Wasatch School District

WasatchCountySchool District

English Language Learner Services Plan

TABLE OF CONTENTS

iiiDistrict Statement of Purpose

ivELL Purpose and Beliefs

vFederal and State Laws and Guidelines

viKey Terminology

viiiWasatch School District ELL Service Department Goals and Objectives

1-0IDENTIFICATION

1-1Identification Description

1-2PHLOTE (English and Spanish)

1-3PHLOTE (English)

2-0ASSESSMENT

2-1Assessment Description

2-2English Language Proficiency Descriptions

3-0PARENT/GUARDIAN NOTIFICATION

3-1Parent/Guardian Description

3-2Notification of Services Letter (English)

3-3Notification of Services Letter (Spanish)

3-4Refusal of Services (English

3-5Refusal of Services (Spanish)

3-6 Parent Confirmation of ELL Services (English and Spanish)

4-0PLACEMENT OF LEP STUDENTS

4-1Placement Description

4-3District Flow Chart

4-4School/District Notification of Placement

5-0TRANSITION TO MONITOR AND EXIT STATUS

5-1Monitor and Exit Description

5-2Monitor and Exit Flow Chart

5-3Elementary/Secondary Monitoring Form

5-4Elementary/Secondary Exit Form

5-5 Monitoring and Supporting ELLs Form

5-6Parent Notification of Student Exit from ELL Services (English)

5-7Parent Notification of Student Exit from ELL Services (Spanish)

6-0PROGRAM MODELS

6-1Program Models Descriptions

7-0SPECIAL PROGRAMS

7-1Special Programs Descriptions

8-0PROFESSIONAL DEVELOPMENT

8-1Professional Development Description and Goals

9-0PROGRAM EVALUATION

9-1Program Evaluation Description

9-3Administrator’s Checklist

9-5Red Folder/Permanent Record Assessment

9-7Parent Notification of Failure to meet AMAOs/NCLB (English)

9-8Parent Notification of Failure to meet AMAOs/NCLB (Spanish)

APPENDIX Supplemental Information for ESL Teachers/Coordinators

A What it means to be an ELL teacher/coordinator

BData Collection Checklist

C,DELL teacher Responsibilities Timeline

ERed (ELL) Folder Checklist

FSchool-based Language Development Team

GImmigrant Students

H, ISEP Conference Invitation (English and Spanish)

J, KAccommodations for Testing and Instruction

LSamples: Individual Instruction Plans/Intervention Plan

N, O, PELL Progress Reports: Elementary, Intermediate, Secondary

WasatchCountySchool District

Statement of Purpose

The responsibility and purpose of the Wasatch County Schools is to help each student develop to his/her fullest potential. To achieve this, the schools must teach thoroughly the fundamental skills of reading, writing, and mathematics, teach students to think independently and clearly, and educate them in a sound body of knowledge which will help prepare them for the responsibilities of living in a democracy. The Board of Education is mindful that public schools have long undertaken other tasks to the extent that its primary functions are not weakened. The school system will strive to assist in the development of character and citizenship, of health and safety, and proper recreational and cultural interests. The schools shall require discipline and hard work, and will attempt to inspire a desire to learn which will carry beyond all formal education. Public schools have an equal responsibility to all students, and an obligation to help each student develop to his/her fullest capacity. The Board recognizes the vital importance of quality in education, and the achievement of excellence in all subjects taught shall be a prime objective. In order to accomplish these aims, the Board of Education strives to obtain and keep the most competent teaching and administrative staff obtainable: to provide, with the assistance of the community, facilities which will meet the growth needs of the system; to work closely with the community in keeping the public informed of the program of the schools and the needs of the system, and to formulate and carry out in co-operation with the school staff the educational policies and standards will be necessary to achieve these goals.

Wasatch CountySchool District

ELL Purpose and Beliefs

Purpose

Provide equitable and appropriate education in a nurturing and accepting environment;

Provide English language development instruction that is based on current research or accepted theory;

Foster acknowledgment and appreciation for diversity in languages and cultures;

Advocate for community responsibility and involvement.

Beliefs

We believe that:

The unique attributes of students from linguistically and culturally diverse backgrounds need to be appreciated and valued.

English proficiency is essential for success in our society.

Each ELL/LEP* student is entitled to equal access to all educational programs and curricula.

The entire educational community shares responsibility for the academic and social achievement of ELL/LEP* students.

*English Language Learner/Limited English Proficient

State and Federal Laws and Guidelines

UtahState Law R277-716-4

“Teachers who are assigned to provide English language instruction to LEP students shall have certification with the endorsement in Bilingual Education or English as a Second Language.”

Title VI of the Civil Rights Act of 1964

which states: “No person shall, on the basis of race, color, or national origin, be excluded from participation in the educational program offered by the school district.

Lau vs.Nichols

A 1974 United States Supreme Court case in which the Court held that “students who understand little or no English are denied equal opportunities when English is the sole medium of instruction and there are no systematic efforts to teach that language to non-English speaking children or language assistance to enable them to participate in the instructional program of the district.”

Equal Education Opportunities Act of 1974

This civil rights statute prohibits states from denying equal education opportunity to an individual on account of, “his or her race, color, sex, or national origin.” It specifically prohibits states from, “denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

Casteñeda Standards

A case in the 5th Circuit Court of Appeals, Casteñeda vs. Pickard, 1981, wherein the following standards for programs serving language minority students were developed.

Theory:must be based in “a sound educational theory.”

Practice:must be “implemented effectively.”

Results:program evaluation and modification

OCR Policy

The program must ensure that ELL students are provided the opportunity to learn English in a timely manner, and have meaningful access to the district’s educational program. The following components are essential:

Identification
Assessment
Placement and Program Participation
Transition and Exit
Monitoring
Program Evaluation

Key Terminology

ALS – Alternative Language Services

AMAOs – Annual measurable achievement objectives (English Language Proficiency Performance Targets established by the USOE consistent with NCLB Title III requirements

BEEDE – Bilingual/ ELLEndorsement through Distance Education

BICS – Basic Interpersonal Communication Skills (social language)

CALP – Cognitive Academic Language Proficiency (classroom and academic language)

ELL – English Language Learner

FEP – Fluent English Proficient

IPT -- Idea Proficiency Test

LEP – Limited English Proficient

LEP Categories – These are based on the WIDA® (2007) Performance Definitions

LEP Categories
1---Entering (Non English Proficient)
2—Beginning (Non English Proficient)
3---Developing (Slightly Limited English Proficient)
4---Expanding (Advanced)
5---Bridging (The student is FLUENT and is exited from direct ELL services)
Exited from all ELL Services. On MONITOR
Status for 2 years.
N No longer in ELL program-- No longer LEP

OCR -- Office of Civil Rights

PHLOTE – Primary Home Language Other Than English. A YELLOW sheet filled out by parents at the time of registration, assisted by the school secretary or other school personnel helping with registration.

Pull-out ELL -- the goal is fluency in English. Students leave their mainstream classroom to spend a portion of the day receiving ELL instruction. There is typically no support for L1.

Sheltered English Instruction -- sometimes called Specially Designed Academic Instruction in English (SDAIE), the CA model or Content-based ESL --The goal is proficiency in English while learning content in an all English setting. Students from various linguistic and cultural backgrounds can be in the same class. Instruction is adapted to students’ proficiency levels and may be used with other programs.

Structured English Immersion –A program with the goal of fluency in English, with only LEP students in the class. All instruction is given in English, adjusted to the proficiency level of students so subject matter is comprehensible. Teachers need receptive skill in students’ L1 and sheltered instructional techniques.

T.E.L.L. – Teaching English Language Learners: An ESL endorsement program for teachers

TESOL – Teachers of English to Speakers of Other Languages

Two-way Dual Language Immersion – Sometimes called two-way immersion, bilingual immersion, dual language immersion or developmental bilingual education, the languages of instruction involve both the majority and a minority language in a 50:50 ratio.

UALPA – Utah Academic Language Proficiency Assessment which is used for placement and evaluation of progress of LEP students

Wasatch School District ELLServices Department

Goals and Objectives

The goals and objectives of the Wasatch School District English Language Learner Services Department are to meet the needs of English Language Learners by following research-based and theoretically-sound practices for ELL students.

Identification: Initial identification happens at the time of registration. Parents who indicate on the initial registration form that there is a language other than English spoken in the home are then asked to complete a Primary Home Language Other Than English (PHLOTE) survey. The PHLOTE form is kept in the student’s red folder and a copy is sent to the district ELL department.

Assessment: Once a PHLOTE is received by the school ELL teacher and a copy is sent to the district ELLservices department, the student’s English language proficiency is assessed. A student is given a Limited English Proficiency (LEP) category based on a language proficiency screening assessment. The Utah Academic Language Proficiency Assessment (UALPA) is administered to each LEP student annually to assess progress as indicated by the Utah State Office of Education.

Parent Notification: Parents are notified of their child’s LEP category and placement in an ELL program.

Placement of Student: Students are placed in an ELL program depending on their LEP category. Students in at the English proficiency levels of 3—Developing and 4—Expanding are preferably placed in classrooms with teachers who have an ELL endorsement. These teachers use research-based techniques and sheltering strategies to meet the cognitive, linguistic, and social needs of ELLs. Students who are at levels 1—Entering and 2—Beginning are alsopreferably placed in classrooms with teachers who have an ELL endorsement, but in addition, they are provided intensive English language instruction. Students at the 5—Bridging (or “F” Fluent) level are placed in regular mainstream classrooms. Their academic progress is monitored and documented for two years. If academic progress is sufficient during those two years, they are then exited from ELL services.

Placement in Special Programs: Special attention is given to ensure ELLS are not over-represented or under-represented in district programs such as Special Education (Resource), Gifted and Talented, Advanced Placement programs, honors classes, etc.

Teacher Training: For teachers who do not have an ESL endorsement, Wasatch District uses BrighamYoungUniversity’s endorsement program, TELL, as the foundation for teacher training. UtahStateUniversity offers the ESL Endorsement program within our community at the UtahValleyStateUniversity campus. District professional development will be provided for teachers in sheltered instruction (SIOP), as well.

Program Evaluation: The district ELL program evaluation is based on the Annual Measurable Achievement Objectives as defined by NCLB, school attendance, dropout rates, graduation rates, special education services, and retention rates.

IDENTIFICATION

Identification

OBJECTIVE: To identify students with primary or home language other than English

TIMELINE: At the time of registration.

PERSON(S)

RESPONSIBLE: School secretary or other personnel helping with registration

PROCEDURE:

The local school is responsible for initially identifying all LEP students upon their enrollment. Upon completion of the registration form, if the boxes have been checked indicating a language other than English is spoken in the home and the student’s primary language is not English, a yellow Primary Home Language Other than English (PHLOTE) form must be completed for each child being registered. This applies only to students registering in WasatchCountySchool District for the first time. All information must be completed. PHLOTE forms do not need to be completed by those who have indicated another language is spoken in the home if that language is not used to the extent that it would create a language barrier for the student; i.e. in the case of a father or mother who haslived in a foreign country and speaks the language of that country, but seldom, if ever, uses that language in the home. PHLOTE forms do not need to be completed by students transferring within the district.

After the PHLOTE form is completed, the school secretary is assigned to send the original yellow copy to the school’s ELL teacher(s) so an English Language Proficiency assessment may be given to the student and to be included in the student’s red folder. If the student qualifies for ELL services, a copy of the PHLOTE form is to be placed in the student’s cum file and a copy sent to the district ELLServices Department within seven school days.

In the case of a possible LEP student not having completed a PHLOTE, teachers or other school personnel may refer students to the school’s ELLservices and request assistance in determining the student’s status.No student will be tested unless a PHLOTE is on file.

PHLOTE forms are available in English and Spanish/English.

INCLUDED:

PHLOTE form English and Spanish
PHLOTE form English

Wasatch County School District

PRIMARY HOME LANGUAGE OTHER THAN ENGLISH (PHLOTE) SURVEY

Encuesta PHLOTE: Idioma Nativo o Idioma Hablado en Casa

TO BE FILLED OUT BY PARENT/SCHOOL SECRETARY

Note: This form must be completed for every student who speaks a language other than English or who comes from a home where a language other than English is spoken. (Refer to school registration form.) This does not include students or parents who have learned a foreign language by taking classes or by other means.
Aviso: Este formulario debe ser llenado para cada estudiante que habla un idioma aparte del inglés o que viene de un hogar donde hablan otro idioma aparte del inglés. Este no incluye los estudiantes cuyos padres han aprendido un idioma extranjero por tomar clases u otros medios.
Date _____/______/______School ______Grade______Birthdate _____/_____/____ Gender M F
Fecha D M Y/A Escuela Grado Fecha de Nac. M D Y/A
Last Name______First Name______
Apellido Nombre
Parent Name______Telephone______
Nombre del Padre Teléfono
Address______City______Zip Code______
Dirección Ciudad C.P
Student’s Country of Birth______Ethnicity of Student______
País donde nació el estudiante Etnicidad del Estudiante
If student was not born in the United States, date enrolled in a U.S. school______/______/______
Si el estudiante no nació en EE.UU., fecha de inscripción en una escuela en EE.UU. M D Y
1. Is a native language other than English used in the home? □ YES □ NO What language?______
¿Se habla otro idioma aparte del inglés en su hogar? □ Sí □ NO ¿Qué idioma?______
2. What was the first language the student learned to speak?______
¿Cuál fue el primer idioma que el estudiante aprendió a hablar______
3. What language is most often spoken by the student? ______
¿Qué idioma se habla más el estudiante? ______
Primary language spoken by: Student______Father ______Mother ______Guardian______
Idioma hablado principalmente por: Estudiante Padre Madre Guardián
What language do you prefer for school-to-home communication?______
¿En qué idioma prefiere la comunicación de la escuela? ______
School History: Indicate where the student attended school for each grade.
Historia Escolar: Indique donde el alumno(a) asistió la escuela durante cada grado.
Kinder / 4 / 8 / 12
1 / 5 / 9 / Years of school completed:
Años de escuela terminados:
______
2 / 6 / 10
3 / 7 / 11

DISTRIBUTION: Orig-ESL Red Folder; Copy-School Cum File; Copy-District Office

Wasatch County School District

PRIMARY HOME LANGUAGE OTHER THAN ENGLISH (PHLOTE) SURVEY

English Form

TO BE FILLED OUT BY PARENT and/or SCHOOL SECRETARY

DISTRIBUTION: Orig-ESL Red Folder; Copy-School Cum File; Copy-District Office

ASSESSMENT

Assessment

OBJECTIVE:To determine the English proficiency, as well as linguistic and cultural factors which may impact the academic performance of

ELL/LEPstudentsidentified on the PHLOTE Survey.

TIMELINE:Within 30 school days after receiving the initial PHLOTE identification at the time of registration (or within 2 weeks after the school year has begun).

PERSON(S)

RESPONSIBLE:ELL Services Department – Staff

PROCEDURE:

After the parent (with the assistance of the school secretary, if necessary) has completed the PHLOTE survey, the secretarythen gives the original form to the school’s ELL teacher/building coordinator. The ELL Services teacher/building coordinator will conduct an assessment interview and administer an English language proficiencyscreener that measures the student’s speaking, listening, reading, and writing skills. After testing, the ELL teacher will fax a copy of the completed PHLOTE form with testing and placement information included to the designated secretary at the District Office. If the student qualifies for ELL services, a copy will be given to the school secretary to be placed in the student’s cumulative record, and the original will be placed in the student’s red ELL folder. If the student is English proficient and does not qualify for ELL services, the ELL teacher will fill out the bottom portion of the PHLOTE form and return it to the school secretary to be placed in the student’s cumulative record.

After PHLOTE identification, students are tested within 30 school days of the commencement of the school year and within two (2) weeks if school has already started.

Students are considered LEP if they are non- or limited-English proficient in any of the four modalities (speaking, listening, reading, and writing). Theyqualify to receive English Language Learner Services. Students are assessed yearly by trained ELL staff to monitor their English proficiency and academic progress.