ESL!students!receiving!gifted!and/or!special!education!services,!
number!of!ESL!students!on!track!to!graduate.!
!
C. Purpose$of$School$Audits$
The!purpose!of!a!school!audits!will!be!to!assess!the!effectiveness!of!primary!
language!instruction!by!classroom!teachers!and!tier!two!interventions,!ESL!programs!
as!well!as!examine!individual!student!progress!toward!language!goals.!These!visits!
are!intended!to!assess!the!professional!development!needs!of!teachers!individually!
and!as!a!faculty.!$
•
•
•
•
•
•
School!visits!will!meet!the!needs!of!individual!schools!and!are!designed!to!build!
the!capacity!of!those!providing!instruction!to!EL!students!as!well!as!the!school!
administrators.!
School!audits!will!be!made!at!least!annually,!but!can!be!more!regular!depending!
on!the!needs!of!the!school!community.!!The!audit!will!review!compliance!with!
required!regulations!as!well!as:!
Effective!primary!language/content!instruction!(Tier!1!&2).!
Review!of!individual!classrooms!data!regarding!teachers’!use!of!SIOP!and!ESL!
strategies.!
Use!of!district!data!to!determine!effective!instruction!and!effective!interventions!
Evaluating!student!progress!
.X.$$Reporting$&$Using$Data!
A.$$Submitting$Data$on$the$Number$of$Utah’s$English$Learners$
Park!City!School!District!is!required!to!submit!student!counts!and!associated!
demographic!data!for!all!students!on!October!1!of!each!year.!!Park!City!School!District!
must!submit!October!Clearinghouse!files!indicating!if!a!student!is!EL!(use!code!Y),!EL!but!
refused!services!offered!through!NCLB!Title!III!(use!code!O),!or!exited!an!EL!program!in!a!
prior!year!(use!code!F).!!!
!
B.$$Use$of$Data$to$Inform$Policy$and$Practice$
• Park!City!School!District!will!make!every!effort!to!ensure!that!our!EL!students’!
data!is!correct.!Keeping!data!accurate!and!reliable!enables!the!USOE!to!be!in!
compliance!with!the!accountability!requirements!in!NCLB!(2001).!
!
• Administrative!and!instructional!staff!!need!reliable!data!to!make!decisions!
regarding!the!quality!of!instructional!programs!and!to!target!and/or!reform!
appropriate!services!to!underachieving!students.!
!
C.$$Protecting$Student$Privacy$
In!compliance!with!the!Family!Educational!Rights!to!Privacy!Act!(FERPA),!discussions!
about!student!achievement!data!may!be!used!to!inform!both!policy!and!practice.!
However,!any!student!data!involving!personal!identifiable!information!(PII)!must!be!
protected.!
!
!
!
XI.$$Family$&$Community$Engagement!
$
English!learners!enter!Park!City!schools!having!formed!their!own!cultural!and!
linguistic!identities.!They!bring!rich!diversity,!multiple!perspectives,!and!
abundant!background!knowledge!that!effective!teachers!can!capitalize!upon!to!
enhance!learning!in!the!classroom.!As!our!teachers!provide!culturally!responsive!
$
instruction!and!draw!from!the!knowledge!that!students!bring!with!them,!they!
play!an!essential!role!in!helping!students!learn!English!and!academic!content,!as!
well!as!aspects!of!the!new!culture!while!at!the!same!time!helping!them!maintain!
respect!for!their!own!language!and!culture.!
!
A.$$Importance$of$Family$and$Community$Engagement$
Research!consistently!demonstrates!the!importance!and!benefits!of!parent!and!
family!engagement!in!the!education!of!their!children.!!Studies!suggest!that!it!
builds!a!link!between!the!school!and!the!community!as!well.!Students!at!all!
grade!levels!are!more!likely!to!be!successful!academically!and!behaviorally!if!
parents!and!families!are!well!informed,!encouraging,!and!engaged!in!their!
education!(Weiss!&!Lopez,!2009;!Westmoreland,!Rosenberg,!et.!Al,!2009;!
Henderson!&!Mapp,!2002)!
!
It!is!essential!for!the!Park!City!School!District!to!develop!an!ongoing!and!effective!
way!to!address!the!linguistic,!cultural,!and!educational!strengths!and!needs!of!
ELs!and!their!families.!
!
B.$$Elements$of$Consideration$in$Parent/Family$Engagement$
PCSD!realizes!that!it!takes!resources,!and!consistent!effort!on!the!part!of!the!
district/school!staff!to!increase!parent!and!family!engagement!–!especially!for!
families!that!are!culturally!and!linguistically!diverse.!!!PCSD!believes!it!is!critical!to!
a!school’s!success!to!involve!parents!at!every!level.!!We!will!work!towards!
greater!involvement!and!participation!of!all!families/parents!in!district!and!
school!activities!through!a!deliberate!set!of!activities!aimed!at!increasing!
involvement.!
C.$$Promoting$Parent$and$Family$Engagement$
PCSD!will!determine!the!strengths!and!needs!of!our!students!and!their!families!
by!conducting!the!necessary!surveys!and!assessments.!!PCSD!Office!of!Latino!
Affairs!will!be!responsible!for!establishing!and!assisting!in!the!following!areas:!
!
• Providing!ideas!for!schools!for!increasing!parent!involvement!
• Providing!support!outreach!efforts!for!families!of!ELs!
• Providing!specific!support!for!parents!of!ELs!such!as!defined!parent!
education!nights!and!or!home!visits!
• Providing!help!to!schools!to!create!a!welcoming!school!culture!and!
environment!for!the!culturally!and!linguistically!diverse!parents!and!
families!
!
!
!
$
!
!
!
!
D.$$Forming$School$Family$Community$Partnerships$
PCSD!is!currently!involved!in!the!Promise!Park!City!partnership.!!This!partnership!
involves!many!community!partners!including!United!Way,!Park!City!Education!
Foundation,!Park!City!Foundation,!Holy!Cross!Ministries,!Big!Brothers!Big!Sisters!
and!the!People’s!Health!Clinic.!!The!purpose!of!the!partnership!is!to!maximize!
community!resources!for!the!benefit!of!families!needing!support.!!Many!of!the!
community!partnerships!involve!providing!resources!so!that!the!achievement!
gap!between!our!Caucasian!and!ELs!can!be!reduced/closed.!!Activities/programs!
such!as!the!PCSD!high!quality!preschool,!afterschool!programs!at!each!
elementary!school,!and!Spanish!speaking!outreach!aides!have!been!established!
to!meet!the!goals!for!the!partnership.!
!
Appendix!
!
Appendix!A!
!
PHLOTE!
Primary!Home!Language!Other!Than!English!Survey!!!!!!!!!!!!!!!!!!!!Today's!Date:!_____!/!_____!/_____!
!
!
*!This!form!is!to!be!completed!by!the!parent/guardian!of!every%student!registered!in!the!Park!City!
School!District.!!Federal%and%State%regulations!require!schools!to!determine!the!language(s)!spoken!and!
understood!by!each!student!enrolled.!!This!information!is!necessary!for!schools!to!provide!appropriate!
instruction!for!ALL!students.!
!
NOTE:!!Educational!service!cannot!be!denied!based!on!any!information!in!this!survey.!
!
_______________________________________________________!!!!!!!!!!_____!/_____!/_____!!!!!!!!!!____________!!!!!!!!!!_________________!!!!!!!!
Student!Name!(please!print)!
!
!
!
!!!!!!!!!!!!!!!Date!of!Birth!!!!!!!!!!!!!!!!!!!Grade!Level!!!!!!!!!!!!!!!!!!!!!!!School!
!
Section!I:!Initial!Language!Assessment!
!!!!!!!!!!!!!!!!!!!*!Must!be!answered!for!ALL!students!
1.!!Is!a!native!language!other!than!English!spoken!in!your!home?!!!!!YES!☐!!!!!NO!☐!
!!!!!Note:!!If!YES!is!the!answer!to!number!1!.!.!.!!you!must!also!complete!section!2.!
!!!!!!!!!!!!!!!!!!If!YES!is!the!answer!to!number!1!.!.!.!A!test!of!English!oral,!reading!and!writing!proficiency!must!!
!!!!!!!!!!!!!!!!!!be!administered.!!Kindergarten!and!first!grade!students!will!only!be!tested!orally.!!
!
2.!!What!language/s?!!_______________________________________________________________________________________________!
!
3.!!What!was!the!first!language!acquired!by!your!student?!!_____________________________________________________!
!
4.!!What!language!is!most!often!spoken!by!your!student?!!______________________________________________________!
!
5.!!How!long!has!your!student!lived!in!the!United!States?!!______________________________________________________!
!
!
☐!Asian!
☐!Black!
☐!Caucasian!
6.!!Ethnicity!of!your!student:!
☐!Pacific!Islander!
☐!Hispanic!or!Latino!
☐!Native!American!or!Alaskan!Native!
!
________________________________________________________!!!!_______________________________________________________________!
Parent/Guardian!Signature!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Parent/Guardian!Name!(please!print)!
!
!
Section!II:!!Contact!information!!
!!!!!!!!!!!!!!!!!!!!!!This!section!needs!to!be!completed!for!all!students!who!speak!a!language!other!than!English!
or!who!have!a!!!!!
!!!!!!!!!!!!!!!!!!!!!language!other!than!English!spoken!in!their!home.!
!
!
________________________________________________________!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!________________________________________________________!
!Street!Address!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Mailing!Address!(if!different)!!!!!!!
________________________________________________________!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!________________________________________________________!
!City,!State!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!City,!State!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____________________!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____________________!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Zip!Code!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Zip!Code!
!
!
!
!
!
!
!
!
!
!
!
PHLOTE!
Encuesta!sobre!Lengua!Materna!Distinto!al!Inglés!!!!!!!!!!!!!Fecha!hoy:!_____!/!_____!/_____!
!
!
*!Este!formulario!debe!ser!llenado!por!el!padre/apoderado!de!cada$estudiante!inscrito!en!el!Distrito!
Escolar!de!Park!City.!!Según!las!normas$Federales$y$Estatales!las!escuelas!requieren!determinar!qué!!
lenguaje!(s)!habla!y!entiende!cada!estudiante!inscrito!en!el!distrito.!!Dicha!información!es!necesaria!para!
que!las!escuelas!entreguen!la!instrucción!apropiada!a!TODOS!los!estudiantes.!
!
NOTA:!!No$se$puede!negar!el!servicio!educacional!en!base!a!la!información!de!esta!encuesta.!
!
_______________________________________________________!!!!!!!!!!_____!/_____!/_____!!!!!!!!!!____________!!!!!!!!!!_________________!!!!!!!!
Nombre!estudiante!(use!letra!de!molde)! !
!
!!!!!!Fecha!de!Nacimiento!! !!!!!!!!!Nivel!Grado!!!!!!!!!!!!!!!!!!!Escuela!
!
Sección!I:!Evaluación!del!Lenguaje!Inicial!!
!!!!!!!!!!!!!!!!!!!*!Debe!ser!respondido!por!TODOS!los!estudiantes!!
1.!!¿Se!habla!otra!lengua!materna!en!su!hogar!distinto!al!Inglés?!!!!!!SI!☐!!!!!NO!☐!
!!!!!Nota:!!Si!dice!SI!como!respuesta!al!número!1!.!.!.!!también!debe!completar!la!sección!2.!
!!!!!!!!!!!!!!!!!!Si!dice!SI!como!respuesta!al!número!1.!.!.!!debe!rendir!pruebas!de!competencia!en!inglés!oral,!
lectura!y!escrito.!!Los!niños!de!kindergarten!y!primer!grado!sólamente!rendirán!una!prueba!oral.!
!
2.!!¿Cuál!lenguaje!(s)?!!_______________________________________________________________________________________________!
!
3.!!¿Cuál!fue!el!primer!lenguaje!adquirido!por!su!estudiante?!_______________________________________________!
!
4.!!¿Cuál!es!el!lenguaje!que!su!estudiante!habla!con!mayor!frecuencia?!________________________________________!
!
5.!!¿Cuánto!tiempo!lleva!su!estudiante!viviendo!en!los!Estados!Unidos?!________________________________________!
!
!
☐!Asiático!
☐!Negra!
☐!Caucásica!
6.!!Etnicidad!de!su!estudiante:!!
☐!Islas!del!Pacífico!
☐!Hispano!o!Latino!
☐!Indígena!Americano!o!Indígena!Alaska!
!
________________________________________________________!!!!_______________________________________________________________!
Firma!Padre!/Apoderado!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Nombre!Padre!/Apoderado!(en!letra!de!molde)!
!
!
Sección!II:!!Información!de!contacto!!
!!!!!!!!!!Esta!sección!debe!ser!completada!por!todos!los!estudiantes!que!hablan!un!idioma!distinto!al!Inglés!o!
que!hablan!
!!!!!!!!!!!!!!!!!!!!!un!idioma!distinto!al!Inglés!en!su!hogar.!
!
!
________________________________________________________!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!________________________________________________________!
!Domicilio!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Dirección!Postal!(si!es!diferente)!!!!!!!
________________________________________________________!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!________________________________________________________!
!Ciudad,!Estado!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Ciudad,!Estado!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____________________!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!_____________________!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Código!Area!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Código!Area!
!
!
PHLOTE'Primary'Home'Language'Other'Than'English'Survey'
Translated'by'V.'Albornoz'03.2015'
!
!
!
!
!
Appendix!B!
W-APT Scores - Proficiency Levels - Printer Friendly
3/17/15, 11:35 AM
Grades W-APT™ Scoring Sheet
Test Administrator
Student Information
School/District !
!
First name
!
!
Age
!
!
Student ID
!
!
Date
Last name
!
!
!
Home Language !!
!
Birth Date
!
Student's Current Grade
Grade Level Cluster
Speaking
Test Total Number of Boxes Marked "Exceeds" or "Meets"
Writing Test
Writing Test Proficiency Level (PL)
Listening Test
Number of Correct Answers
Reading Test
Number of Correct Answers
Speaking Proficiency Level
!
Writing Proficiency Level
!
Listening Proficiency Level
!
Reading Proficiency Level
!
Literacy Composite Proficiency Level
!
Grade Adjusted Literacy CPL
!
Oral Composite Proficiency Level
!
Grade Adjusted Oral CPL
!
Overall Composite Proficiency Level
Grade Adjusted Composite Proficiency Level
(truncated = )
!
https://www.wida.us/assessment/w-apt/WAPTScoresPrintable.aspx
https://www.wida.us/assessment/w-apt/WAPTScoresPrintable.aspx
!
!
Page 1 of 1
!
!
Appendix!C!
To!the!parent!or!guardian!of:!______________________________________________________________!
!
!
!
!
Last!
!
First!
!
!
!
Date!
!
Student!ID!
!
School! !
!
!
!
!
!
Grade!
!
Your!student’s!English!language!proficiency!has!been!measured!using!the!WIDA!English!Language!
Proficiency!Assessment.!The!results!of!this!assessment!show!that!your!student!is!at!English!language!
proficiency!level!_____________.!
Program'Service'Placement!
Based!on!these!results,!your!child!has!been!identified!as!an!English!learner!and!placed!in!the!following!
program:!
!
☐!Elementary'English'learner'(EL)'with!limited'English'language'proficiency!and!assigned!to!the!English!
as!a!Second!Language!(ESL)!Program.!
!
Elementary'English'as'a'Second'Language'Program'(ESL):'Students!who!score!limited'English'
proficiency!will!receive!at!least!__________(time)!daily/weekly!of!English!Language!
Development!(ELD)!time!in!reading,!writing,!speaking!and!listening,!ELD!instruction!will!be!
provided!by!ESL!endorsed!teachers!using!WIDA!ELD!standards.!
!
☐!Secondary'English'learner'(EL)!with!limited'English'language'proficiency!and!assigned!to!English!as!a!
Second!Language!(ESL)!Program.!
'
Secondary'English'as'a'Second'Language'Program'(ESL):!Students!who!score!Limited'English'
proficiency'are!placed!in!ESL!class/classes!designed!to!give!support!to!core!content!areas!as!well!
as!reading,!writing,!speaking!and!listening!ESL!instruction!will!be!provided!by!ESL!endorsed!
teachers!using!WIDA!ELD!standards.!
!
☐!English'learner'(EL)!with'limited'English'language'proficiency!and!assigned!to!a!Dual!Language!
Immersion!Program.!
!
'
Dual'Language'Immersion'Program:'Students!in!the!program!will!receive!about!50%!of!their!
instruction!in!English!and!50%!in!the!students’!other!world!language.!
!
!
All!programs!include!sheltered!instruction!teaching!strategies!used!to!differentiate!for!each!student’s!
level!of!English!language!proficiency.!These!programs!are!used!to!help!each!student!reach!proficiency!in!
reading,!writing,!speaking!and!listening!in!English,!and!succeed!academically!in!all!core!subjects.!The!
expectations!for!the!English!language!learners!(ELs)!are!to!fully!transition!into!mainstream!classes,!meet!
appropriate!academic!achievement!standards!for!grade!promotion,!and!to!graduate!from!high!school!at!
the!same!rate!as!mainstream!students.!The!teachers!of!special!education!ELs!will!meet!with!the!special!
education!personnel!to!ensure!that!the!objectives!of!the!Individual!Education!Plans!are!incorporated!into!
classroom!instruction.!
'
'
'
!
!
!
!
!
Exit%Criteria%
A!student!must!meet!the!following!criteria!in!order!to!achieve!English!language!proficiency!and!exit!the!
program:!an!English!language!proficiency!level!of!5!or!higher!in!the!WIDA!ACCESS!for!ELLs,!or!upon!
graduation!from!high!school.!!
!
The!expected!exit!date!from!the!program!for!your!student!is!_________________!
The!expected!graduation!date!for!your!student!is!______________________.(secondary!school!use!only)!
!
If%for%some%reason%you%prefer%your%child%not%participate%in%the%program,%you%must%submit%a%written%
request%to%decline%or%immediately%remove%your%student%from%services.%This%request%will%be%good%for%one%
year%and%will%not%exclude%your%child%from%assessment%services.%%
%
If!you!would!like!more!information!about!the!programs!or!instruction,!or!assistance!in!selecting!a!
program,!please!contact!your!child’s!school.!
!
___________________________________________________!
!
_____________________!
Signature!of!classroom!teacher/language!arts!teacher!
!
!
!
Date!
!
___________________________________________________!
!
_____________________!
Signature!of!parent!or!legal!guardian!
!
!
!
!
!
Date!
!
!
!
!
!
!
!
!
!
!
!
A!los!padres!o!apoderado!de:!______________________________________________________________!
!
!
!
!
Apellido!!
Nombre!!
!
!
Fecha!
!
______________________________________________________________________________________!
ID!!Alumno!
!
!
Escuela! !
!
!
!
!
Grado!
!
El!nivel!de!competencia!del!idioma!inglés!de!su!estudiante!ha!sido!medido!utilizando!la!Prueba!de!
Competencia!de!Lenguaje!WIDA.!!Los!resultados!de!dicha!evaluación!indican!que!su!hijo/a!figura!en!el!!!
siguiente!nivel!de!competencia!del!idioma!Inglés!_____________.!
!
!
!
Nivel!de!Colocación!y!Servicios!del!Programa!!
!
!
En!base!a!estos!resultados,!su!hijo/a!ha!sido!identificado!como!principiante!de!inglés!y!ubicado!en!el!
siguiente!programa:!
!
☐!Principiante!Inglés!Educación!Primaria!(EL)!y!cuya!compentencia!en!Inglés!es!limitada!y!se!designa!al!
Programa!Segundo!Idioma!(ESL).!
!
!
Programa!de!Inglés!Segundo!Idioma!Educación!Primaria!(ESL):!Los!estudiantes!que!obtengan!
una!puntuación!de!competencia!limitada!en!inglés!recibirán!por!lo!menos!__________(cantidad!
de!tiempo)!diario/semanalmente!dedicado!al!Desarrollo!del!idioma!inglés!(ELD)!abarcando!las!
áreas!de!lectura,!composición!escrita,!verbal!y!auditiva,!la!instrucción!ELD!se!impartirá!por!
profesores!avalados!en!ESL!utilizando!estándares!WIDA!ELD.!!
☐!Principiante!de!inglés!Educación!Secundaria!(EL)!nivel!de!competencia!idioma!inglés!limitado!y!se!
designa!al!programa!de!Inglés!Segundo!Idioma!(ESL).!!!
!
Programa!de!Inglés!Segundo!Idioma!Educación!Secundaria!(ESL):!Los!estudiantes!que!obtengan!
un!puntaje!de!Competencia!en!Inglés!limitado!son!ubicados!en!una!clase!(s)!de!ESL!planificadas!
para!apoyar!las!áreas!de!contenido!del!currículo!central!al!igual!que!se!refuerzan!las!áreas!de!
lectura,!composición!escrita,!verbal!y!auditiva,!la!instrucción!ESL!se!impartirá!por!un!profesor!
avalado!en!ESL!utilizando!estándares!WIDA!ELD.!!
!
☐!Principiante!de!Inglés!(EL)!nivel!de!competencia!idioma!inglés!limitado!y!se!designa!al!Programa!de!
Inmersión!Dual.!
!
!
Programa!de!Idiomas!Inmersión!Dual:!En!dicho!programa!los!alumnos!recibirán!el!50%!de!su!
instrucción!en!Inglés!y!el!otro!50%!en!un!idioma!global.!
!
La!totalidad!de!los!programas!incluyen!instrucción!estratégica!y!cuyo!propósito!es!diferenciar!el!nivel!de!
competencia!de!inglés!de!cada!alumno.!Dichos!programas!se!utilizan!para!asistir!a!cada!estudiante!a!
lograr!competencia!del!inglés!en!lectura,!composición!escrita,!verbal!y!auditiva!y!tener!éxito!en!todos!los!
ramos!que!comprenden!el!currículo!académico.!Las!expectativas!para!los!principiantes!del!idioma!inglés!
(ELs)!es!lograr!la!transición!total!a!las!clases!regulares!exigidas,!cumplir!los!estándares!académicos!
adecuados!y!avanzar!al!próximo!nivel,!junto!con!graduarse!de!high!school!al!mismo!ritmo!que!los!
estudiantes!regulares.!Los!profesores!de!educación!especializada!dirigido!a!los!principiantes!de!inglés!
(ELL)!se!reúnen!con!el!personal!de!educación!especial!con!el!fin!de!asegurar!que!los!objetivos!de!los!
Planes!Educacionales!Individuales!sean!incorporados!a!la!instrucción!del!aula.!
!
!
!
!
!
!
!
!
!
Criterios(Normativos(de(Salida!
(
El!alumno!debe!cumplir!la!normativa!de!competencia!del!idioma!inglés!para!poder!salir!del!programa!
según!lo!siguiente:!un!nivel!de!competencia!5!o!superior!de!acuerdo!a!los!estándares!WIDA!ACCESS!para!
ELLs,!o!tras!la!respectiva!graduación!de!high!school.!
!
La!fecha!y!expectativa!de!salida!del!programa!para!su!alumno!es!
La!fecha!y!expectativa!de!graduación!de!su!alumno!es
secundaria)!
.!(sólo!para!la!educación!
!
Si(por(alguna(razón(preferiría(que(su(hijo((a)(no(participe(en(el(programa,(proceda(a(entregar(una(
solicitud(escrita(indicando(su(rechazo(o(el(retiro(inmediato(de(su(hijo(de(estos(servicios.(Esta(solicitud(
es(únicamente(válida(por(un(año(y(no(excluye(a(su(hijo(de(los(servicios(de(evaluación.!
(
Si!desea!mayor!informacion!acerca!de!los!programas!de!instrucción,!o!asistencia!para!seleccionarlos!por!
favor!contacte!a!la!escuela!de!su!hijo.!
!
!
!
Firma!del!profesor!de!clase!/profesor!artes!del!lenguaje!
!
fecha!
!
!
!
Firma!del!padre!o!apoderado!
!
fecha!
!
!
!
!
!
!
!
!
!
!
ESL/DLI!Program!Service!Placement!
Translated!by!V.!Albornoz!4/2015!
!
!
Appendix!D!
!
!
Id
St
t ific
e n
a
tio
& Pr
n
St
p l
e
Ide
H
me Lan gu
o
Su
v e
r
fi l l e d
t
o u
l la w
r e
fo r m a ti o
in
by
e
A
la
t
n
i r e s t h ts
u
q
fo
n
/
r
o
t
I LL
e
g ist
io n
t
r a
m Pla
g
k C i t y Sc h
ti
e s
gu
a
s s
m
ha
o
n
d in
o
n s
ho me
f EL ide
If
e v
id
E L p la
the
e
fo
r
a
g t iy
n
la
e
t li e r t h a n
o
gu
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a
Lev
me
En g li
id
Pr
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Le
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m
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ba
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)
e
d
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Wha
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n
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ge ?
a
a
A
3
.
la
Wha
t
w
a s
the
n
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qu ir
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de
?
gu
a
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4
.
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o
fte
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p
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o
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de
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fir s t
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by
t?
t
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a
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H ig h ly
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te st
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r e
e n c e
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(f o l l o w
r e s
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)
-
En te
s
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2
-
B
3
-
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4
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g
L e v e ls
ea c
h
b e g iv
e
the
n
St u d e
fo
VV i D A A C C E S S
te st y ea r
er
t
Fe
o
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tu
den t
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r
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p
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de
u
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ir
qu
r
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e
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e
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a
m
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t ic ip a t io
%
in
n
or
e a r s
If t
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s
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o n
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f
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Class
-
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O bse
er
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:
s s ro o
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Fo llo w in g a t w o y e a r
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o r
it
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)
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r
ESO L
e
m
[mo
it
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,
2
s c
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T
-
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-
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'
s
it in g
ex
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iew
th e
s
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it fr
o
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m m itt
E SL p l a n t o a s s e s s
w h e th er c r ite r ia f o r
.
If y e
If
!
!
!
-
1
a s s es s
m
o n
pr io
a r s
itin g th
in g
o
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ts a r e
g r a m Ev i d e n
E n g li s h p r o fi c i e
2
i le d h
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r
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a
l 5
it o
2 ye
e x
la w
1 00
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r
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e v e
Ex p
L et te
l i fy
t e s t in
e v e
o n
-
D o es n ot
fo
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1 4 w i ll
4
y
=
L
IVl
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r
2y e a rs
5 - Br idg in g
in t h e
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ls
a
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ind icatin
s
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N OT
iv
home
m a i le d
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the
n g u
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Ex it C r it e r i a
gr a m
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w il l b
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St
M
g u a ge
Ser v ices by
E n g li s h Is
t
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a s s es s
P CS D E L t e s t i
l a n g u a ge
o ther
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E n g l is h L a
w il l b e
WA P T
2
-
St e p 2
If
n c
ls 1 4 Re
v e
L ett
.
h La
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f i c ie
o
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n cy
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c e
A
pa
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l & Pr
Pl a
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ficie
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f En g lis h La n g
o
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p 1
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o n e v
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E n g l is h
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o o
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may be
1 Is
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Ch e c k p r e v i o u s
n r o llm e n t s
[C U M
f o ld e
g li s h Is
En
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t he r
u se
R
n
St
ge
de nts
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s
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p 2
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Asse
n
[P H L OT E }
y
par
Fed e ra
La
gu a g e
ti fi c a t i o
n
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Pa
E n g l is h
En glis h
La
o
-
s
n o
-
e x
c o n
tin u e
s e r v
m
o n
ic e
it o
s
r
!
!
Appendix!E!
!
!
!
!
Alternative Language Services (ALS)
Program
Parent'Notification'of'Exit'from'ALS'Program!
Student’s Name:
School:
Date:
Dear Parent/Guardian:
Your child
has met the
requirements to exit the Alternative Language Services (ALS)
Program. He/she has demonstrated proficiency on the ACCESS for
ELLs® test, which measures progress in English language
acquisition. He/she will be monitored for two years after the exit date.
In the event that your child needs additional support, a team of
educators will determine a plan of action that will best support your
child. All options will be considered, including returning your child to
Alternative Language Services, if needed.
If you have any questions, please contact
.
Sincerely,
'
!
!
!
!
!
!
!
!
!
!
!
!
!
Programa de Servicios de Lenguaje Opcional
(ALS)
Notificación*a*los*Padres*Salida*del*Programa*ALS*!
Nombre estudiante:
Escuela:
Fecha:
Estimados Padres/Apoderado:
Su alumno/a
ha cumplido con los
requisitos de salida del Programa de Servicio Opcional (ALS). Su hijo/a ha
demostrado competencia en la prueba ACCESS ELLs®, la cual mide el
progreso y adquisición del Idioma Inglés. Su hijo/a será monitoreado por
dos años después de la fecha de salida.
En el caso de que su estudiante necesite apoyo adicional, un equipo de
educadores determinará un plan de acción que refleje la mejor forma
para apoyarlo/a. Se considerarán todas las opciones, y si es necesacio, la
inclusión y regreso de su alumno al Programa de Servicios Alternativos u
Opcional.
.
Si tiene preguntas, por favor contacte a
.
Atentamente,
*
!
!
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
!
*
*
!
!
Alternative*Language*Services*(ALS)*Program*
Parent*Notification*of*Exit*from*ALS*Program*3/15*
Translated*by*V.*Albornoz*3/15*
!
!
!
!
Appendix!F!
!
!
EDUCATIONAL EXCELLENCE
!
2700 KEARNS BOULEVARD
PARK CITY, UT 84060
!
!
Re: Letter of Parent Refusal of Alternative Language Services for
___________________________
_______
____________________ .
Student Name (please print)
Grade
School
(435) 645-5600
FAX (435) 645-5609
Date of Request: ____________________
To Whom It May Concern:
I request that my child NOT receive direct services from the Alternative Language Services (ALS) Department.
I understand that testing will continue until my son/daughter scores a level 5 on the WIDA ACCESS Language
Proficiency Test, which identifies my student as a Fluent English Speaker (FES). I understand that this
refusal of services is valid only for the current school year and must be renewed each year.
The following are my reasons for refusing services: ______________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Thank you,
________________________________ / ________________________________
_____________
Parent/Guardian Signature
date
printed name
___________________________________________________
Home Address
(_____)_______________
telephone number
___________________________________________________
Mailing Address (if different)
___________________________________
ALS Department Coordinator Signature
___________________________________
Principal Signature
adapted from Utah EL Master Plan
12/14
!
!
!
EDUCATIONAL EXCELLENCE
!
2700 KEARNS BOULEVARD
PARK CITY, UT 84060
!
(435) 645-5600
FAX (435) 645-5609
!
Re: Padres rechazan los Servicios de Idioma Opcional para
___________________________
Nombre estudiante (letra clara)
_______
Grado
____________________ .
Escuela
Fecha Solicitud: ____________________
A quién corresponda:
Solicito que mi hijo (a) NO reciba los servicios directos del Departamento de Servicios de Lenguaje Opcional
(ALS). Comprendo que las pruebas continuarán hasta que mi hijo/hija haya alcanzado el nivel 5 de la prueba
de Compentencia del Lenguaje WIDA ACCESS, y que identifique a mi estudiante en el nivel de Habla Inglés
con Fluidez (FES). Comprendo que este rechazo de servicios permanece válido sólamente por el año escolar
actual y que debe ser renovado cada año.
Las razones para rehusar a los servicios según lo siguiente: ________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Gracias,
________________________________ / ________________________________
Firma Padre/Apoderado
nombre en letra de molde
___________________________________________________
Domicilio hogar
_____________
fecha
(_____)_______________
número teléfono
___________________________________________________
Dirección postal (si es diferente)
___________________________________
Firma Coordinador Departamento ALS
___________________________________
Firma Director
adapted from Utah EL Master Plan 12/14
Letter of Parent Refusal of Alternative Language Services
Translated by V. Albornoz 3/2015
!
Appendix!G!
!
!
! Student!Name:!______________________!
!
Alternative!Language!Program!
Secondary!Monitoring!Checklist!
Grade!Level:!__________!
Reporting!Quarter:!__________!
!
CURRENT!Interventions/Accommodations!required!for!this!
Cumulative!GPA:!__________!
student!to!succeed!in!your!classroom:!_____________________!
W<APT!Results:!__________!
_____________________________________________________! !!!!!!!!!!!!!!!!!!!!!!!!Core!Test!Scores:!
_____________________________________________________!
!Year!Tested:!__________!
_____________________________________________________!
Reading/Language!Arts!:!__________!
_____________________________________________________!
Mathematics!:!__________!
_____________________________________________________!
Science!:!__________!
!
TEACHERS:!!Please!complete!the!chart!below!to!provide!insight!that!will!assist!in!reviewing!and!revising!the!!!!!
!!!!!!!!!!!!!!!!!!!!!!support!services!provided!to!the!student.!!Attach!any!artifacts!that!show!how!you!have!!
!!!!!!!!!!!!!!!!!!!!!!implemented!the!interventions/accommodations!recommended!by!the!ESL!Department!team.!!!
!
Class!
Pd.!
Current!
Grade!%!!
Attendance!
Homework!
Tardies/Absences!
(completion/turnLin)!
Specific!Strategies!That!I!Have!Used!to!Differentiate!
for!Student!Strengths!and!Weaknesses!
1!
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1!
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2!
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2!
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3!
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3!
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4!
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4!
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Updated!Interventions/Accommodations:!_______________________________________________________!
__________________________________________________________________________________________!
__________________________________________________________________________________________!
__________________________________________________________________________________________!
__________________________________________________________________________________________!
adapted!from!2007.2008!document!.!.!.!updated!11/14!
!
!
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Appendix!H!
!
!
!
!
! Student!Name:!______________________!
!
Alternative!Language!Program!
Elementary!Monitoring!Checklist!
Grade!Level:!__________!
Reporting!Trimester:!__________!
!
Dibels!Results:!__________!
GallileoTest!Scores:!
SAGE!Test!Scores:!
Reading/Language!Arts!:!__________!
Reading/Language!Arts!:!__________!
Mathematics!:!__________!
Mathematics!:!__________!
Science!:!__________!
Science!:!__________!
!
!
TEACHERS:!!Please!complete!the!chart!below!during!your!RTI!meeting!in!order!to!provide!insight!that!will!
assist!in!reviewing!and!revising!the!support!services!provided!to!the!student.!!Attach!any!artifacts!that!show!
how!you!have!implemented!the!interventions/accommodations!recommended!by!the!ESL!Department!team.!!!
!
Date!
Revie
wed!
Current!
Grade!%!!
Attendance!
Homework!
Tardies/Absences!
(completion/turnHin)!
Specific!Strategies!That!I!Have!Used!to!Differentiate!
for!Student!Strengths!and!Weaknesses!
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Updated!Interventions/Accommodations:!_______________________________________________________!
__________________________________________________________________________________________!
__________________________________________________________________________________________!
__________________________________________________________________________________________!
__________________________________________________________________________________________!
adapted!from!2007.2008!document!.!.!.!updated!11/14!
!
Appendix!I!
!
!
!
Title!III!Monitor!School!Questionnaire!
!
1.
Explain!how!your!school!is!providing!high!quality!English!Language!instruction.!
!
2.
!
Explain!how!your!instruction!is!sustaining!continual!English!Language!Development.!
!
3.
!
How!many!current!staff,!by!grade!level,!are!ESL!endorsed?!
!
4.
!
How!are!you!measuring!the!effectiveness!of!your!program?!(Provide!Data)!
!
5.
!
What!sort!of!targeted!intervention!strategies!is!your!school!utilizing?!
!
6.
!
What!school!based!PD!is!available!or!has!been!delivered!to!staff?!Give!dates!and!outline!of!PD.!
!
7.
!
Explain!parent/community!outreach!efforts!this!past!year.!Give!dates!and!outline!of!outreach!
efforts.!
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Appendix!J!
!
!
Title)III)Monitor)School)
Visit)Report)
School:)_______________________ )Date:)_______________)
)
ParOcipants:)___________________________________________________)
!
!
Required(Title(III(Funded(Activities Yes
Provides)high)quality)English)
Language)Instruction
Program)provides)coherent)
sustained)English)language)
development
School)has)ESL)endoresed)teachers)
(how)many)
School's)language)educational)
program)meets)state)academic)
standards
District's)program)tailored)to)
appropriate)age)groups)and)abilities)
and)research)based
Describe)procedures)to)determine)
effectiveness)of)programs
Interventions)available
Provides)high)quality)professional)
development)to)teachers,)
principals,)administrators,)and)other)
personnel)to)improve)instruction)
and)assessment
Describe)Identification)and)
screening)procedures
Annually)measures)English)
proficiency)by)providing)annual)ELP)
assessment)of)Els)(WIDA,)ACCESS)
Parental)notification)in)a)language)
that)the)parent)can)understand,)to)
the)extent)practicable.)
No
NA
Comments
Immigrant(Activities
Provides)enhanced)instructional)
opportunities
Family)literacy
Parent)outreach
Provides)suport)personnel)trained)
to)deliver)services)to)immigrant)
children
Number)of)immigrant)students)
being)served
No
NA
Comments
Yes
!
!
Appendix!K!
!
PARK CITY SCHOOL DISTRICT
Individualized Language Development Plan (ILDP)
Student:
ILDP Date:
School:
Student #:
Please indicate student’s proficiency level (X) as determined by WIDA’s ACCESS test
1
2
3
4
Year Taken____________
ENTERING: pictorial or graphic academic language, words or phrases, simple statements with support, yes/no
questions, errors in oral or written language that impede meaning
EMERGING: general academic language, phrases or short sentences; errors in oral or written language that
often impede meaning
DEVELOPING: general and specific academic language, expanded sentences; errors in oral or written
language that may impede communication, but retain meaning
EXPANDING: specific and technical academic language, variety of sentence lengths and complexity; minimal
errors in oral or written language that do not impede meaning.
!
Based on the proficiency level, set appropriate goals for language development. Goals should be based on the
ELL Proficiency Standards and the State English Language Arts Core Curriculum.
!
This form should be completed each quarter (or more often, if needed). Copies should be sent to the ESL Team
when the ILDP is made (goals), and again once it has been completed (evaluation results and by whom).
Modality:
Goals / Tier 1 Interventions
Evaluation results and by whom:
Listening______
ACCESS score
Reading______
ACCESS score
Speaking______
ACCESS score
Writing_______
ACCESS score
Comprehension
Score________
Team Members Signatures
Date
Team Members Signatures
Date
__________________________
_______________
__________________________
_______________
__________________________
_______________
__________________________
_______________
Updated 8/18/15
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