Abbeville County School District

ESOL Essentials #1

Professional Development Information for Administrators and Teachers of ELL’s

By: Carrie G. Fuller ESOL Program Specialist

Enrollment & Services for LEP Students

Information adapted from Dr. Jim Rex letter dated September 30, 2009 The organizing principle of public education is that all children have the opportunity to participate and achieve.

There is public concern relative to enrollment policies and procedures that may negatively impact the enrollment and services to children of immigrant status or English speaking status.

The concern is that all districts may not reflect through Board-approved policy a non-discrimination policy for enrollment that is in compliance with Plyler v. Doe (1982), Title VI of the Civil Rights Act (1964), and Section 59-63-40 of the South Carolina Code of Laws. The South Carolina School Board Association has offered a template policy that may resolve this compliance concern and assist our district in addressing this issue.

http://ed.sc.gov/agency/Accountability/Federal-and-State-Accountability/old/fp/documents/JimRexMemoSept09.doc

Enrollment & Services for LEP Students

• • • • •

Documentation Home Language Survey Grade Placement Advancement of ESOL Students Cessation of Services to ESOL Students

Enrollment of LEP Students

Documentation

•

The state only requires two documents as a prerequisite to the enrollment of a child in a South Carolina public school.

1. Immunization Form 2. Birth Certificate *(or other proof of age) *Written Proof of Residency *(district requirement)

If an enrolling student does not have a Social Security number, leave the SS# field blank. The Power School System will automatically assign an identification number to that student.

Enrollment of LEP Students

Documentation

Immunization Records

Pending receipt of the required record of immunizations, there are exemptions that will allow the child to attend school.

•Age-related Exemption •Catching up Exemption

Special Exemptions Include: 1. transfer students waiting arrival of medical record 2. students who have been unable to secure documentation of immunizations already received

•Special Exemptions

There is a time limit of 30 days to begin immunizations if there is no record for them.

School nurses and office staff can assist parents that may not be aware of where their child can receive immunizations and/or may need a listing of free clinics or health resources available in the community.

Enrollment of LEP Students

Home Language Survey

•

A Home Language Survey must be administered to all students, in order to:

1. Identify Language Minority Students

• ESOL Program Manual (Page 6)

2. Administer Language Assessments

• ESOL Program Manual (Page 6-7)

3. Provide Alternative Language Program Services

• ESOL Program Manual (Page 9-10)

Grade Placement of LEP Students

•Schools must do more than just provide ELLs with the same

books, facilities, teachers and curriculum as other students. (Lau vs. Nichols)

•

Initial grade placement should be age-appropriate, and an LEP student should be advanced along with age-level peers.

•

Modifications should be made in instruction and grading.

Grade Placement of LEP Students

•

Initial grade placement should be with same-age classmates. Placing an LEP student in a lower grade is not in compliance with state guidelines.

To ensure proper placement, guidance, and services to ELL students, form a support team or ELL Committee

Committee may consist of : 1.

2.

Regular classroom teachers ESOL teachers / staff 3.

4.

Parents Counselors / Special Services

Grade Placement of LEP Students

Duties of the committee may include:

1. Proper grade placement of student 2. Monitoring student progress 3. Placing student in support programs 4. Recommending professional development topics for staff & parents Available programs to help LEP students achieve academically

1. ESOL Instructional Program 2. Response to Intervention 3. Before / After School Programs 4. Modifications / Accommodations Plan “Classroom teachers should modify instruction and assignments to meet the academic and language needs of LEP **Grades should reflect

http:// ed.sc.gov/agency/Accountability/Federal-and-State Accountability/old/fp/documents/IndividualizedModificationsAccomodationsPlan.doc

students.” these modifications.

Advancement of LEP Students

•

An LEP/migrant student should be advanced along with age-level peers.

Nonadvancement must be documented with evidence that indicates the determining factors are other than English language proficiency. **If the interventions and accommodations are ineffective and not meeting the specific needs of the student than they should be reviewed and changed as necessary to better meet the students’ need.

Advancement of LEP Students

The National Association of School Psychologists states that:

Students who have been retained are more likely to:

•Participate in unhealthy behaviors •Have suicidal behaviors

*Students retained one grade increases the risk of dropping out by 40 to 50 percent As adults, retained students are more likely to be: Uunemployed, live on welfare, or be in prison *Students retained twice or more almost guarantees the student will dropout.

Exiting Criteria for ESOL Students

•

ESOL students in grades 4 – 12 may be exited from alternative language services when he/she makes a Composite Score of 5 on ELDA.

Code Number 5

—ELDA 5 Fully Proficient, as measured by the EPT, not necessarily at grade level

Coding of LEP Students Application of State Definition of LEP, December 2009 What Next?

K-3 students should be coded ESL 5 until they

Service Term Definition Counts LEP for Title I or Title III

pass the 3-5 or higher ELDA test with a Composite 5 to exit.

* Note: Proficient is ELDA-FEP 5

LEP Mainstream - Monitored

regularly

by ESOL teacher/ coordinator - LEP services, as needed - Accommod. Provided

Title I AYP Title III AMAOs 1, 2 and 3 Composite Score *ALSO NOTE: Some students in grades 4 and up could also be ESL 5s based on screener scores before they also score a Composite 5 on ELDA. If they score less than 5 on ELDA, code them to reflect their ELDA composite score.

*Moves to Title III 1 st year exited or ESL 6

Once students have exited alternative language services, they are monitored for at least two academic years. Alternative language program services may be reestablished if necessary.

See coding document in entirety at this web address: http://ed.sc.gov/agency/Accountability/Federal-and-State Accountability/old/fp/documents/CodingLepstudentsAppStateDefinition.doc

Thank You from the ESOL Department

It is our pleasure to support you in your efforts to educate and encourage the ELL’s in your school! The program’s primary focus is to help provide an English-rich environment so these students will become proficient in English as soon as possible and to help you in creating a learning environment for our ELL’s that encourages student pride in their cultural heritage and provide the cognitive and affective support to help them become contributing members of society.

We hope that this informational presentation will help you in your efforts in enrolling, identifying, and serving your ELL students. If at any time you may need more information in these areas, please do not hesitate to talk with your ESOL Teacher Assistant or Administrative Specialist. Additional information pertaining to serving our ELLs can be found in your schools copy of our District ESOL Program Manual which includes the SDE English Language Learning Handbook.. Information may also be found on the SDE website. http://ed.sc.gov/agency/Accountability/Federal-and-State-Accountability/old/fp/documents/CodingLepstudentsAppStateDefinition.doc

Jean Smith – Instruction Coordinator Carrie Fuller – ESOL Program Specialist Donna Aleman – ESOL Teacher Assistant Lyuda Bentsiy – ESOL Teacher Assistant