Woodcock-Munoz Score Key - Home - Cascade School District



Cascade School District Title III Plan2017- 2019District #: Cascade School District #5_ Date: 2/16/2018Section 1: District DemographicsQuestion #1The size of the district, including number of schools.The Cascade School District is located in a rural community in south Marion County. Only 12 miles from the capitol in Salem. The district is somewhat isolated due to the fact that it sits within a vast agricultural area of 200 square miles. There are three elementary schools, one junior high and one high school. 2The enrollment of the district, please include the data date (i.e., spring membership)As of June 2017SchoolAumsvilleCloverdaleTurnerCJHSCHSDistrictEnrollment58515729255173723223The district’s ethnic diversity (could be percent or number). GradeAmerican Indian/Alaska NativeAsian Black/African AmericanHispanic/LatinoHawaiian/Pacific IslanderWhiteMulti-RacialK-31%2%<1%17%<1%79%1%4-53%1%<1%17%<1%76%1%6-81%2%0%17%<1%77%3%9-122%1%1%16%<1%77%2%4The number of different languages represent in your EL population (a chart by language and number of speakers is recommended). GradeK-56-89-12Number of Languages445LanguagesSpanishHmong RussianTagalogMandarinSpanishHmong RussianTagalogSpanishHmong RussianTagalogMandarin5The number and percentage of EL students enrolled in district (could include number per school).The number and percentages are based on all EL students, declined, monitored, former and current EL student numbers. This are the current numbers as of February 2018.SchoolAumsvilleCloverdaleTurner CJHSCHSDistrictNumber of EL 355245453171Percentage of EL8%3%8%10%8%7%6The number of ELSWDs (have an IEP) – provide this information by primary disability. Include number of ELs with a 504 Plan. We have a total of 24 students actively receiving both EL and SPED services. Disability CategoryNumber of StudentsIntellectual Disability3Autism Spectrum Disorder1Other Health Impairment2Emotional Disturbance0Traumatic Brain Injury1Communication Disorder4Vision Impairment1Hearing Impairment0Orthopedic Impairment4Deaf-blindness0Specific Learning Disability850427The number of ELs enrolled in the Talented and Gifted program. SchoolAumsvilleCloverdaleTurner Junior HighSenior HighSchool DistrictNumber of EL 0001128A list of the schools, identified by Title I-A Targeted Assisted, Title?I School-Wide, Alternative Programs, Charter schools, CTE, etc. (districts could choose buildings with specific programs for ELs (i.e.,?bilingual, two-way, etc.). SchoolTASSchool WideFocusAlternativeCharterCTEAumsvillen/aXn/an/an/an/aCloverdaleXn/an/an/an/an/aTurnerXn/an/an/an/an/aJunior Highn/an/an/an/an/an/aHigh Schooln/an/an/aXn/aXDistrict progress for ELs(Districts can choose to put this information in a table)9The number and percentage of ELs showing growth on ELPA21 from 2015-16 to 2016-17 (disaggregate by all ELs, ELSWD, and ELs identified for 5 or more years). EPLA 21 GrowthELELSWD5 or More YearsPercentage3751%969%758%10The number and percentage of ELs exiting as proficient in 2016-17 (disaggregate by all ELs, ELSWD)ExitingELELSWDNumber/ Percentage911%00%11The number of students in monitoring year 1 status. 1712The number of students in monitoring year 2 status. 913The number of students in monitoring year 3 status. 1114The number of students in monitoring year 4 status. 1915The number of former ELs (not in current EL or monitoring status). 3916The number of students who have re-entered the ELD program after exiting for proficiency. 017The number and percentage of monitored students meeting/ exceeding state academic assessments for each of the four years of monitoring (disaggregated by each year of monitoring for all monitored students and for ELSWDs in monitor status). Year of MonitoringNumber Meeting or ExceedingPercentage Meeting or ExceedingYear 1350Year 2556Year 31063Year 4467ELSWD0018The number and percentage of ELs who have not reached English proficiency having been identified for 5 years or more year (disaggregated by all ELs and ELSWD for each year 5, 6, 7, 8, 9, etc.). YearEL NumberEL PercentageELSWD NumberELSWD Percentage500006451170000811119000019The number and percentage of the district ELs who have a waiver for ELD services. NumberPercentageWaiver 158.5%Section 2: School District Information on Program Goals (OCR Step 1)Question #20Describe the district’s educational approach(es) (ELD, Bilingual, etc.) for educating ELs. Include a description for each educational approach used within the district. This information could be placed in a chart listing each school and the educational approach(es) for English language acquisition and core content. Educational ApproachDescriptionStudent AccessELLGoal is fluency in EnglishProgram is targeted to ELL’sStudent pulled out of regular classroom to participate in specific group instruction aimed at developing English grammar, vocabulary, and communication skills. Students are in sheltered instruction for content subjectsStudent grouping are based on both proficiency and grade levels. K-5 Students are served 30 minutes each day in small group pull-outs in the ELL classroom where instruction is provided by ESOL certified teachers. 6-12 Secondary students are served during class period.Sheltered InstructionThe goal is for students to access core content subject matter and gain fluency in English. This model requires content instruction in English with adjustments (SIOP/GLAD) by teachers which is aligned with proficiency levels so subject matter is comprehensible. Classroom teachers (K-5) and secondary content area teachers with ELs have training in research based Sheltered English Instructional strategies (SIOP/GLAD, ect.) Program ModelsEL Classes with Focus on Academic Content: At the Elementary level EL teachers use the EL focused National Geographic Curriculum as the basis for instruction. This helps improve students reading skills, writing skills and listening and speaking skills. Instruction in these classes focuses on English language development in the domains within state standards for a minimum of 30 minutes daily for grades 1-5 students and for approximately 20 minutes daily for Kindergarten students. All Instruction is provided by trained and ESOL certified teachers. EL Pull-out: In the secondary schools in Cascade, Turner and Aumsville (K-5), ELs receive EL instruction for a minimum of 30 minutes daily. This instruction is provided in small groups organized by grade and proficiency levels. They receive their EL instruction in a dedicated El classroom, delivered by an ESOL certified teacher who is trained in the use of curriculum materials. The focus is on communication, second language acquisition and the development of academic content. EL Class Period: In Cascade secondary schools, LEP students are assigned to the EL class for one period per day. EL instruction is provided during this period and students receive course credit for this class. Within the classroom students who have similar proficiency and grade levels are grouped for instruction. Again, the goal is to provide core learning experiences that address students linguist levels in the areas of reading, listening, speaking and writing. We aspire to provide experiences that fully develop and make proficient the student understanding of English language forms and its communicative functions. When students are not actively engaged with the teacher, they have access to online Rosetta Stone in English. Often they are able to access Rosetta Stone for half the period. Sheltered English Instruction Approach (SEI) On Grade Level Access to Core Curriculum: Sheltered English Instruction (SEI) Approach: At the elementary level, students are clustered into grade level general classrooms with teachers who have had specialized GLAD, SIOP or other sheltered English instruction training specifically designed to address the needs of EL students. At the secondary level most teachers have had SEI training, but it is not always possible to cluster students because of low EL numbers and different needs for core curriculum. The goal of this support and/or strategies is to make academic instruction in English understandable to LEP students. Teachers are responsible for providing SEI to EL students allowing access in the content areas. A few of these teachers are ESOL endorsed as well. EL Specific Services Beyond the Program Model: Elementary Schools: Reading Intervention Groups. As part of the literacy program, all students have 90 minutes of reading instruction daily. Students are screened for oral reading fluency, phonics skills and basic language usage skills. Language for Learning is used in early elementary grades as a supplemental intervention for students. It has proved to be especially useful as a tool for English learners. The focus of the program begins with listening and speaking building into reading and writing skills. Rosetta Stone: Rosetta Stone is offered to EL students and their parents during and after school on the Aumsville Elementary School campus. Summer School for K-5 Students in Reading and Math Intervention is available for EL Students: In addition, many EL students are served in our Summer Academy. 21Include the relevant research that supports the each of the district’s educational approach(es) for educating ELs. (NOTE: only citation for research is needed) August, D., & Shanahan, T. (2006). Developing literacy in second language learners. Report of the National Literacy Panel on Minority-Language children and youth. Mahwah, NJ: Lawrence Erlbaum. Filmore, Snow C. & Wong, L. (2000). What Teachers need to Know about Language. Opinion Papers. Office of Educational Research and Improvement (ED), Washington DC. The Center for Applied Linguistics, Washington DC. Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Englewood Cliffs, NJ: Alemany/Prentice Hall.Lindholm-Leary, K. & Borsato, G. (2006). Academic Achievement. In F Genesee, K. Lindholm-Leary, W. & Sanders, I.D. Christian, Educating English language learners: A synthesis of empirical findings, pp. 176-222. NY: Cambridge University Press.Saunders, W. & Goldenberg C. (2012). Research to guide English language development instruction. In Improving Education for English Language Learners ( pp. 21-82 ). Sacramento, CA: California Department of Education.Whitlock-Robles, W. (2010). Participatory Leadership for English Learner Success (26-29). Leadership, Alexandria, VA22Describe the district’s educational goal for English language proficiency. Please ensure this is a SMART goal that it includes annual language proficiency expectations for each specific EL group of students enrolled in the school (elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary). By June 30, 2019, Cascade SD El students will make progress per the chart below (question #25) increasing both Smarter Balanced Assessment scores as well as increase 4-year graduation rate as demonstrated by state assessment and graduation results. 23Describe the district’s educational goal for core content knowledge. Please break this down into elementary and secondary SMART goals specific to ELs enrolled in the district. By June 30, 2019, Cascade elementary schools will implement the AVID system for elementary students using clearly defined processes and guidelines to improve EL student engagement in the core curriculum as demonstrated by improved state test scores. By June 30, 2019, Cascade secondary schools will implement the AVID system for secondary students using clearly defined processes and guidelines to improve EL student engagement in the core curriculum as demonstrated by improved state test scores as demonstrated by improved state test scores and graduation rates.Special ConsiderationsSome students who qualify for the English Learner Program, and who also have a documented learning disability or communication disorder, may never be able to score at the “proficient” level in all four modalities of the ELPA21 (speaking, listening, reading and writing) due to their disability. Such students should be exempted from those portions of the ELPA21 that assess proficiency in modalities that are significantly impacted by the student’s disability. The student’s overall proficiency should then be judged based on the student’s skills in modalities that are minimally impacted by the his or her disability. (For example: a student with a significant disability in reading and writing may score “proficient” on the ELPA21 in speaking and listening--and thus be considered to have demonstrated “proficient” English skills. )24Describe how the district will measure the effectiveness of the program based on the goals stated in 22. What specific measure(s) will be used to determine the effectiveness of English language proficiency? This could include district formative assessments. Annual Process Review for identification, placement, monitoring and exitingprocedures:The actions listed below will be part of a systematic approach to how we will review andevaluate the program on a yearly basis. Beginning with the 2015-2016 school year we implemented an annual file and procedures review. This will take place at the end of the schoolyear. The steps in the review will include:- Each ELL teacher will do a file review in their schools. The ELL program directorwill to a random file review in at least 2 schools to determine if procedures foridentification, placement, monitoring and exiting are being followed with fidelity.- A staff assess teachers, who serve Ell’s, needs and supports looking at both staffing,curriculum and strategies in supporting EL students in the general setting. - Parent focus group, facilitated by EL teachers and EL program director OR aparent survey.- Collection of any complaints about the ELL program from parents, students or staff- Dedicated time (release day) for ELL staff at each school to gather formative assessment information and to do a review and analysis of results.- If deficit areas are found in the identification, placement, monitoring or exitprocedures, the ELL staff and the ELL program director, will make a plan toimplement changes in the fall of the next school year- Share results and adjustments with building staff and administrators.- Update district ELL Plan as needed.25Describe how the district will measure the effectiveness of the program based on the goals stated in 23. What measure(s) will be used to determine the effectiveness of the core content knowledge goal? This could include district progress monitoring assessments. Grade Level Goal 2017-18Goal 2018-19Goal 2019-20Goal 2020-2021THIRD GRADEREADINGPROFICIENCY50% meet Asmeasured by theSmarter BalanceAssessment55% meet Asmeasured by theSmarter BalanceAssessment60% meet Asmeasured by theSmarter BalanceAssessment65% meet Asmeasured by theSmarter BalanceAssessmentTHIRD GRADEMATHPROFICIENCY45% meet Asmeasured by theSmarter BalanceAssessment50% meet Asmeasured by theSmarter BalanceAssessment55% meet Asmeasured by theSmarter BalanceAssessment65% meet Asmeasured by theSmarter BalanceAssessmentSIXTH GRADEON-TRACK45% meet Asmeasured by theSmarter BalanceAssessment50% meet Asmeasured by theSmarter BalanceAssessment55% meet Asmeasured by theSmarter BalanceAssessment65% meet Asmeasured by theSmarter BalanceAssessmentELEVENTHGRADEON-TRACK TO GRADUATE95% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits96% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits97% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits98% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits26Describe the frequency the district will progress monitor the established goals. Cascade EL staff monitor student progress every other week., Principals and Counselors run grade checks every three weeks and meet with EL staff about student concerns. EL staff, Principals and Director will meet yearly to review results of the ELPA21 assessment, Smarter Balanced State Assessment and the graduation rate for the year. The Principal, EL staff and Director will meet each Trimester assess Freshman on Track at the end of each trimester. 27Describe how these goals compare to the district’s educational goals for non-EL students. Be specific to include all EL groups of students enrolled in the district. The most standard measure for how EL’s in grades 3-11 are performing relative to nonEL’s in regular core content classes was Smarter Balanced Assessment and those results were reviewed at the end of each school year. The ELL team will maintain the same process and will be reviewing the Smarter Balanced Assessment results when they are available. Other indicators of EL progress includes common formative assessments, work samples,grades, credits earned toward graduation, behavior referrals and attendance.28Describe how these goals will prepare ELs to meet the district goals for its overall educational program, graduation, and the college/career ready standards. Grades K-5: At the elementary schools the process of doing a deep level analysis of all subgroup populations is firmly in place. We provide interventions in a small group setting forreading and math. Student progress is monitored by weekly assessments. Time is takenduring 2 x per month PLC’s to review reading, writing and math data to determine if theinterventions are if the interventions are effective or need to be adjusted and ELL staff are an important part of the data review. A regular review of how ELL students are doing isincluded in this process which ensures their academic growth and that they are on track toenter the junior high school prepared for academic success. A review of district and ELLgoals are also reviewed to determine progress towards meeting them.Grades 6-12: The Junior high & high school provides diverse services depending onindividual needs of the students. They also review disaggregated student data during theirlate star PLC’s, with a particular focus on EL’sSection 3: Identification of Potential English Learners (OCR steps 2 and 3)Question #29Describe the district’s procedure which includes a step to administer the Language Use Survey to all students. Include the school year the district will begin using the state-approved Language Use Survey. All registration packets include a Home Language Survey School Secretary During registration packet preparation Completed Home Language Survey Registration and Home Language Survey completed by parents-Home Language Survey provided in home language.-Parents unable to read school secretary will contact ELL staff member for assistance-Native American students’ need for services will be considered on an individual basis- Students with special needs including those with Family Service Plans who do not demonstrate receptive or productive language School Secretary & Counseling office staff -Immediately upon receiving enrollment packet, home language survey is completed by parent and submitted to school secretary Cascade School District will start using the state-approved Language Use Survey during the 2018-2019 school year. 30Describe the district’s procedure to include a timeline for each step or the identification process and the name/title of the person responsible for each step. PROCESSSTAFFRESPONSIBLETIME FRAME DOCUMENTATIONAll registration packetsinclude a Home Language SurveySchool SecretaryDuringregistrationpacketpreparationCompleted Home Language Survey-Completed Home Language SurveyRegistration and HomeLanguage Surveycompleted by parents-Home Language Surveyprovided in home language.-Parents unable to read school secretary willcontact ELL staff member for assistance-Native American students need for services will beconsidered on an individual basis-Students with specialneeds including those with Family Service Plans who do not demonstrate receptive or productive languageSchool Secretary& Counselingoffice staffImmediately upon receivingenrollmentpacket, homelanguage surveyis completed byparent andsubmitted toschool secretaryCompleted Home Language SurveyStudents with specialneeds including those with Family Service Plans who do not demonstrate receptive or productive languageELL & SPEDStaffInformation/filesreviewed byELL/SPED staffwithin the firsttwo weeks ofschool todetermine ifspecial servicesare neededDocumentation of review/meetingin students cum file(K-5)documentation at HS in PHLOTEor ELL file. and/or placement in aspecial program is needed.Home Language Surveyoriginal is placed incumulative file. If any“yes” responses to primary language questions, a copygiven to ELL teacherSchool Secretary Within two daysof HomeLanguage SurveyCompletionSchool secretary will send follow up email to ELL staff to verifystudent names who need to be reviewedELL staff review HomeLanguage Survey for “Yes” responses to key primary language questionsELL staff Within 5 days of completion of HLSELL staff will set up time to assess student or will determine studentdoes not have a primary language other than English.ELL staff administer theWoodcock-Munoz Language Survey (English) to determine if student qualifies for service, unless there is already documentation provided by previous school that verifies eligibility.ELL Staff, andELL programadministrativeassessment.Beginning of theschool year:Completed in less than 30 days. After the first day of school:Completed in first 2 weeks from enrollment.Assessment completed on time so that services can begin. If student iseligible: Student’s name, grade, scores and whether parents canadvocate in English is recorded in the Cascade ELL Database. Ifstudent is not eligible, student’s name and scores are also recordedin the ELL Database and the assessment is filed in student’s Cumulative file.Students are placed in ELL program and receiveappropriate services toincrease their Englishlanguage proficiency and are able to access core academic contentELL StaffPrincipalCounselorsWithin the first 30 days of school or within 2 weeks if enrolled after school yearbegins.ELL File is created and the Home Language Survey, assessment dataand service plan are filed Parent Notification letter is sent to parents, detailing their child’s English proficiencyscores and services available.ELL StaffWithin a week ofwhen ELLservices havebegun.A copy of the parent letter is filed.31Describe the district’s procedure to include a process to identify Native American students who may be ELs. Native American students’+- need for services will be considered on an individual basisImmediately upon receivingenrollment packet, home language survey is completed by parent and submitted to school secretarySchool Secretary& Counselingoffice staff32Describe the district’s procedure for identifying potential ELs with a disability (i.e., interpreter, special education, refugee, etc.). Appendix O is an overview of the district’s Student Needs Team process.A referral to Special Education begins with the building’s Data Team (formerly TAT), whenan ELL student is the focus of concern, will include at least one member of the ELL programstaff. The team works with the classroom teacher and the ELL program staff to designinterventions prior to sending the teacher concerns and student data to the Student ServicesTeam (SST). The district follows the Oregon RTI process and a formal process is followedfor all students in regard to the referral for Special Education.The district has a well developed Data Team system. In the Data Team setting, students areidentified as the result of screening used for all students in an academic area. Data Teamsprovide interventions with a trained interventionist. Sometimes this is provided after schoolor during a summer program.When the student becomes a focus of concern, ELL staff prepares for a Team ReviewAppendix O, by gathering the following pre-referral information:? Review of Home Language Survey (Appendix A, As)? Review of Attendance, Behavior, and Academic Records? Review of Language and School Experience Screening information (Appendix G)? Review of ELPA21 and/ Woodcock Munoz testing data? Summary of teacher and/or parent concerns, including comparison to ELL peers withsimilar school experiences and to development of siblings (Parent Interview,Appendix R, Rs)? Teacher Survey Rubric ? Summary of Responses to Interventions (frequency, intensity, duration, and fidelity)? Writing sample scored using ELD Rubric? Medical and developmental history completed through family interview, whenpertinent to concerns? Administration of Woodcock Munoz Spanish Version (when home language isSpanish)? Assessment of native language proficiency, when feasible, for speakers of otherlanguages? Acculturation Quick Screen and Sociocultural Checklist (Appendices S and T)Student Services Team:The most common referral to SSTs comes through Data Teams. The team feels that the student may need Special Education, The Intervention Planning and Review Form needs to be completed by the team and forwarded to the Student Services Team (SST). The SST decides if the student should be evaluated for Special Education or if other interventions are warranted. Input from all teachers and the parent is part of the process. Special Education rules require the use of assessment techniques that minimize the effect of language or cultural differences. We employ a school psychologist who is well versed in non-discriminatory assessment practices and has experience abroad teaching English to second language students.33Describe the district’s plan using one of the State’s approved assessments for identifying ELs; include what sections are used to ensure all domains of the English language are assessed. Include the agreement to use the state approved fluency scores at each grade level. Assessment Overview:All files of students, who were identified as PHLOTE, are reviewed to determine theirEnglish language proficiency. If the review of records identifies an English languageproficiency score on ELPA21 or a commensurate assessment such as the Woodcock-Munozthat is dated within the prior school year, this score is used to determine the student’seligibility and need for EL services. If the review indicates the need for current information,the Woodcock-Munoz Language Survey (English) is administered to determine if a studenthas limited skills in English and is in need of English Language Development and ShelteredEnglish Instruction. The Woodcock-Munoz assesses oral language, reading-writing, andbroad English ability, which is an overall measure of cognitive-academic language proficiency (CALP). The Woodcock-Munoz provides both CALP level scores and a Rank Percentile Indicator (RPI) score to assess English language proficiency. RPI scores range from 1 to 100, with 1 being the least proficient and scores between 75 and 96 indicating average proficiency. These scores are designed to compare a student’s standing among his ELL peers. CALP Level scores range from 1 (beginning/negligible) to 5 (advanced), with a score of proficient indicating early advanced/average proficiency. When considering Woodcock Munoz scores, Cascade School District measures student progress based on the RPI scores (cut off of 90 or above) which provide more discrete intervals of change than do the Level scores.34Describe the district’s plan for having students assessed by a trained assessor. Only ELL staff trained in the administration and scoring of the Woodcock-Munoz administer the test. Newly hired staff attend a training workshop on the administration and scoring of the test. The district ensures that all trained evaluation staff have access to further training whenever there is a new test or test revision adopted for use in the district and/or when staff demonstrate a need for training to refine their testing skills.35Describe the district’s plan to include the procedures for collecting the assessment data, and sharing the results with teachers. The date a student is exited from or re-enrolled in the ELL program is entered onto the ELLExit/Monitoring List maintained by each building’s ELL staff. Theydistributed the list to the building principal and Special Services office at the beginning ofeach term. The ELL staff informs teachers and building administrators.36Describe the district’s plan to include a description of where and how the assessment data will be stored. The ELL staff updates the student database, removing the ELL eligibilityflag for exited students and adding the monitoring flag. Building records managers recordthe date of exit on the cumulative file File Notice Label, Appendix K, and mark on that labelthat the student is now in ELL monitoring status. Exited student files are maintained inmonitoring status by building ELL staff for 4 years following the exit date.After 4 years of monitoring, ELL building staff notify that the student is exited from ELL monitoring, using the process described in Notification above. Staff access the student information system at the start of each trimester, this list will notify them of who continues to be in monitoring status. The ELL staff updates the student database, removing the ELL monitoringflag, and building records managers record the date when ELL monitoring ended on the cumFile Notice Label, Appendix K. ELL building staff maintains this information in theirworking files.37Describe the district’s plan to include a timeline, person responsible, and template for the required parent notification letters for eligibility as an EL or initially fluent students Cascade School District in compliance with ESSA will notify parents of their student’s identification and placement in a language instructional program (ELD program) within the timelines listed below:Not later than 30 days after the beginning of the school year for ELs participating in an EL program or identified at the beginning of the school year. The contact with the parent will be made by the EL staff. Within two weeks if the student enrolls after the school year has begun. The contact with the parent will be made by the EL staff. If the district has failed to meet state standards, parents must be notified within 30 days of determination of failure. The information will be shared with the parent within a letter and will be the responsibility of the ELL Director.38Include the process for ensuring parent notification letters are provided in a language parents can understand. All information will be translated into the parents native language. Cascade School District has a staff assigned to provide consistent translation services into Spanish. Cascade uses multiple translation services for all other languages to ensure the parent notification is translated in all language spoken by the parents in the Cascade School District. 39Describe where the original language use survey, identification screener results, and original parent identification communication will be stored. Appendix Z describes the process for distributing and filing parent notifications and letters aswell as all ELL forms and test results. Appendix AZ delineates the organization of the ELLfile. Documents are filed in chronological order with the most recent documents on top inthe ELL file. ELL building staff maintains this information in their working files.Section 4: Program of Service for English Learners (OCR Step 4)Question #40Describe the district program of services for ELs. Include how and where the services will be provided and by whom for each program of language instruction available to ELs in the district. Consider putting this information in a chart – by school, grade, grade level; include all EL programs for all groups of ELs (SIFE, Recent Arriver, ELSWD, etc.). Cascade School District #5 provides services to all ELL students at two of the three elementaryschools (Aumsville and Turner) in the district, at the only junior high school and at the only high school. The approaches described are consistent with effective program research in instructional theory and are used in a manner appropriate to meet student needs and district goals in order to increase the number of ELL students meeting English language proficiency and state benchmark standards.EDUCATIONALAPPROACHDESCRIPTION STUDENT ACCESSEL? Goal is fluency in English? Program is targeted to English languagelearners? Students pulled-out of regular classroom inorder to participate in specific groupinstruction aimed at developing Englishgrammar, vocabulary, and communication skills.? Students in sheltered instruction for content subjects ? Student grouping is based on proficiency levelsK-5:Students are served 30 minutes each day in a small group pull-out in the ELL room where instruction isprovided by ESOL certified teachers6-12: Secondary students are served during class period.SHELTERED INSTRUCTION? Goal is for students to access core content subject matter and gain fluency in English? This model requires content instruction in English with adjustments (SIOP/GLAD) by teacher which is aligned with proficiency level so subject matter is comprehensibleClassroom teachers (K-5) andsecondary content area teachers withELs have training in research basedSheltered English Instructionalstrategies. (SIOP/GLAD, etc)41Describe the methods and services the district will use to teach English language. Break this out by each different English language program. English Language Development (ELD): Our ELD program provides National GeographicEL focused academic curriculum in all the domains required by the state. The National Geographic curriculum is based upon a systematic approach focusing on teaching materials that are relevant and motivating but also prepare students for the Common Core Standards. Instruction in these classes focuses on English language development in the domains within state standards for a minimum of one half hour daily for full time students and fifteen minutes for half day kindergarten students. All ELD instruction is provided by ESOL-endorsed teachers who are trained in the curriculum.ELD Pullout: In Cascade, Turner and Aumsville (K-5), ELs receive English LanguageDevelopment (ELD) instruction for a minimum of 30 minutes daily. This instruction isprovided in small groups organized by proficiency levels. They reeve their ELD instructionin a dedicated ELL classroom, delivered by an ESOL certified teacher who is also ELD trained. The focus is on communication and second language acquisition through theteaching of systematic English Language Development.ELL Class Period at Junior high and high school: In Cascade secondary schools, LEPstudents are assigned to the ELL class for one period per day. ELD instruction is providedduring this period and students receive course credit for the class. Within the classroomstudents who have similar proficiency levels are grouped for English LanguageDevelopment. Again, the goal is to provide core learning experiences that address studentlinguistic levels in the areas of reading, listening, speaking and writing. We aspire to provideexperiences that fully develop and make proficient the student understanding of Englishlanguage forms and its communicative functions. When students are not actively engagedwith the teacher, they have access to online Rosetta Stone in English. Often they are able toaccess Rosetta Stone for half the period.Sheltered English Instruction Approach (SEI) On Grade Level Access to Core Curriculum:ELL Specific Services Beyond the Program Models:Elementary Schools: Reading Intervention Groups. As part of our literacy program, allstudents have 90 minutes of reading instruction. Students are screened for oral readingfluency, phonics skills and basic language usage skills. Language for Learning is used inearly elementary grades as a supplemental intervention for students. It has proved to beespecially useful as a tool for English Language Learners. The focus of the program beginswith listening and speaking building into reading and writing skills.Rosetta Stone: Rosetta Stone is offered to ELL students and their parents during and afterschool on the Aumsville Elementary School Campus.Summer school for K-5 students in Reading and Math Intervention is available for LEPstudents: In addition, many EL students are served in our Migrant summer school.42Describe the methods and services the district will use to ensure that ELs can meaningfully participate in core instruction and special programs (music, career, technical, etc.). Include all groups of ELs (SIFE, Recent Arrivers, ELSWD, etc.). Most of our teachers have been trained in SEI strategies (SIOP/GLAD). These strategies have been proven to be effective for all students including ELs, SIFE, Recent Arriver and ELSWD. The focus is on making instruction comprehensible through a rich environment which includes visuals and manipulatives. Teachers employ research-based strategies that engage students in learning while activating meaning. Students are supported in the general education by 2.0 instructional assistants. The assistants will check on student progress and support students in the core instruction mainly but also in special programs as required. Administrators will look for practices related to SEI strategies during routine walk through observations. 43Describe the professional development support for core content teachers that ensure ELs’ ability to participate meaningfully in core instruction. Include how the district will measure the effectiveness of this professional development. Cascade School District has provided professional development for core subject teachers in core subject content as well as other pedagogy. Both the junior and senior high schools have adopted the AVID researched based strategies and curriculum. The AVID strategies along with GLAD/SIOP trainings help core area teachers to engage EL students. Students are supported in the general education by 2.0 instructional assistants. The assistants will check on student progress and support students in the core instruction mainly but also in special programs as required. Administrators will look for practices related to SEI strategies during routine walk through observations. 44Describe the standards and/or criteria the district uses to determine the amount and type of language development services provided. Include the process to determine the appropriate amount and type of services. Include how the district will measure the effectiveness of these services. Grades K-5: At the elementary schools the process of doing a deep level analysis of all sub-group populations is firmly in place. We provide interventions in a small group setting for reading and math. Student progress is monitored by weekly assessments. Time is takenduring 2 x per month PLC’s to review reading, writing and math data to determine if theinterventions are if the interventions are effective or need to be adjusted and ELL staff are an important part of the data review. A regular review of how ELL students are doing isincluded in this process which ensures their academic growth and that they are on track toenter the junior high school prepared for academic success. A review of district and ELLgoals are also reviewed to determine progress towards meeting them. The district will use the Smarter Balanced Assessment as well as the ELPA21 as a measure of progress. Grades 6-12: The Junior high & high school provides diverse services depending onindividual needs of the students. They also review disaggregated student data during theirlate star PLC’s, with a particular focus on EL’s. The district will continue to measure success by on freshman on track as well as our graduation rates. 45Describe the district’s plan to address the language and content needs for each of the following groups of students: ELSWD – with significant cognitive disabilities, ELSWD – emotional disability, ELSWD – behavioral disability, ELSWD – deaf/hard of hearing, ELSWD – blind/vision impaired, Recent Arriver/SIFE. Include the program options, how the district will determine the program for both elementary and secondary students. Consider making a chart. Ensure the program of service both EL and access to content includes a plan for timely graduation. All EL students with special education concerns that would interfere with or significantly impact language assessment, the special education teacher will be consulted and assist in determining the most appropriate means of assessing language proficiency. For identification of an EL when a student may have a disability that precludes her or him from accessing all the parts of the Woodcock Mu?oz, our plan is to: Administer the sections of the Woodcock-Mu?oz that the student is able to access. If the student is unable to access any sections of the assessment or if the results of the Woodcock-Mu?oz are inconclusive, we will collect evidence of the student’s English language proficiency (ELP) with other measures, e.g., formative assessments, observations, and other tools that document the student’s ability to communicate in English. Then, using the Woodcock Mu?oz results and/or the collection of evidence of the student’s ELP, the student’s IEP team and an EL specialist will decide whether they believe the student is an English Learner.Special Considerations ELSWD, Recent Arrivers and SIFE students program are developed on an individual bases. Students are monitored closely both by EL staff but also by the counselors and principals in their general education coursework. The principals meet with EL staff multiple times a year to monitor progress of students. This includes two week grade checks for all EL students as well as monitoring the student’s progress to attain the required credits to graduate. Section 5: Staffing and Resources (OCR section 5)Question #46Describe the number and categories of instructional staff implementing the district’s language development program. This information could be included in a chart – name of school, program, number and type of staff (include all programs that support ELs). SchoolProgramNumber and Type of StaffAumsville-Provides services at Aumsville for grade K-5, including daily 30 minute (pull out) ELD instruction in small groups.-Manages identification/assessment process, parent communication, teacher consultation and maintenance of records and files.-Active participant in ELL Program PLC’s, yearly release day to monitor and evaluate ELL Plan implementation.1.0 FTE ESOL TeacherTurner- Provides services at Turner for grade K-5, including daily30 minute (pull out) ELD instruction in small groups.- Manages identification/assessment process, parent communication, teacher consultation and maintenance of records and files.- Active participant in ELL Program PLC’s, yearly releaseday to monitor and evaluate ELL Plan implementation.1.0 FTE ESOL Teacher0.4 FTE Instructional Assistants Junior/Senior HS- Provides service for students at Cascade junior high and high school. - Manages identification/ assessment process, parent communication, teacher consultation and maintenance of records and files.- Active participant in ELL Program PLC’s, yearly release day to monitor and evaluate ELL Plan implementation.- Translator-interpreter for the district.- Attends and assists during registration, conferences, openhouse, family events, SPED eligibility meetings and IEP’s and any other meetings/events where translation would enhance parent communication and student growth.- Provides instructional support for students in the ELL classroom.- Provides push in in content area classes as needed- Assists with tracking and monitoring progress toward graduation- Parent communication- Assists with registration and family events such as open house, parent conferences1.0 FTE 6-12 ESOL Teacher2.0 FTE Instructional Assistants District Level- The district translator provides translation for all official district documents, forms, etc- Provides translation for school newsletters, and any otherschool specific documents upon request.Extra Duty Contract47Describe the qualifications used by the district to assign instructional staff to the district’s language development program (include teacher, instructional assistant, etc.). Include how the instructional staff meets the requirements of Oregon’s OARs. -Both high school Instructional Assistants are Highly qualified, Fluent in both Spanish and English. (Spanish is their first language) experience.- District Criteria for ELL teaching position requires ESOL certification. All Our Teachers have over 14 years of experience 48Describe what methods and criteria the district will use to determine the qualifications of instructional staff assigned to the language development program. All Instructional Assistants are Highly Qualified, Cascade School District requires all Instructional Assistants to have two years of college or to pass a skills test through Willamette ESD that is approved by the State of Oregon. 49Describe the contingency plan for addressing staffing issues for the EL program (include all specialize programs supporting ELs). Include a plan for training, a schedule of training, a plan for recruiting qualified staff, and a schedule to have qualified staff in place. Cascade has a practice of hiring only highly qualified teachers to teach ELL. In the event wehad an opening that we weren’t able to fill, we would contact regional colleges. Cascade hasa productive partnership with several local colleges (Corban, Western, OSU & George Fox)and we host approximately 20 student teachers a year. All of the programs offer an ESOLcertification.50Describe the district’s selected core ELP instructional materials and supplies available for the district’s language development program. INSTRUCTIONALMATERIALSDESCRIPTIONGRADE LEVELSTUDENTS BENEFITINGContingency PlanTEACHER TRAINING USEOF MATERIALSCascade School District has adopted the National Geographic ELL curriculum for the 2017-2018 school year. We are purchasing additional materials this year.K-12All ELL teachers have beentrained in delivering ELDcurriculum and instructionRosetta Stone 6-12Secondary ELL teacher hasattended the company training51Describe the district’s plan for regular and on-going review of district ELP materials and the timeline associated with the review. Include all instructional materials for all programs supporting ELs. Grades K-5: At the elementary schools the process of doing a deep level analysis of all subgroup populations is firmly in place. We provide interventions in a small group setting forreading and math. Student progress is monitored by weekly assessments. Time is takenduring 2 x per month PLC’s to review reading, writing and math data to determine if theinterventions are if the interventions are effective or need to be adjusted and ELL staff are animportant part of the data review. A regular review of how ELL students are doing isincluded in this process which ensures their academic growth and that they are on track toenter the junior high school prepared for academic success. A review of district and ELLgoals are also reviewed to determine progress towards meeting them.Grades 6-12: The Junior high & high school provides diverse services depending onindividual needs of the students. They also review disaggregated student data during theirlate star PLC’s, with a particular focus on EL’s52Describe the district’s contingency plan when the district does not currently have the core ELP instructional materials, resources, and supplies necessary to implement the district language development program(s) and the plan for obtaining necessary items. Cascade School District is committed to make sure all students have the instruction and materials required for students to access their educations. If a situation should arise where materials are in short supply then we would first order the required materials and adapt and share current materials until the shipment arrives. The district has committed funds to buy materials for the past three years and it is our intent to continue this practice in the future. Section 6: Transition from English Language Development Program (OCR step 6)Question #53Describe the district’s criteria used to determine that an EL is proficient. Include any special considerations used for ELSWD students, SIFE students, Recently Arrived ELs, etc. When evaluating English language proficiency, the district shall use multiple sources of evidence from both formal and informal assessments, including ELPA21 scores when available. Additional formal assessments may include scores from the following tools:Woodcock-Mu?oz Language Survey (Revised) ADEPT (oral assessment)- Current year ELPA21 scores- Prior year ELPA21 scores- Test scores from Smarter Balance for the current year- Prior years Smarter Balanced scores- Any grade level universal screening including DIBLES Informal assessments may include:ELP Standards-based common formative assessmentsUnassisted classroom writing samples (scored using ELP standards)Checklists that focus on the receptive and expressive linguistic abilities of the student based on Oregon’s ELP standards (rather than core content knowledge). These same materials are to be used for SIFE students (Students with Interrupted Formal Education) and students who qualify as “Recent Arrivers” (having been born outside the United States or U.S. territories and who have entered the U.S. within the last 540 calendar days). However, additional consideration should be given to the independent classroom performance of students on a 504 plan for any reason that makes it difficult to accurately assess his or her English proficiency with a standardized assessment. For SIFE students or Recent Arrivers who have an IEP, please see Special Considerations (below). Special ConsiderationsSome students who qualify for the English Learner Program, and who also have a documented learning disability or communication disorder, may never be able to score at the “proficient” level in all four modalities of the ELPA21 (speaking, listening, reading and writing) due to their disability. Such students should be exempted from those portions of the ELPA21 that assess proficiency in modalities that are significantly impacted by the student’s disability. The student’s overall proficiency should then be judged based on the student’s skills in modalities that are minimally impacted by the his or her disability. (For example: a student with a significant disability in reading and writing may score “proficient” on the ELPA21 in speaking and listening--and thus be considered to have demonstrated “proficient” English skills. ) Any decision to exempt an English learner with disabilities (ELSWD) from a portion of the ELPA21 should be made as part of the student’s regular IEP meeting, with input from the EL teacher, and recorded under the “State Testing” portion of the IEP. This process should be completed and reported to the district’s state test coordinator prior to ELPA21 testing each year.54Describe the district’s procedure for promoting ELs who did not score Proficient on ELPA21, and the procedure for those ELs that the district does not have an ELPA21 score. Include considerations for ELSWD, SIFE, and Recently Arrived ELs. The Oregon Department of Education has stated that while obtaining a proficient onELPA21 is the primary method for exiting the ELL program, a portfolio of evidence can also beused to promote students out of ELL. The student portfolio must contain evidence thatwould support the statement, “…the student has already demonstrated that s/he can benefitfrom instruction in the regular education program, without assistance from the ELDprogram”. In other words, English will not present a barrier in the student’s ability to accesscontent or prevent their academic success.Only students who have scored a proficient on ELPA21 will be considered for exit via portfolio. Students with a score of proficient do not require portfolio review.All domain scores must be at least progressing with at least one domain area must be proficient. The district will not use a portfolio to dismiss students at the second grade or below. Evidence for portfolio may include the following: ELPA21: Report all scores available from previous years, including sub-scores. ADEPT: A recent score demonstrating current oral language proficiency level.Writing Samples: List of possible prompts and scoring rubric are attached. The sample must be written solely by the student without peer or teacher editing.This must demonstrate use of grammatical forms and vocabulary expected ofadvanced level students. Narrative summary written by ELL staff which may include a description of the student’s performance on the state proficiency assessment (ELPA21) , the length of time the student has been in the ELL program (including LEP state date), the reason(s) for exiting the student from the ELL program based on linguistic performance and a description of the student’s level of classroom participation and content area performance, in relation to native English speakers. For students whom we wish to continue in the ELL program, the narrative must also include: A description of intervention strategies in which the student has participated and credible documentation of ELL service interruptions/discontinuity (such as frequent moves in and out of the country or state, extenuating circumstances, etc.) Copy of classroom teacher’s evaluation of student’s academic languageDocumentation of parent participation in the processFor SIFE students or Recent Arrivers who have an IEP, please see Special Considerations (below).Special ConsiderationsPromotion decisions for all ELSWDs who do not have an ELPA21 test score should be based upon evidence of the student’s proficiency in modalities that are minimally impacted by any disability. Such evidence may be gathered from a combination of formal and informal assessments in their non-impacted modalities (see list under #53). English learners who are significantly impacted by their disability in all modalities may be considered for promotion out of EL services when it is deemed by the EL teacher, in consultation with both the parent of the student and other members of the IEP team, that continuing in ELD will no longer benefit the student.55Describe the staff responsible and their role in the exiting process. Identify students who score a proficient who you believe have met the linguistic criteria to exit. Work with the classroom teacher to collect the appropriate municate with the student’s parents to include them in the decision making.Schedule a meeting with the Special Services Director to review the data and make arecommendation.Students who are promoted out of ELL by portfolio will be reclassified at the end of thegrading period or year and their portfolio will be stored in their ELL file.56Describe how and where the documentation of the district’s exiting procedures will be maintained, and who is responsible for maintaining the documentation. The EL teacher updates the student information system recording the date of exit. Building records managers record the date of exit on the cumulative file File Notice Label, Appendix KEL staff notify the teaching staff about the students who have exited from EL servicesAfter 4 years of monitoring El staff updating the student information system57Describe how parents are included in exiting decisions, and how the district communicates with parents that their student has obtained English proficient or not. ELL staff sends notification of exited students to parents, the ELL district office, and relativebuilding staff as soon as a student meets the exit criteria. Parents are notified of the student’schange in status, using the ELL Exit Notification Letter (Appendix M, Ms). ELL exit lists areupdated whenever a student is exited from ELL Services and the exit date and reason isentered onto the list. Each building list is sent to the principal within the first week of schoolat the beginning of the year and within the first week of each subsequent term. The ELLadministrative assistant receives a copy of all of the ELL Exit/Monitoring Lists, for the district on the same schedule. ELL staff notifies the teaching staff about students who have been exited from ELL services.58Describe the district’s monitoring plan for each of the four years a student is in monitored status (who is responsible, what is the frequency, is the frequency different depending on the student’s academic progress or monitoring year, what documentation is reviewed, how and where is the documentation collected and stored). The district monitors students exited from active ELD services for four years. Monitoringconsist of a yearly team review of the academic progress of exited students. At gradingperiods, after universal screening and after statewide assessments, district staff reviewacademic progress of students and convene team meetings if concerns present themselvesthat seem causally related to English Language Development. Students who are exited from ELL services to be monitored will not take the ELPA21 assessment. 59Describe the district’s procedures for determining whether a lack of student success is due to academic needs or language needs when considering returning an EL to the district ELD program for the monitored students in each of the four years. If the results of the monitoring indicate that an exited student is encountering languageproficiency difficulties that impact learning, a team, consisting of ELL staff, a generaleducation teacher especially at elementary, the parent, and the principal (or designee) isconvened. This team reviews the information gathered during the monitoring process anddetermines whether to implement other interventions, reclassify the student as ELL eligible,or refer him/her to another of the district’s special programs. In many cases, the ELL teacherwill administer the Woodcock Munoz Language Survey to see if the student scores an RPI of90/90 or above suggestion language proficiency. Monitoring is discontinued after four yearsif the results of the monitoring indicate that a student continues to demonstrate Englishproficiency.ESOL teachers who teach ELD are responsible for maintaining lists of active LEP studentsand exited monitored students and providing a building list to the principal each gradingperiod and maintaining communication (typically verbally) with general education teachers.Students are monitored at grading periods at all grades levels and when state assessmentscores are available on the OAKS website. Documents are stored in the office of the ELDteacher until they graduate.60Describe the district’s plan to provide additional academic and/or language support for monitored students not succeeding in core instruction. This support addresses monitored student’s academic needs, not to determine to re-enter the student in the EL program. Monitored students can be involved in intervention groups at the elementary level and at thesecondary level if they are unsuccessful in core curriculum. Students are presented at Student Service Teams for consideration. On occasion students are referred to Special Education. Typically referral to Special Education occurs with active not exited EL students because disability often precludes proficiency in language.61Describe the district’s plan for monitoring the academic and linguistic progress of EL students with a waiver for service. Include how the district notifies parents of ELs with waivers for services about their student’s progress and opportunities for support through the ELD program.A team, including the teacher of ELD and an administrator, is convened when there isparental request to decline services for an LEP student, who has not met exit criteria, fromELL services. Parents and secondary students are invited to attend these meetings. Thedistrict will attempt to identify and help resolve any conflict that might have prompted thisrequest. The district will not; however, interfere with the parent’s right to withdraw theirchild from ELL services. Students who leave ELL services, due to parent request before theyhave met the exit criteria, must participate in annual ELPA21 testing until they reach Englishproficiency At times it may be possible to consider the student for exiting as opposed toimplementing the parental decline of services. The team may, and in the case of ELPA21 level4 students; should consider the feasibility of exiting students as proficient rather thanproceeding with the parent’s request to decline services.62Describe the district’s communication with parents of monitored ELs during all four years of monitoring, when the district is considering re-entering the student in the EL program, when the student has completed monitoring, and when the student needs additional academic support to be successful during monitoring. If the results of the monitoring indicate that an exited student is encountering languageproficiency difficulties that impact learning, a team, consisting of ELL staff, a generaleducation teacher especially at elementary, the parent, and the principal (or designee) isconvened. EL teacher in each building is responsible for sending the letter and any follow up conversation. Section 7: Equal Access to Other School District Programs (OCR step 7)Question #63Describe the district’s procedures for identifying ELs as having additional academic needs (pre-referral and IEP process). Include the steps, assessments, timeline, and person(s) responsible.The district has a well-developed Data Team system. In the Data Team setting, students areidentified as the result of screening used for all students in an academic area. Data Teamsprovide interventions with a trained interventionist. The Data Team meeting once a week and teachers with ELL staff and Special Education staff review the data and look for students showing lack of progression. Both classroom assessments, Dibels and EasyCBM information is reviewed. When a EL student is discussed the EL teacher is involved in the discussion. If the student does not show progress with classroom interventions within 4 weeks they are referred to RTI interventions. Classroom interventions are monitored by the teacher, once a student is referred to RTI the teacher and Reading Interventionist collaborate to monitor progress.64Describe how EL teachers are included in the IEP process during pre-referral and IEP team meetings for ELSWD. The team works with the classroom teacher and the EL program staff to designinterventions prior to sending the teacher concerns and student data to the Student ServicesTeam (SST). The district follows the Oregon RTI process and a formal process is followedfor all students in regard to the referral for Special Education.65Describe the process for determining the best ELD educational program is selected for each ELSWD.When the student becomes a focus of concern, ELL staff prepares for a Team ReviewAppendix O, by gathering the following pre-referral information:- Review of Home Language Survey (Appendix A, As)- Review of Attendance, Behavior, and Academic Records- Review of Language and School Experience Screening information (Appendix G)- Review of ELPA21 and/ Woodcock Munoz testing data- Summary of teacher and/or parent concerns, including comparison to ELL peers withsimilar school experiences and to development of siblings (Parent Interview, Appendix R, Rs)- Teacher Survey Rubric- Summary of Responses to Interventions (frequency, intensity, duration, and fidelity)- Writing sample scored using ELD Rubric - Medical and developmental history completed through family interview, when pertinent to concerns- Administration of Woodcock Munoz Spanish Version (when home language is Spanish)- Assessment of native language proficiency, when feasible, for speakers of other languages- Acculturation Quick Screen and Sociocultural Checklist (Appendices S and T)66Describe the district’s process for ensuring any IEP meeting and IEP documents are accessible for parents of ELs in a language parents can understand.Cascade School District is committed to ensure parents have complete understanding of the IEP process and documentation. Procedural Safeguards are printed in the native language of the parents and parents are offered time with the Special Education staff and translator to answer any questions the parent may have. In addition, all documents sent home to the parent are in the parents native language with contact information of the appropriate staff to contact if they have questions. During any meeting a translator is provided for the parent in their native language. The translators are provided training to ensure consistent translation of educational meetings. 67Describe the district’s procedures for identifying ELs as Talented and Gifted. Include the steps, assessments, timeline, and person(s) responsible. The district provides gifted education for students who score at the 97th percentile on astandardized test of intelligence and/or achievement in the areas of Mathematics and/orReading, corroborated by supportive evidence from district and statewide assessment inaddition to classroom performance. The district also makes an effort to identify students whomay meet atypical eligibility standards, with a cognitive or academic score between the 95thand 97th percentile augmented by supportive evidence of exceptional ability and/or talent.ELL students are included in the general district screening and referral processes for thegifted program. When the student emerges as a possible candidate for the gifted program,the following pre-referral information is gathered: Review of Home Language Survey (Appendix A, As) Attendance history and academic records ELL testing data Summary of teacher and/or parent information and recommendations Administration of Woodcock Munoz Spanish Version (when home language is Spanish). Assessment of native language proficiency, when feasible, for speakers of other languages.When an ELL student is referred for gifted evaluation, standardized tests of non-verbalintelligence are used with directions provided by an interpreter from the student’s homelanguage. Assessment in reading, mathematics and intellectual ability for students who maybe talented and gifted is a team process. The team uses standardized test data, the results ofthe Woodcock-Munoz in both languages, and curriculum-based measures as well asresponse-to-intervention information provided by parents and teachers. Referred students areobserved in all content areas for rate and level of learning. The following information isgathered when evaluating an ELL student for the gifted program: All pre-referral information Student interview, when appropriate Observations, curriculum-based assessment, and response to interventions over time Progress in the content areas with a special focus on Reading and Math Achievement testing in language of instruction Cognitive testing in non-verbal, non-culturally loaded instruments (the TONI, UNIT and the non-verbal portion of the KABC-2)If the team determines that a student is eligible for gifted services, the classroom teachercompacts and extends the curriculum to meet the child’s assessed rate and level of learning.Differentiated instruction is provided in all identified subject areas. Teachers provideappropriate modifications and adaptations, including front-loading instruction with EnglishLanguage Development, for those ELL students in their classes identified as Talented andGifted.Talented and Gifted ELL students tend to have superior language development skills leadingto an early exit from ELL services. Currently, there was no LEP student eligible for theCascade’s gifted program but three former ELL students were eligible for and receivedservices from the Talented and Gifted program. Students are referred for TAG by classroom teachers. Each building has a TAG coordinator.68Describe the district’s plan for ensuring all ELs have equal access to the core instructional program offered by the district for all students. Include person(s) responsible if appropriate. Sheltered English Instruction (SEI) Approach: At the elementary level, students areclustered into grade level general classrooms with teachers who have had specialized GLAD,SIOP or other sheltered English instruction (SEI) training specifically designed to address theneeds of ELL students. At the secondary level most teachers have had SEI training, but it isnot always possible to cluster students because of low ELL numbers and different needs forcore curriculum. The goal of this support and/or strategies is to make academic instruction inEnglish understandable to LEP students. Teachers are responsible for providing SEI to ELLstudents allowing access in the content areas. A few of these teachers are ESOL endorsed aswell.69Describe the district’s procedures for identifying ELs who also qualify for support from Title I-A (targeted assisted programs). Aumsville Elementary School is a school wide Title program and all students are eligible.Students are screened for interventions based upon Curriculum Based Measure screeningthree times a year. Students who do not meet benchmark are scheduled into interventiongroups. If LEP student cannot be scheduled into intervention groups without interfering withcore curriculum, they are offered interventions after school- that have the same intensity andquality as those offered during school hours. In keeping with our current understanding ofwhat works for LEP students we often give preference to Reading Mastery as anintervention.Even though Turner is a targeted Title program, the process is basically the same as it relatesto interventions. The afterschool program is offered as part of Title 1 and does notnecessarily follow the same “researched based criterion” followed at Aumsville. Cloverdale,by district plan, has no active LEP students.70Describe the district’s plan for EL graduation (4-year, 5-year timelines) for each of the EL groups (SIFE, Recently Arrived, and ELSWD – include plans by disability) Cascade School district is committed to improving graduation rates for all students and had improved the rate of graduation for EL students. The 2016-17 school year resulted in 93% of EL students being on track to graduate, 85.7% graduating in 4 years and 100% graduation rate for 5th year students. The improvement is due to emphasis on track focus. The principal and EL teacher meet multiple times a year to review students in the EL program, Monitored students, forever EL students, SIFE, Recently Arrived and ELSWD progress. They review state assessments, ELPA21 scores and progress in acquiring credits. One area we will continue to focus on is the ELSWD as the students with disabilities group graduation rate is lower overall. Section 8: Parent and Community InvolvementQuestion #71Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of the parent program placement letters (both initial and continuing letters). The protocol in Cascade ensures that parents are informed of their child’s placement in the district’s ELL program within 30 days of registering at the beginning of the year and within two weeks of registering once the school year has begun in a language that they can understand by the Parent Notification letter. The ELL teacher in each building is responsible for sending the letter and any follow up conversations. At the end of the school year parents are informed of their child’s English language acquisition progress in a language they can understand. The ELPA21 results are mailed to parents either in English or Spanish when results are available.72Describe the district’s methods used to notify parents and students of available programs and services, including but not limited to: bilingual programs, alternative schools, charter schools, magnet schools, after-school supports, etc. LibraryA portion of the library collection in each school contains materials in languages other thanEnglish. The district is committed to increasing its collection of titles in languages other thanEnglish to provide appropriate literacy experiences for ELL students in all stages of literacydevelopment. The ELL student has the same access to the library as all other students. ELLstaff provides support to eligible students who need English language assistance in theLibrary.CounselingStudents referred for counseling are provided interpreters, as needed. This district also makesavailable space for service providers funded by Marion County Mental Health. We workactively with these providers, many of whom have bilingual counselors to meet the needs ofstudents and their families.Alternative High School ProgramsELL students have equal opportunity to participate in the alternative high school programs.Candidates for these programs must meet the standard entrance procedures and criteria;which often is poor conduct. We currently do not have EL students enrolled in this program. If If there are students attending the Alternative High School, they are served at the high school and provided transportation between programs. Extracurricular and Nonacademic ActivitiesELL students have equal opportunity and are encouraged to participate in extracurricular andnon-academic activities available to all students, such as athletics, clubs, music, theater, after school programs, class trips, outdoor school, etc. Native language notification and support services are available, whenever feasible, to assist ELL students in overcoming language related obstacles to their participation in extracurricular and non-academic activities.73Describe the district’s methods used to notify parents of ELs regarding school activities communicated in a language parents can understand (i.e., progress reports, parent-teacher conferences, handbooks, fund raising, extracurricular activities, etc.). What is the process the district uses to determine which documents need to be translated? How does the district provide interpreters for parent to be able to participate in their student’s education? Cascade assigns an interpreter to each building who provides translations for registration,conferences, IEP meetings, parent meetings, by phone, in person or in writing to keep parentsupdated on opportunities for their children. Staff also provides home visits when needed.Individual schools provide parent and family information opportunities that address specificissues regarding school culture and rules, understanding state assessments including ELPA21,and transitioning from one school level to the next. Meetings are conducted bilingually or inSpanish when needed.All school-to-home documents are written in both Spanish and English, including allinformation relating to registration and school services. The district translator prioritizeswhat needs to be translated by conferring with teachers, building principals and central officestaff.74Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of information regarding Title III to local private schools? The Federal programs director meets with all the private schools in the Cascade School District attendance area and reviews services available through Title III. The home language survey requirement is reviewed during the meeting and the contact person for the district..75Describe the district’s procedure, timeline, and person(s) responsible for the dissemination of information of Recent Arrivers to private schools as required by Title III. The Federal programs directors meets with all the private schools in the Cascade School District attendance area and reviews services available through Title I, Title II, Title III and Recent Arrivers. The home language survey requirement is reviewed during the meeting and the contact person for the district.76Describe the progress in sharing the ODE EL Legislative Report with parents, School Board members, community members, and staff annually. The EL Legislative Report is shared with the School Board the meeting following the release. The report with be posted on the district website following the board meeting and will be posted in each building. The EL Legislative Report will be shared with staff at the monthly EL staff meeting. The EL Legislative Report will be shared with parents at the following parent meeting, if the parent meeting is longer than 30 days then EL staff will send notification to the parents of the report and the link to the district website. 77Describe the district’s procedure in recruiting parents of ELs to participate in school leadership roles. Include how the district will make these positions accessible for parents. This is an area that Cascade School District is committed to improving. Parent meeting was the first step in recruiting EL parents for school leadership roles. The EL staff explained each opportunity and committed to having a translator at any meeting with appropriate notice. The Director is also working with the Administration team to notify and recruit EL and Migrant parents for leadership roles. Section 9: Program implementation EvaluationQuestion #78Describe the district’s program evaluation process of the implementation of district’s EL Plan. Include whether the district has followed the established plan; met the applicable procedural and service requirements – including frequency, timeliness, and documentation; does the information sources and methods for gathering information:Include whether the evaluation determines if staff have followed applicable procedures and service requirements, including procedural and service requirements (frequency, timeliness, and documentation).Include the list of reviewed items: file and record review, staff interviews and surveys, input from parents/students or focus groups, and grievances/ complaints made to the district regarding district program implementation or service delivery.The actions listed below will be part of a systematic approach to how we will review andevaluate the program on a yearly basis. Beginning in the 2015-2016 school year we implemented an annual file and procedures review. This will take place at the end of the school year. The steps in the review will include: Each ELL teacher will do a file review in their schools. The ELL program director will to a random file review in at least 2 schools to determine if procedures for identification, placement, monitoring and exiting are being followed with fidelity.A staff assess teachers, who serve Ell’s, needs and supports looking at both staffing, curriculum and strategies in supporting EL students in the general setting. Parent focus group, facilitated by ELL teachers and ELL program director OR a parent survey. Collection of any complaints about the ELL program from parents, students or staff Dedicated time (release day) for ELL staff at each school to gather formative assessment information and to do a review and analysis of results. If deficit areas are found in the identification, placement, monitoring or exit procedures, the ELL staff and the ELL program director, will make a plan to implement changes in the fall of the next school year Share results and adjustments with building staff and administrators. Update district ELL Plan as needed.79Include the evaluation of the district’s identification process. Did the district meet the timelines for each step of the district’s identification process? The district is currently meeting each step and we will continue to monitor as we have a new student information system online next school that will integrate the home language survey into the the forms parents fill out. We will continue to have the forms available at registration to ensure the identification of potential EL students. 80Include the evaluation of the student initial identification assessment process. Did the district administer the identification screener timely? The districts goals of having students evaluated with the first 30 days of school at the start of the year and within two weeks for students enrolling after the start of the year have been met. 81Include the evaluation of placement in EL program services to all students with identified language needs. The districts goals of having students evaluated with the first 30 days of school at the start of the year and within two weeks for students enrolling after the start of the year have been met. Each ELL teacher will do a file review in their schools. The ELL program director will to a random file review in at least 2 schools to determine if procedures for identification, placement, monitoring and exiting are being followed with fidelity.82Include the evaluation of adequate staff and materials that is consistent with the district’s EL program of service. A EL staff assess teachers, who serve Ell’s, needs and supports looking at both staffing,curriculum and strategies in supporting EL students in the general setting. 83Include the evaluation of the district’s exiting/reclassification process for students transitioning from the EL program. The ELL students in Cascade school district appear to be doing well as far as meeting thecriteria we have established for exiting the program. But there may be a disconnect betweentheir success at meeting exit criteria and their performance in the classroom and on stateassessments in reading, math and science. We will do another review when we have consecutive years of Smarter Balanced Assessment results are available. The recommendation of the ELL team is to improve our professional development for classroom teachers so that they understand best.practices and strategies for delivering effective sheltered instruction.84Include the evaluation of the district’s monitoring practices for students who have transitioned from the EL program for each year of monitoring. The ELL Plan and the ELL TEAM REVIEW and RECOMMENDATION documents are used for qualifications for exiting and evaluation during monitoring status. Writing samples, Smarter Balanced scores, general ED classroom work samples all contribute to how EL teachers monitor student progress. If the student is low in reading there is a sheltered class at the junior high. If the deficit area is in math, there is a math intervention program at the junior high. Support at the high school is provided by the high school ELL teacher and instructional assistant. This support could be tutoring or push-in in a content area class. Guidance to ensure monitored students stay on track to graduate and parent communication, is also provided. Smarter Balanced data will also be used along with grades, formal and informal assessments, and on track status to determine how monitored students are performing.85Include the evaluation of EL parent participation in school/district decision making groups and the district’s recruitment practices. This is an area of focus and improvement for Cascade School District. We have started the process of increasing parent participation but will continue to monitor progress of parent participation. We will use parent participation in building leadership teams and attendance of Title III parent meetings. Student Performance Evaluation – English LanguageQuestion #86Describe the district’s rate of ELs acquiring English language skills. Is the pace consistent the with district’s EL program goals or expectations? The 2017-2019 goals for EL English Language skills were: 13% of our EL students moved up one or more language proficiency levels as measured by the ELPA21 by spring 2017. The goal for 2017-2018 is 20% 6% of our LEP students attained English proficiency as measured by the ELPA21 by Spring 2017. The goal for 2017-2018 is 12% 5% of students who have been in an ELL program for 5 years or more attained English proficiency as measured by the ELPA21 by Spring 2017. The goal for 2017-2018 is 10%87Describe the district’s rate of language development progress compatible with the district’s objectives for academic (core content) progress. Grade Level Goal 2017-18Goal 2018-19Goal 2019-20Goal 2020-2021THIRD GRADEREADINGPROFICIENCY50% meet Asmeasured by the Smarter BalanceAssessment55% meet Asmeasured by theSmarter BalanceAssessment60% meet Asmeasured by theSmarter BalanceAssessment65% meet Asmeasured by theSmarter BalanceAssessmentTHIRD GRADEMATHPROFICIENCY45% meet Asmeasured by theSmarter BalanceAssessment50% meet Asmeasured by theSmarter BalanceAssessment55% meet Asmeasured by theSmarter BalanceAssessment65% meet Asmeasured by theSmarter BalanceAssessmentSIXTH GRADEON-TRACK45% meet Asmeasured by theSmarter BalanceAssessment50% meet Asmeasured by theSmarter BalanceAssessment55% meet Asmeasured by theSmarter BalanceAssessment65% meet Asmeasured by theSmarter BalanceAssessmentELEVENTHGRADEON-TRACK TO GRADUATE95% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits96% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits97% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits98% on track tograduate asmeasured by SmarterBalance oralternativeassessments, grades,academic credits 88Describe how the ELs are performing in English language skills compared to the district’s goals and standards. In the Third Grade goals we are significantly behind but have continued to show growth. This year our elementary schools will be adopting the AVID system and have also started to “double dose” EL student in both Math and ELA to help improve performance. 89Describe how the district’s ELs are progressing in English language skills so they will be able to successfully handle regular coursework. EL students are monitored closely both by EL staff but also by the counselors and principals in their general education coursework. The building administrators meet with EL staff multiple times a year to monitor progress of students. the 4 and 5-year graduation rate reflect that our practices have shown to impact student progress and graduation. 90Describe how the monitored ELs continue to demonstrate English language skills that enable them to successfully handle regular coursework. All EL students, monitored, forever or current students receiving EL services are monitored for progress in the general education curriculum. Data teams monitor all students’ ability to progress in the general education coursework. The team includes the EL staff as well as the building administration to ensure that any changes that need to take place are not delayed in implementation. 91Describe how the former (not monitored nor current) ELs continue to demonstrate English language skills that enable them to successfully handle coursework. All EL students, monitored, forever or current students receiving EL services are monitored for progress in the general education curriculum. Data teams monitor all students’ ability to progress in the general education coursework. The team includes the EL staff as well as the building administration to ensure that any changes that need to take place are not delayed in implementation. Student Performance Evaluation – Academic PerformanceQuestion #92Describe how the EL students, who are currently receiving English language development services, are progressing academically relative to program goals or expectations for core content knowledge. Grades K-5: At the elementary schools the process of doing a deep level analysis of all sub-group populations is firmly in place. We provide interventions in a small group setting for reading and math. Student progress is monitored by weekly assessments. Time is takenduring 2 x per month PLC’s to review reading, writing and math data to determine if theinterventions are if the interventions are effective or need to be adjusted and ELL staff are animportant part of the data review. A regular review of how ELL students are doing isincluded in this process which ensures their academic growth and that they are on track toenter the junior high school prepared for academic success. A review of district and ELLgoals are also reviewed to determine progress towards meeting them.Grades 6-12: The Junior high & high school provides diverse services depending onindividual needs of the students. They also review disaggregated student data during theirlate star PLC’s, with a particular focus on EL’s.93Describe how the current EL, monitored EL, and former EL students are doing, over time, as compared to the academic performance of all other students. Grade EL Percent Proficient 2015- 16EL Percent Proficient 2016- 17General Education Percent Proficient2015- 16General Education Percent Proficient2016-17Grade 3< 5.0%9.135.635.6Grade 4< 5.0%16.744.144.1Grade 511.114.359.059.0Grade 6NA22.268.768.7Grade 7NANA44.844.8Grade 8NANA46.046.0Grade HS (11)NANA78.778.794Describe what measures are being used to assess the overall performance of EL students in meeting the goals the district has established for its EL program. Grades K-5: At the elementary schools the process of doing a deep level analysis of all sub-group populations is firmly in place. We provide interventions in a small group setting for reading and math. Student progress is monitored by weekly assessments. Time is takenduring 2 x per month PLC’s to review reading, writing and math data to determine if theinterventions are if the interventions are effective or need to be adjusted and ELL staff are animportant part of the data review. A regular review of how ELL students are doing isincluded in this process which ensures their academic growth and that they are on track toenter the junior high school prepared for academic success. A review of district and ELLgoals are also reviewed to determine progress towards meeting them.Grades 6-12: The Junior high & high school provides diverse services depending onindividual needs of the students. They also review disaggregated student data during theirlate star PLC’s, with a particular focus on EL’sProgram Improvement/ModificationsQuestion #95List any identified concern(s) based on this evaluation. The increasing population of the district, due to development of three housing projects, one in Turner and two in Aumsville, we will need to review the ability to support special program ability to appropriately serve and monitor students. Forms are out of compliance for exiting the program and notification of services. Parent meetings We EL Team needs to do a deep dive into the practices and procedures to insure consistency across the district. 96Describe how the district will address the concern(s). We will need to add additional staff as the student population increases. Review and update all forms The district is revising how parents are notified of parent meetings. The EL staff will meet to discuss practices and procedures. Appendices 53276500Sent to ELL Dept.Date: _________00Sent to ELL Dept.Date: _________Language Use SurveyThe purpose of this survey is to determine if your child’s current language exposure and use might make your child eligible to receive support in academic English instruction.Student Name: __________________________________________Grade Level: _____________School: ________________________________________________Date of Birth: _____________1.What language(s) does your child hear or use regularly in your household (i.e. spoken, media, music, literature, etc.)? hear__________ use (i.e., American Sign Language (ASL)) __________2.Describe the language(s) your child understands.No EnglishMostly another language and a little EnglishEnglish and another language equally Mostly English and a little of another language Tribal/Heritage/Native Language (i.e., languages spoken by American Indian/Alaska, Native Hawaiians, and citizens of U.S. Territories)Only English3.What language(s) do adults most frequently use when speaking/conversing to your child? Parent/Guardian: ______________________ Parent/Guardian: ______________________ Other Adults in the Home: _______________ Child-care Providers: ___________________4.What language(s) does your child CURRENTLY speak/express most frequently outside of school?________________________________________________________________________________5.Does your child frequently participate in cultural activities that are in a language other than English? Please list the activity and how often your child participates in the activity (e.g., once/week, 2?times/week, once a month, etc.). ________________________________________________________________________________6.Is there anything else you think the school should know about your child’s language use (e.g., what language did your child speak/express from ages 0-4; did your child have speech classes; did your child attend a bilingual pre-school, etc.)?________________________________________________________________________________Parent Questions: In what language(s) do you want to receive information from the school (if available)?Parent/Guardian: Oral _____________Written ______________American Sign Language_________________Parent/Guardian: Oral _____________Written ______________American Sign Language_________________Parent or Guardian Signature _____________________________________Date _______________What is your relationship to the student? _____________________ (e.g., parent, grandparent, etc.)For School Use OnlyESL/ELL_____Title IC_____ Title IA______Special Services_____ Classroom Teacher_____________________Office_________524510073025Appendix A00Appendix A5035550-309880Sent to ELL Dept.Date: ______00Sent to ELL Dept.Date: ______Encuesta de Uso de LenguajeEl propósito de esta encuesta es determinar si el uso y la exposición del idioma de su hijo podrían hacerlo elegible para recibir apoyo en la instrucción académica del inglés.Nombre del estudiante: _________________________________________ Grado: _________Escuela: _______________________________________ Fecha de nacimiento: ___________1.?Qué idioma(s) oye o usa regularmente en su casa (es decir, habla, música, literatura, etcétera)? oye_______ usa (es decir, lenguaje de se?as americano (ASL)) ___________2.Describe el idioma(s) que el ni?o entiende.No sabe inglesMás otro idioma y un poco de inglés Inglés y otro idioma igualmente Más inglés y un poco de otro idioma Idioma nativo o tribal (es decir, lenguas habladas por indios americano/Alaska, nativos de Hawái y los ciudadanos de los territorios de los Estados Unidos)Solo sabe inglés3.?Qué idioma (s) los adultos usan más frecuentemente al hablar/conversar con su hijo? Padres/Guardianes: ______________________ Padres/Guardianes: _________________________ Otros adultos en el hogar: _________________ Proveedores de Cuidado de ni?os: ______________4.?Qué idioma (s) su ni?o ACTUALMENTE habla/expresa con más frecuencia afuera de la escuela?________________________________________________________________________________5.?Su hijo participa con frecuencia en actividades culturales que se encuentran en un idioma diferente al inglés? Por favor indique la actividad y con qué frecuencia su hijo participa en la actividad (por ejemplo: una vez / semana, 2 veces / semana, una vez al mes, etcétera.). ________________________________________________________________________6.?Hay algo más que cree que la escuela debe saber sobre el uso del idioma de su hijo (es decir, idioma que su hijo hable/expresa de edad 0-4, tuvo su hijo clases de aprender a hablar; asistió su hijo a un preescolar bilingüe, etcétera.)?________________________________________________________________________________Preguntas de padres: En qué idioma (s) ?quieres recibir información de la escuela (si está disponible)?Padre/Guardián: Oral ______________ Por escrito ____________ Lenguaje de se?as americano (ASL)____________ Padre/Guardián: Oral ______________ por escrito ____________ lenguaje de se?as americano (ASL)____________ Firma de Padre o Guardián __________________________________________ Fecha ____________?Cuál es su relación con el estudiante? ____________________ (es decir, padres, abuelos, etcétera.)Solamente para el uso de la escuelaESL/ELL_____ Title IC_____ Title IA______ Special Services_____ Classroom Teacher ____________________ Office_________607695063500Appendix As00Appendix AsDESIGNATION OF RESPONSIBILITIESBUILDING ADMINISTRATIVE SECRETARYProcedureTime FrameDocumentationRegistration forms including the HLS are completedImmediately upon enrollmentCompleted formsCompleted HLS are given to building ELL staff dailyImmediately upon enrollmentCompleted formsNon-PHLOTE HLSs are filed by year in the school office after review by the ELL staff.Following registration of studentsHLSs on file by yearPlace File Notice label on Cum folderWhen ELL services are initiated and Yellow Notification Form is receivedPlace Notice on cum folderPlace envelope with inactive Special Programs File in Cum folder and complete exit date on File NoticeWhen student is exited and Yellow Notification Form is receivedDate on File NoticeELL BUILDING CONTACT/STAFFProcedureTime FrameDocumentationHLS is maintained in student’s ELL filePermanentlyELL Files for ELL students and archive all other HLSAdd new PHLOTE students to district ELL Records database.Within 30 calendar days of enrollment at beginning of year or within 7 calendar days of later enrollmentHLS forms on file in ELL Office.Screen new PHLOTEs: Complete ELL School and Language Experience Summary (ESLS) Office; Test when indicated by ESLSWithin 30 school days of enrollment at beginning of year or within 5 days of later enrollmentCompleted ELL School and Language Experience Summary filed in ELL files at attending school and ELL officeStudent info added to ELL Records Database and Building ELL Eligibility Lists distributed to principalsWithin 5 days of testingBeginning of each termCurrent ELL Eligibility ListNotify parents of placement in ELL room or students’ ineligibility 5 days before placementParent Notification Letter in permanent fileServices initiated for ELL eligible students unless parent requests exclusion from service5 days after Parent Notification is sentServices initiated within stated time frame. Parent requests for exclusion sent to ELL plete Yellow Notification Form distribute to Special Services Office, Building Records ClerkWhen ELL services and initiatedForm sent to Building Records Clerk and Special Services SecretaryParticipate in ELL Team review of students who are not making expected progress. When progress concerns ariseReview forms completedSend copy of Summary of Team Review to ELL Office and file in Building FileFollowing Team Review meetingSummary of Team Review Form filed in ELL files at attending school Send Exit Notification to parentsWhen student is exitedCopy of Parent Notification Letter in student’s ELL fileComplete Yellow Notification Form and distribute to Special Services Office and Building Records ClerkWhen student is exited and when 2 year monitoring period has ended Form sent to Building Records Clerk and Special Services Secretary 5143500104775Appendix D-100Appendix D-1PRINCIPAL / PRINCIPAL’S DESIGNEEProcedureTime FrameDocumentationInterpreter is requested for parents who do not speak EnglishWithin 5 days of enrollment with translation providedCompleted formsParticipate and facilitate in ELL Team review of students who are not making expected progressWhen progress concerns ariseSummary Form filed in ELL files at attending school Distribute Building ELL lists to TeachersOctober, December, AprilTeachers have listsREGULAR EDUCATION TEACHERProcedureTime FrameDocumentationParticipate in ELL Team review of students who are not making expected progress When progress concerns ariseSummary of Team Review Form with team recommendation filed in ELL files at attending school Plan and implement effective sheltered instruction for ELL studentsDailyObservation summariesSPECIAL SERVICES SECRETARYProcedure Time FrameDocumentationDistrict database is updated after Yellow Notification Form is receivedWhen ELL Services are initiated, terminated, etc.Accurate database reportsADMINISTRATIVE ELL COMMITTEEProcedure Time FrameDocumentationCompletes Building Progress Summary and Program Evaluation SummaryAnnually Summary forms completed each springJOINT ELL COMMITTEEProcedure Time FrameDocumentationReviews Program Evaluation Summary and develops Program Improvement PlanAnnuallyImprovement Plan Completed each June49149001812925Appendix D-200Appendix D-2Cascade School District3429006985000571500024130School Year:_____________00School Year:_____________ Parental Notification about Services for English Language Learners Has been identified for services in the Cascade School District English Language Learners (ELL) Program. This program promotes equal access to and meaningful participation in school curriculum as students develop English proficency with support from ELL staff. The identification of your student was based on the following:Home Language SurveyStaff ReferralParent ReferralWoodcock-Munoz Test Scores, indicating the English Proficency of your childELPA test scores, indicating the English Proficency of your child.Woodcock-Munoz Score Key0-3Negligible4-24Very Limited25-74Limited75-96Fluent97-100AdvancedType of LangugeCalificacionesDe su estudiante753745201295 OR 00 OR ELPA Composite Woodcock Munoz Broad EnglishELPA Score Key 1Beginning2Early Intermediate3Intermediate4Early Advanced5Advanced 3829050132715 ELL Exit Criteria: ELPA21 Score of Proficent00 ELL Exit Criteria: ELPA21 Score of ProficentThe ELL services you child will recieve are:□Instruction to improve English comprehension, speaking, reading, and/or writing provided by ELL teacher □Assitance in the regular classroom(s) provided by ELL staff. □Academic instruction provided by regular education teachers trained to enhance English proficency in each class.If you do not wish you child to have access to these additional services, please call the person listed below to schedule a meeting to discuss your request. Services will begin a week after this notification is sent unless you have contaced the person below.If you have any questions, please call: ____________________________at____________________.5988050117475Appendix E00Appendix E58610508890School Year:_____________00School Year:_____________Distrito Escolar Cascade #5 Notificación Paternal para los Servicios de los Estudiantes De Inglés como Segundo Idioma1143000-101346000 Ha sido identificado para servicios en el programa Inglés como Segundo Idioma (ELL) del Distrito Escolar Cascade. Este programa promueve igualdad en acceso a la participación significativa del plan de estudios escolares, los estudiantes aprenden ingles con la ayuda del personal del programa ELL. Los estudiantes son elegibles para los servicios de ELL para ayudarles en su adquisición en inglés hasta que ellos demuestren fluidez en hablar, leer y escribir en ingles.La identificación de su estudiante fue basada en lo siguiente:Formulario del Idioma en el HogarRecomendación del personalRecomendación de los PadresResultados de examen Woodcock-Munoz, indicando la habilidad de su hijo/a en el inglés. Resultados del examen ELPA, indicando la habilidad de su hijo/a en el inglés.Tipo de LenguajeCalificacionesDe su estudianteCombinación572770134620 O 00 O de ELPA Woodcock Mu?oz Inglés ExtensivoClave de Calificación ELPA 1Principiante2Principiante Intermedio3Intermedio4Principiante Avanzado5AvanzadoClave de Calificación Woodcock-Mu?oz 0-3Delimitado4-24Muy Limitado25-74Limitado75-96Fluidez97-100Avanzado 4229100104775Criteria de salida: Calificación de 5 en el examen ELPA00Criteria de salida: Calificación de 5 en el examen ELPALos servicios ELL que su hijo/a recibirá son:Instrucción para mejorar el entendimiento, hablar, leer y/o escritura en inglés, proveída por un profesor ELL.Refuerzo de instrucción académico en el salón(es) regular(es) proveído por el personal ELL.Instrucción académico proveída por profesores regulares que tienen entrenamiento para aumentar la habilidad del inglés en cada clase.Si usted no desea que su hijo/a tenga acceso a estos servicios adicionales, favor de llamar a la persona que su nombre aparece abajo para hacer una cita para tener una junta para hablar sobre su requisito. Servicios van a empezar una semana después de que esta notificación sea enviada si no se ha comunicado con la persona indicada al pie de la pagina.Si usted tiene alguna pregunta, favor de llamar a: ____________________al____________________.5969000654685Appendix Es00Appendix EsCascade School DistrictParent Refusal for Exclusion from English Language Learner (ELL) ServiceTeam Members meeting with parents to explain purpose and benefits of ELL Service:________________________________________________________________________________________________________________________________________________________________________□I understand that my child/student, ____________________________, qualifies for services in the Cascade School District English Language Learner (ELL) program. I understand the purpose of ELL service and the benefit it might provide my child/student who is not English proficient. At this time, I do not want my child/student to participate in the following services.□ Instruction to develop English proficiency□ Assistance in the regular classroom(s) provided by ELL staff□ Secondary ELL Study LabI also understand that I have the option to have my child tested and enter the program if h/she continues to be eligible, I the future, by contacting the school or ELL office.Parent Signature __________________________________ Date _______________________CC: Student’s Permanent Cumulative file57664352424430Appendix F00Appendix F ParentsDistrito Escolar Cascade Solicitud Paternal De Exclusion de los Servicios para Estudianted Ingles como Degundo Idioma ELLJunta de los miembros del equipo con los padres con el objetivo de explicar el proposito y los beneficios de los servicios del programa ELL:________________________________________________________________________________________________________________________________________________________________________□Yo entiendo que mi hijo/estudiante, ___________________________________, cualifica para los servicios del Programa de ingles como Segundo Idioma ELL en el Distrito Cascade. Yo entiendo el proosito de los servicios y el beneficio que talvez prove a mi hijo/estudiante, quien no tiene habilidad en el idioma ingles. En este momento, yo no quiero que mi hijo/estudiante participle en los siguientes servicious:□ Instruccion para desarrollar en el ingles.□ Ayuda proveida por el personal ELL en el salon(s) regulas(es).□ Laboratorio de Estudios del Programa Ell en la Escuela SecundariaYo tambien entiendo que tengo la opcion para que mi hijo/a sea examinado/a y pueda entrar en el o ella en el future continua siendo elegible.Firma del padre/madre _____________________________ Fecha ________________________CC: Expediente permanente del estudiante57664352424430Appendix Fs00Appendix Fs Parents / Padres5715000-114300School Year:_____________00School Year:_____________Cascade School District2286002413000Parental Notification about Ineligiblity Services for English Language Learners ServicesDear Parent or Guardian, The Home Language Survey you completed at registration reflected that your child ________________________ has a home language of __________________.It is state law that we assess all students with a home language other than English for English language proficiency.The assessment determined your child to be proficient in English and therefore did not qualify for English language learner services.If you have any questions, please call: ____________________________at____________________.55308504784090Appendix DZ00Appendix DZ190500127000561403520320School Year:_____________00School Year:_____________Cascade School DistrictNotificación para Padres de Inteligibilidad de Servicios de Inglés como Segundo Idioma Estimados Padres o Tutores, El formulario del Idioma del Hogar que usted llenó durante la registración reflejó que su hijo/a ________________________ habla en casa el idioma __________________.Es una ley del estado que nosotros hagamos un exámen de habilidad del Idioma Inglés a todos los estudiantes que hablen otro idioma aparte del Inglés.El exámen determina si su hijo tiene altas habilidades en el idioma Inglés, o si es que no califica para Servicios de Inglés como Segundo Idioma. Si usted tiene alguna pregunta, comuniquese con: __________________Al número:____________.59436003496310Appendix DZs00Appendix DZsleft-19649000ELL SCHOOL AND LANGUAGE EXPERIENCE SUMMARYStudent:Gr:DOB:Summary Date:Team Members (Minimum of 1 ELL Staff, 1 Regular Education Staff):ELL Staff:Reg. Education Staff:Record Review:Primary Language: Language(s) in Home:Attendance History: SchoolGrade LevelsPresent/AbsentTest Results:TestDateResultsReport Cards:Grade LevelStrengthsConcerns Date of Entry into US Schools:Probable Date of Entry into ELL Services:Special Services: _______ ________ _______ _______ Current Skill Levels:Speaking English:Speaking Primary Language:Reading:Written Language:Math:Content Areas:5283200220980Appendix G00Appendix GSPECIAL SERVICES NOTIFICATION FORM~ELL Notification Form~514350057785Date: __________00Date: __________ BUILDING: __________________________ Initials: ___________ (ELL Office) __________________________________________ ________________________ STUDENT NAME BIRTHDATE 285750092710Building Records Manager Instructions (italics)00Building Records Manager Instructions (italics) Is eligible for ELL Services. Check box on Confidential File Label (adding label if needed)Was removed from ELL Services Note date on Confidential File Label. on / / . Is eligible for ELL Monitoring Services. Check box on Confidential File Label. Was removed from ELL Monitoring Note date on Confidential File Label.Services on / / . cc: Building Records Manager Special Services Secretary, District Office5270500109855APPENDIX J00APPENDIX J~ELL Notification Form~5257800166370Date: __________00Date: __________ BUILDING: __________________________ Initials: ___________ (ELL Office) __________________________________________ ________________________ STUDENT NAME BIRTHDATE 285750092710Building Records Manager Instructions (italics)00Building Records Manager Instructions (italics) Is eligible for ELL Services. Check box on Confidential File Label (adding label if needed)Was removed from ELL Services Note date on Confidential File Label.on / / . Is eligible for ELL Monitoring Services. Check box on Confidential File Label. Was removed from ELL Monitoring Note date on Confidential File Label.Services on / / . cc: Building Records Manager Special Services Secretary, District Office51879504147185APPENDIX Js00APPENDIX Js914400113030CONFIDENTIAL FILESThis student may have confidential files in other locations. Gather all files before transferring records.Program File Date Exited From Program (Place envelope containing inactive Special Programs file in cum file.) ELL __________ Title 1 __________ Special Education __________ 504 __________ TAG __________ ELL Monitoring __________ 00CONFIDENTIAL FILESThis student may have confidential files in other locations. Gather all files before transferring records.Program File Date Exited From Program (Place envelope containing inactive Special Programs file in cum file.) ELL __________ Title 1 __________ Special Education __________ 504 __________ TAG __________ ELL Monitoring __________ 537210053975APPENDIX K00APPENDIX K-114300-11430000TAT TEAM REVIEW(For ELL students not making expected progress)Student:Gr:DOB:School: Summary of English Language Proficiency ReviewELPA COMPOSITEWoodcock-Mu?oz(Optional)Teacher Survey Rubric (Select One)Writing Sample(ELD Scoring Rubric)Listening Broad English BeginnerSpeakingOral Language Early IntermediateReadingReading/Writing IntermediateWriting Early Advanced AdvancedFactors Impacting Progress:AttendanceMotivationOrganizational SkillsBehaviorResistance to ELL ServicePossible Disability: Area(s) of Concern:Limited English Proficiency Impacts Access to Content InstructionTest Anxiety/Lack of effortOther: When the ELL student becomes a focus of concern, the following pre-referral information may be gathered:Review of Home Language SurveyReview of Attendance, Behavior, and Academic RecordsReview of Language and School Experience Screening informationReview of ELL testing dataSummary of teacher and/or parent concerns, including comparison to ELL peers with similar school experiences and to development of siblings (Parent Interview) Summary of Responses to Interventions (intensity, duration, fidelity)Medical and developmental history completed through family interview, when pertinent to concerns Administration of Woodcock Munoz Spanish Version (when home language is Spanish) Assessment of native language proficiency, when feasible, for speakers of other languagesAcculturation Quick Screen and Sociocultural Checklist4914900473710Appendix L00Appendix LThis information is presented to and considered by the building Teacher Assistance Team (TAT), which completes the forms typically used for any student referred to the building TAT.left000ENGLISH LANGUAGE LEARNER (ELL)Exit NotificationCascade School District #510226 Marion Rd. SE; Turner, Oregon 97392Phone: (503)749-8488 -- FAX: (503)749-8321To the Parent/Guardian of Student’s NameYour child has demonstrated English proficiency in listening, speaking, reading, and writing on the Woodcock –Mu?oz Language Survey score of 90 RPI or higherOregon State English Language Proficiency Assessment score of 5 (Advanced)Your child s no longer eligible for ELL services. The ELL program will continue to monitor his/her progress in school for at least 2 years and, if at any time, additional ELL services are needed, you will be notified. If you have any questions about your son/daughter not being in the ELL program, please call the ELL teacher. ELL Staff Date Phone Numbercc: Parent53721006985Appendix M00Appendix M ELL file114300-22860000 Estudiante de Inglés como Segundo Idioma (ELL)Notificación de SalidaCascade School District #510226 Marion Rd. SE; Turner, Oregon 97392Phone: (503)749-8488 -- FAX: (503)749-8321Para los Padres o Tutores Legales Student’s Name Nombre del estudianteSu hijo/a a demostrado habilidad en inglés en escuchar, hablar, leer y escribir en: En el examen de Lenguaje del Woodcock –Mu?oz la calificación fue de 90 RPI o más alto. Examen del Estado de Oregon de la Habilidad en el Idioma de Inglés(Oregon State English Language Proficiency Assessment) Calificación de 5 (Avanzado)Su hijo/a no es elegible para los servicios ELL. El programa ELL, continuara vigilando el progreso en la escuela por los siguientes 2 a?os escolares y si en algún tiempo necesita servicios adicionales ELL usted será notificado. Si usted tiene alguna pregunta sobre él porque su hijo o hija no participa en el programa ELL, por favor llame al profesor/a del programa ELL. ELL Staff / Personal ELL Date / Fecha Phone Number / # de : Parent / padres ELL file / Archivo ELL513080019050Appendix Ms00Appendix Msleft-10795000ELL TEAM REVIEW AND RECOMMENDATION(For exit/monitored student review)Student:Gr:DOB: Review Date: School: Team Members (Minimum of 1 ELL Staff, 1 Regular Education Staff, Principal/Designee):ELL Staff:Principal/Designee:Reg. Education Staff:TEAM REVIEW AREAS:English Proficiency Results (most recent): Only one test required; List both if availableTestScoreAdequate Compared to ELL Peers?ELPA Composite Date: Yes No Listening Yes No Speaking Yes No Reading Yes No Writing Yes NoWoodcock-Munoz Broad English Date: Yes No Oral Language Yes No Reading/Writing Yes NoComments:Recent Writing Sample Scored with ELD Rubric: ScoreAdequate Compared to ELL Peers?Overall Written Proficiency Yes NoComments:Current Classroom Assessment of Oral English Proficiency:TTEACHER SURVEY RUBRIC Adequate Compared to ELL peers?Proficiency: 1 2 3 4 5 Yes No 1= Beginning; 2= Early Intermediate; 3= Intermediate; 4= Early Advanced; 5= AdvancedComments:Current Classroom Assessment of Written English Proficiency: Teacher Comment Adequate Compared to ELL Peers?Reading Fluency: Yes NoReading Comprehension: Yes NoWritten Ideation: Yes NoWritten Grammar: Yes NoResponse to Interventions (If Needed):-6159536830Year Monitoring ___ 1 ___ 2 ___ 3 ___ 4 Exit Consideration Yes / No 00Year Monitoring ___ 1 ___ 2 ___ 3 ___ 4 Exit Consideration Yes / No InterventionResponseTEAM RECOMMENDATION: Student demonstrates adequate performance in all Team Review Areas and needs no further interventions.(Exit from ELD Program or from Monitoring) Student does not demonstrate adequate performance in all Team Review Areas and team recommends the following interventions: (Do not exit from ELD Program; Consider Re-enrollment for monitored student)ELD instruction ELL Study Lab or Regular Study HallTracking SheetAttendance InterventionReading Class/Title IParent ConferenceEnglish Proficiency Testing to reconsider eligibility for ELL (Monitored)Multidisciplinary (Pre-referral) Team Review (Invite Parent and Special Services Director)Other: ____________________________________________________ Student demonstrates accelerated performance in all Team Review Areas and the team recommends that student be referred for TAG evaluation.01397000Building ELL Staff send File Notification form (yellow) to school office and Special Services Office after any change in services, such as exit from ELL monitoring or new eligibility for ELL service.535940064770Appendix O00Appendix OCascade School District 5Limited English Proficiency Language Screening:Parent InterviewName _____________________ School_______________ Grade ____ Date____________HOME:How many years has the family/student been in the U. S.?Were both parents (guardians) born in the U.S.?If not, what is the birthplace of the parents (guardians)?What language did your child first speak?What language is spoken at home?What language do adults use with each other in the home?What language do adults use with the child(ren) in the home?What language does the child speak with his/her parents (guardians)?If the child has brothers/sisters, what language does the child speak most often with them?What language does the child most often speak with his/her friends or playmates?How many years of schooling has the child received in a language other than English?In what language are parents best able to assist the child at home with schoolwork? Mother _____ Father ____SCHOOLAt what age did the child begin school? ________How many days of school does your child miss: 0-4 5-9 14-15 15-19 20 or more Why?Has the child ever been retained?Where has the child attended school (countries, districts, schools)?Where did the parents attend school (countries, districts, schools)?How many years of schooling and what were the last grades completed by parents? Mother _____Father _____Is the child taking any medications? If so, what for, what kind, and what dosage?State concerns that the parents have about child.At school _____________________________________ At home ______________________________________In which language are television and radio programs most often received in the home? _____How many hours each day does the child watch television? _______ Which program does she/he watch the most?In which language is most media (e.g. books, magazines, newspapers, etc.) in the home?How many hours per week is the child read to? _____ In what languages? __________Does she/he write in English? _________ In other languages? __________ Which language: __________Check Correct Answer(s) →Primary LanguageEnglishDid the child have difficulties learning to talk?Can she/he follow directions easily?Can she/he follow correct grammar when speaking?Does she/he express ideas clearly?Can she/he tell a story in sequence?Does she/he make speech sound errors?Does she/he understand what is being said?Can most people understand her/him?Does she/he read with understanding?5772785305435Appendix R00Appendix RDistrito Escolar de Cascade #5Interceptacion de Aprendiz del Idioma InglesEntrevista a los PadresNonbre ______________________________ Escuela_______________ Fecha ____ HOME:Cuantos anos ha estado la familia/el estudiante en los Estados Unidos?Nacieron ambos padres en los Estados Unidos? Cual es el lugar de nacimiento de los padres o tutores?Que idioma el nino primero?Que idioma en hogar?Que idioma usan los adultos entre ellos en el hogar?Que idioma usan los adultos con el/los nino/s en el hogar?Que idioma habla el nino con los padres/tutores de el/ella?Si el nino tiene hermanos/as, Que idioma el nino habla mas frecuete con ellos?Que Idioma usa mas frecuente el nino para habla con los amigos de el/ella o companeros de juego?Cuantos anos de escuela ha recibido el nino en eoro idioma diferente al ingles?En que idioma estan major capacitados los padres para asistir al nino en el hogar para hacer su frabajo escolor? Mama ______ Papa ______SCHOOLA que edad el nino comenzo la escuela? ________A cuantos dias de escuela falta su hijjo?: 0-4 5-9 14-15 15-19 20 or more Por que?Ha reprobado el nino alguna vez ?Lugar en que el nino asistio a la escuela (paises, distritos, escuelas)?Lugar en que los padres asistieron a la escuela (paises, distritos, escuelas)?Cuantos anos de educacion escolar tienen, y cual fue el ultimo grado que terminaron los padres/tutores Mama ______ Papa ______Como se compara el desarrollo delnino conel de otros hermanos? Como se compara la destreza de idioma del nino con la de otros hermanos?Esta el nino tomando algun medicamento/s? ______________ Si, asi es, para que?, Que clase?, y Que dosis?Mencione cualquier preocpacion que los padres tengan acerca del ninoEn la escuela _______________________________ En el hogar______________________________________En que idioma se reciben los programas de television y radio con mas frecuencia?? _____Cuantas horas de television cada dia ve su nino? _______ Que programas ve el/ella mas?En que idioma es la mayoria de la impresa en el hogar? (libros, revistas, periodicos)?Recibe la familia el periodic diario? _____ En que idioma? __________Cuantas horas a la semana a su hijjo se le lee? ________ En que idioma? ________ Que tan a menudo: ___________Escribe en el.ella en ingles?_______ En otro(s) idioma(s)? ____________ En que idioma(s)? ________Check Correct Answer(s) →Primer IdiomaInglesTuvo dificultades el nino aprendiendo a hablar?Puede el/ella seguir instrucciones con facilidad?Usa el/ella gramatica al hablar?Expresa el/ella ideas claras?Puede el/ella contar una historia en secuencia?Comete el/ella errores de sonido en el habla?Entiende el/ella lo que le esta diciendo?Puede la mayoria de la gente entenderie a el/ella?Lee el/ella con comprension?5772785364490Appendix Rs00Appendix RsA GUIDE TO ESTIMATING LEVEL OF ACCULTURATIONStudent Name: _______________________ School: ______________ Date of Birth: _______ Sex: ___ Grade: ___ Age at Arrival in U.S. ____ACCULTURATION QUICK SCREEN (AQS)CULTURAL/ENVIRONMENTAL FACTORSRaw ScoresScaled Scores1. Number of years in United States2. Number of years in school district3. Number of years in ESL/Bilingual Education4. LAU Category5. Native Language Proficiency6. English Language Proficiency7. Ethnicity/Nation of Origin8. % of Minority in Present SchoolAQC Score Total:AQS SCALE SCORING GUIDELINES# Of Years in U.S./District# of Years in ESL/Bilingual ProgramUnder one year = .5Up to one year in directed instruction = .5One to two years = 1Between 1 to 1 ? years= 1Two to four years = 2Between 1 ? to 2 years = 2 Four to five years = 3Between 2 to 2 ? years = 3 Five to six years = 4Between 21/2 to 4 years = 4Over six years = 5Over 4 years = 5LAU CategoryLanguage Proficiency Monolingual other than English A = 1Some ability to comprehend English B = 2Bilingual –Speak both equally well C = 3Monolingual English, some other D = 4Totally monolingual in English E = 5 Does not speak the language = 1Has receptive comprehension = 2Limited fluency or BICS only = 3Intermediate fluency in BICS and some CALP = 4Total fluency in BICS and CALP = 5Ethnicity/National Origin% of Minority Enrollment in SchoolAmerican Indian/Alaska Native = 1Hispanic/Latino/Chicano = 2East Asian or Pacific Islander = 3African, West Asian or Middle Eastern = 4Western or Eastern European = 5 81% -100% of enrollment = .565% - 80% of enrollment = 145% - 64% of enrollment = 225% - 44% of enrollment = 311% - 24% of enrollment = 40% - 10% of enrollment = 5Interpretation Guidelines: 0 –20 Less Acculturated 21-31 In Transition 32-40 More AcculturatedComments:5600700140970Appendix S00Appendix S?1995 Dr. Catherine CollierAll Rights ReservedSOCIOCULTURAL CHECKLISTSociocultural FactorsSelected Indicators of Cultural FactorsCultural and LanguageComes from non-English speaking homeComes from a culture or ethnic group different from mainstream AmericanCulture values support of family/group over individual effortComes from non-English speaking geographic area TOTALAcculturation LevelRecent immigrant, refugee, migrant, or resides on reservationDoesn’t interact much with majority peers of majority cultural groupDisplays confusion in locus of controlDisplays heightened stress or anxiety in cross-cultural interactionsOral expression contains considerable code-switchingExpresses or displays sense of isolation or alienation in cross cultural interaction TOTALExperiential BackgroundHigh family mobilityLimited or sporadic school attendanceLow socioeconomic statusLittle exposure to subject or content or not familiar with materialDisrupted early childhood developmentFew readiness skillsDoes not know how to behave in classroomDifferent terms/concepts for subject areas or materials and contentRetains survival strategies which are no longer appropriate TOTALSociolinguistic DevelopmentDoesn’t speak English Limited CALP in native languageLimited BICS in EnglishRarely speaks in classSpeaks only to cultural peersLimited CALP in EnglishAsks peers for assistance in understandingAppears to know English but can’t follow English directions in class TOTALCognitive Learning StyleFew cognitive learning strategies appropriate to classroom/schoolCognitive learning styles different or inappropriate in relation to teacher’s instructional styleEasily frustrated or low perseverance in completing tasksRetains survival strategies which are no longer appropriateDisplays difficulty with task analysis Displays difficulty with cause and effect TOTAL-285754064000The presence of one or more of these five sociocultural factors may contribute to difficulties students experience in American schools. Intervention should be provided in any factor area where more than 40% items are checked before proceeding with formal referral. If more 14 items are checked overall, further assessment/placement decisions must include ELL, bilingual, and cross-cultural modifications and interventions.-190508001000548640081280Appendix T00Appendix T? 1995 Dr. Catherine CollierAll Rights Reservedleft635000CASCADE SCHOOL DISTRICT #5ELL PROGRAM EVALUATION SUMMARYSCHOOL YEAR 20_____-20_____Completed by Administrative ELL CommitteePresented to ELL Joint Committee at last meeting of yearIdentificationYNWere procedures to identify PHLOTE students used consistently?YNWere screening timelines followed consistently?YNWere notifications sent consistently?Identified strengths:Identified areas for improvement:ELL EligibilityYNWere ELL entrance criteria applied consistently?YNWere notifications sent consistently in a timely manner?Identified strengths:Identified areas for improvementCohort Progress Summary (attach completed form)Identified strengths:Identified areas for improvement:Exit/Monitoring Summary (attach ELL Exit Summary)Identified strengths:Identified areas for improvementStaffing and Professional Development Number of staff trained in GLAD this year Number of staff trained in GLAD total Number of staff trained in SIOP this year Number of staff trained in SIOP total Number of staff trained with ESOL endorsementsIdentified strengths:Identified areas for improvement5346700246380Appendix X00Appendix Xleft-26670000CASCADE SCHOOL DISTRICT #5ELL PROGRAM IMPROVEMENT PLANSCHOOL YEAR 20_____-20_____Completed by ELL Committee at last meeting of yearIdentified Priorities for Improvement:1)2)3)Improvement Goals and Timelines:1)2)3)Improvement Activities and Timelines:1)2)3)Process for Filing EL DocumentsFile ManagementThe case manager (or designee) prepares copies of all forms and notification in duplicate and routes them as follows:Copy of parent notifications and letters goes to parents(s)All original forms, test results, and notifications are filed in the student’s building ELL file, including but not limited to the following:Referral to Teacher Assistance Team (when needed)Intervention Planning and Review Form, including the Sociocultural Checklist, Acculturation Quick Screen, Woodcock-Mu?oz Language Survey in Spanish or ELPA, and Parent Interview Form for LEP Language ScreeningExit Notification Parent Letter (when exited)ELL Team Review and Recommendation (when needed)Parent Request for Exclusion from ELL Service (if needed)Parental Notification for Services for English Language LearnersELL School and Language Experience SummaryHome Language SurveySpecial Education and ELL documentation of suspension of servicesDocuments such as report cards, Behavior citations, health records, and notes regarding free and reduced lunch eligibility are not part of the ELL file, and will be filed in the student’s cum or behavior file. Materials and strategies important to providing effective services to each student may be filed under the contact log, on the left inside cover of the ELL file.Parent contact numbers (phone, address) and names of family members will be listed at the top of the contact log, attached to the left inside cover of the ELL fileELL FILE ORGANIZATIONOrganize the files chronologically (most recent on top) and as follows:Annually after initial eligibility:TopReferral to TAT (when needed)228600381000020574003810000(For Referral)Sociocultural Checklist and Acculturation Quick ScreenPre-referralWoodcock-Mu?oz Spanish Computer Score Report or ELPADocumentsParent Interview Form for LEP Language Screening Exit Notification Parent Letter (when needed) ELL Team Review and Recommendation (when needed) Parent Request for Exclusion from ELL Service (if needed) Parental Notification for Services for English Language Learners Woodcock-Mu?oz Language Survey in SpanishBottomHome Language SurveyInitial Eligibility:22860012255500TopParent Request for Exclusion from ELL ServiceParental Notification for Services for English Language LearnersWoodcock-Mu?oz Spanish Computer Score Report or ELPA ReportELL School and Language Experience SummaryBottomHome Language Survey 54864002709545Appendix AZ00Appendix AZ5715000-114300School Year:_____________00School Year:_____________Cascade School District2286002413000Parental Notification about Ineligibility Services for English Language Learners ServicesDear Parent or Guardian, The Home Language Survey you completed at registration reflected that your child ________________________ has a home language of __________________.It is state law that we assess all students with a home language other than English for English language proficiency.The assessment determined your child to be proficient in English and therefore did not qualify for English language learner services.If you have any questions, please call:____________________at________________.5600700669290Appendix ZD00Appendix ZDOREGON DEPARTMENT OF EDUCATIONTitle III Local Plan (2017-19)Signature PageSubmission Date:_______________________________________District Name:_______________________________________District Address: _______________________________________City, State and Zip code: _______________________________________District Phone Number: _______________________________________District Superintendent:_______________________________________(Printed Name)Signature:_______________________________________Date:_______________________________________EL Coordinator Director:_______________________________________(Printed Name)Signature:_______________________________________Date:_______________________________________TITLE III ASSURANCESDistricts receiving Title III funds, either directly or through a Title III Consortium, must agree to spend Title?III funds on three required activities: (1) provide supplemental activities to support ELs (English learners) language development in English; (2) provide supplemental professional development to support ELs access to core content (ELA, Math, Science) to classroom teachers, principal, administrators; and (3)?provide supplemental activities for district outreach for parents, families, and community members.All Title III must be linked to the Title III purposes in Sec. 3102. [20 U.S.C. 6812] Purposes. (ESSA law link)The purposes of this part are—to help ensure that English learners, including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English;to assist all English learners, including immigrant children and youth, to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet;to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners including immigrant children and youth;to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; andto promote parental, family, and community participation in language instructional educational programs for the parents, families, and communities of English learners.In accordance with the provisions of Title III, the signature below assures the Oregon Department of Education (ODE) that the district or consortium lead agency will submit a sub-grant application that addresses Title III requirements. The district, or the consortium lead agency on behalf of its Title III consortium members, further assures the ODE that the applying district or each consortium district member is in compliance with the following Title III provisions:1.Parental notification relating to EL identification, placement decisions including parental rights regarding placement decisions. (Sec. 1112)2.Annual assessment of English proficiency of ELs in grades K-12. (Sec. 1111)3.Each district is complying with section 1112(e) prior to, and throughout, each school year as of the date of the application.4.The district has consulted with teachers, researchers, school administrators, parents and family members, community members, public or private entities and institutions of higher education, in developing this sub-grant application. (Sec. 3116)5.The district is not in violation of any State law, including State constitutional law, regarding the education of ELs, consistent with sections 3125 and 3126.6.The district will, if applicable, coordinate activities and share relevant data under the plan with local Head Start and Early Head Start agencies, include migrant and seasonal Head Start agencies, and other early childhood education providers.________________________________________________Date:____________________________Printed Name of Superintendent Signature of SuperintendentEL Plan Participants ListPlease include the list of participants in the planning of this district EL plan. The following list is provided to assist the district in ensuring a broad representation of EL Plan participants:EL teachersCharter school staffEL program coordinatorsTAG staffBuilding-level administratorsInstructional assistantsContent teachersBilingual educatorsDistrict-level administratorsTitle I-A staffSpecial Education staffParentsFiscal staffCommunity membersEtc., as appropriate for your districtsAdd rows if needed.NameTitle/PositionCarlos PasillasEL teacherKatie RojasEL teacherRebecca KulurisEL teacher/ SPED teacherMatt ThatcherBuilding-level administratorsTyler WoodrallBuilding-level administratorsDawn MoorefieldDistrict-level administratorsKevin CarrollDistrict-level administrators/ EL DirectorCarol Delemarter Technology ................
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