Abbeville County School District ESOL Essentials #1 Enrollment & Services for LEP Students Professional Development Information for Administrators, Staff and Teachers of ELL’s By: Carrie G.
Download ReportTranscript Abbeville County School District ESOL Essentials #1 Enrollment & Services for LEP Students Professional Development Information for Administrators, Staff and Teachers of ELL’s By: Carrie G.
Slide 1
Abbeville County School District
ESOL Essentials #1
Enrollment & Services for LEP Students
Professional Development
Information for Administrators, Staff and Teachers of ELL’s
By:
Carrie G. Bryson
ESOL Program Specialist
Slide 2
STATE OF SOUTH CAROLINA DEPARTMENT OF DUCATION
Mick Zais
Superintendent
1429 Senate Street
Columbia, South Carolina 29201
MEMORANDUM
TO:
FROM:
DATE:
RE:
District Superintendents and Principals
Steve Abbott
Director, Office of Federal and State Accountability
October 20, 2011
Enrollment and Services for Limited English Proficient (LEP) Students
Title I and Title III Law requires that LEAs provide appropriate services for Limited English Proficient (LEP) students. Federal law also requires
LEAs to ensure that enrollment procedures and policies do not negatively impact students based on their immigrant or English-speaking
status. To help ensure appropriate services and enrollment policies for LEP students please review the following information:
The state only requires two documents as a prerequisite to the enrollment of a child in a South Carolina public school. The Department of
Health and Environmental Control (DHEC) immunization form is required of all children; however, DHEC allows a thirty-day waiver for
students to present records or begin immunizations. A birth certificate or other proof of age, as determined by the school district, is
required for first-time enrollment of children entering kindergarten or first grade. In addition, your district may require written proof of
residency. A district may not deny a student enrollment due to the lack of proof of immigration status, and a district should not request that
information of the parent. Additionally, Social Security Cards or numbers are not required, nor must parents be required to present South
Carolina drivers’ licenses or other photo IDs for access to the main office in order to enroll their children in school.
A home language survey must be administered to all students. Based on the information in the survey, schools must give a standardized
language assessment to potential LEP students to determine needs and provide appropriate language program services.
Initial grade placement should be with same-age classmates and LEP students should be advanced along with age-level peers. Classroom
teachers should modify instruction and assignments to meet the academic and language needs of LEP students and grades should reflect
these modifications. Additionally, all LEP students are eligible to participate in all age-appropriate school programs and to receive all
available services.
Once students have exited language program services, they are monitored for at least two academic years. Language program services
may be reestablished if necessary.
For additional information about services for LEP students, please contact Catherine Neff, Title III, at 803-734-2880 or [email protected].
SA/cn
cc: ESOL Coordinators
Slide 3
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 Englishspeaking 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
Slide 4
Enrollment & Services for LEP
Students
Documentation
Home Language Survey
Grade Placement
Advancement of ESOL Students
Cessation of Services to ESOL Students
Slide 5
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.
Immunization Form
2. Birth Certificate *(or other proof of age)
*Written Proof of Residency *(district requirement)
1.
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.
Slide 6
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
Special Exemptions Include:
1. transfer students waiting arrival of medical record
2. students who have been unable to secure
documentation of immunizations already received
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.
Slide 7
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)
Slide 8
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.
Slide 9
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. Regular classroom teachers
2. ESOL teachers / staff
3. Parents
4. Counselors / Special Services
Slide 10
Grade Placement of LEP Students
Duties of the committee may include:
1.
2.
3.
4.
Proper grade placement of student
Monitoring student progress
Placing student in support programs
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
http://ed.sc.gov/agency/Accountability/Federal-and-State-
“Classroom teachers
should modify instruction
and assignments to meet
the academic and
language needs of LEP
students.”
**Grades should reflect
these modifications.
Accountability/old/fp/documents/IndividualizedModificationsAccomodationsPlan.doc
Slide 11
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
**If the interventions and
accommodations are ineffective
proficiency.
and not meeting the specific
needs of the student than they
should be reviewed and changed
as necessary to better meet the
students’ need.
Slide 12
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.
Slide 13
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.
Coding of LEP Students
Application of State Definition of LEP, December 2009
Code Number
Service Term
5—ELDA 5
Fully Proficient,
as measured by
the EPT, not
necessarily at
grade level
LEP
Mainstream
Definition
- Monitored regularly
by ESOL teacher/
coordinator
- LEP services, as needed
- Accommod. Provided
Counts LEP
for Title I or
Title III
Title I LEP
Performance
Title III
AMAOs
1, 2 and 3
What Next?
K-3 students should be coded no more than ESL 5
until they pass the 3-5 or higher ELDA test with a
Composite 5 to exit.
* Note: Proficient is ELDA-FEP 5
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 1st 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
See coding document in entirety at
reestablished if necessary.
this web address:
http://ed.sc.gov/agency/Accountability/Federal-and-StateAccountability/old/fp/documents/CodingLepstudentsAppStateDefinition.doc
Slide 14
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 Bryson – ESOL Program Specialist
Donna Aleman – ESOL Teacher Assistant
Abbeville County School District
ESOL Essentials #1
Enrollment & Services for LEP Students
Professional Development
Information for Administrators, Staff and Teachers of ELL’s
By:
Carrie G. Bryson
ESOL Program Specialist
Slide 2
STATE OF SOUTH CAROLINA DEPARTMENT OF DUCATION
Mick Zais
Superintendent
1429 Senate Street
Columbia, South Carolina 29201
MEMORANDUM
TO:
FROM:
DATE:
RE:
District Superintendents and Principals
Steve Abbott
Director, Office of Federal and State Accountability
October 20, 2011
Enrollment and Services for Limited English Proficient (LEP) Students
Title I and Title III Law requires that LEAs provide appropriate services for Limited English Proficient (LEP) students. Federal law also requires
LEAs to ensure that enrollment procedures and policies do not negatively impact students based on their immigrant or English-speaking
status. To help ensure appropriate services and enrollment policies for LEP students please review the following information:
The state only requires two documents as a prerequisite to the enrollment of a child in a South Carolina public school. The Department of
Health and Environmental Control (DHEC) immunization form is required of all children; however, DHEC allows a thirty-day waiver for
students to present records or begin immunizations. A birth certificate or other proof of age, as determined by the school district, is
required for first-time enrollment of children entering kindergarten or first grade. In addition, your district may require written proof of
residency. A district may not deny a student enrollment due to the lack of proof of immigration status, and a district should not request that
information of the parent. Additionally, Social Security Cards or numbers are not required, nor must parents be required to present South
Carolina drivers’ licenses or other photo IDs for access to the main office in order to enroll their children in school.
A home language survey must be administered to all students. Based on the information in the survey, schools must give a standardized
language assessment to potential LEP students to determine needs and provide appropriate language program services.
Initial grade placement should be with same-age classmates and LEP students should be advanced along with age-level peers. Classroom
teachers should modify instruction and assignments to meet the academic and language needs of LEP students and grades should reflect
these modifications. Additionally, all LEP students are eligible to participate in all age-appropriate school programs and to receive all
available services.
Once students have exited language program services, they are monitored for at least two academic years. Language program services
may be reestablished if necessary.
For additional information about services for LEP students, please contact Catherine Neff, Title III, at 803-734-2880 or [email protected].
SA/cn
cc: ESOL Coordinators
Slide 3
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 Englishspeaking 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
Slide 4
Enrollment & Services for LEP
Students
Documentation
Home Language Survey
Grade Placement
Advancement of ESOL Students
Cessation of Services to ESOL Students
Slide 5
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.
Immunization Form
2. Birth Certificate *(or other proof of age)
*Written Proof of Residency *(district requirement)
1.
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.
Slide 6
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
Special Exemptions Include:
1. transfer students waiting arrival of medical record
2. students who have been unable to secure
documentation of immunizations already received
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.
Slide 7
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)
Slide 8
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.
Slide 9
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. Regular classroom teachers
2. ESOL teachers / staff
3. Parents
4. Counselors / Special Services
Slide 10
Grade Placement of LEP Students
Duties of the committee may include:
1.
2.
3.
4.
Proper grade placement of student
Monitoring student progress
Placing student in support programs
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
http://ed.sc.gov/agency/Accountability/Federal-and-State-
“Classroom teachers
should modify instruction
and assignments to meet
the academic and
language needs of LEP
students.”
**Grades should reflect
these modifications.
Accountability/old/fp/documents/IndividualizedModificationsAccomodationsPlan.doc
Slide 11
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
**If the interventions and
accommodations are ineffective
proficiency.
and not meeting the specific
needs of the student than they
should be reviewed and changed
as necessary to better meet the
students’ need.
Slide 12
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.
Slide 13
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.
Coding of LEP Students
Application of State Definition of LEP, December 2009
Code Number
Service Term
5—ELDA 5
Fully Proficient,
as measured by
the EPT, not
necessarily at
grade level
LEP
Mainstream
Definition
- Monitored regularly
by ESOL teacher/
coordinator
- LEP services, as needed
- Accommod. Provided
Counts LEP
for Title I or
Title III
Title I LEP
Performance
Title III
AMAOs
1, 2 and 3
What Next?
K-3 students should be coded no more than ESL 5
until they pass the 3-5 or higher ELDA test with a
Composite 5 to exit.
* Note: Proficient is ELDA-FEP 5
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 1st 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
See coding document in entirety at
reestablished if necessary.
this web address:
http://ed.sc.gov/agency/Accountability/Federal-and-StateAccountability/old/fp/documents/CodingLepstudentsAppStateDefinition.doc
Slide 14
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 Bryson – ESOL Program Specialist
Donna Aleman – ESOL Teacher Assistant