ESL - tracy.k12.mn.us
ESL
Procedural
Guidelines
Manual
Updated
Sept., 2013
Table of Contents
Definitions p.1
Program Model p.1
Identification of Students p.2
Entrance into ESL Program p.2
Parent Notification p.3
Title III Notification p.3
Refusal of Service p.4
Exiting Service p.5
ELL Student Profile p.5
ESL Paraprofessionals p.5
Appendix p.6
Definitions
English as a Second Language (ESL) is a service program for the instruction of pupils with limited English proficiency in the English language skills of reading, writing, listening, and speaking.
According to the Minnesota Dept. of Education, a pupil of limited English proficiency is a student who meets the following requirements:
“The pupil, as declared by a parent or guardian, first learned a language other than English, comes from a home where the language usually spoken is other than English, or usually speaks a language other than English; and
The pupil is determined by developmentally appropriate measures, which include observations, teacher judgment, parent recommendations, or developmentally appropriate assessment instruments, to lack the necessary English skills to participate fully in classes taught in English.”
English as a Second Language (ESL) is provided to students whose primary language is not English. “Primary language” means a language (other than English) is the language normally used by the child or is the language which is spoken in the child’s home environment. These students are sometimes known as English language learners (ELL).
Program Model
Tracy Elementary School and Tracy Area High School use a combination of content-based and pull-out program models.
In the content-based model, instructional materials, learning tasks, and classroom techniques from academic content areas (primarily reading, science, and social studies) are the vehicle for developing language, content, cognitive, and study skills. This method was chosen because it is felt that content-based instruction in ESL provides additional support and exposure to academic content for the students. Some of this instruction is within the student’s regular education classroom with the direct assistance of the ESL teacher or paraprofessional. Other times this instruction is conducted through a pull-out program.
In the pull-out model, ESL students spend the majority of their school day in the regular mainstream classroom but are daily “pulled out” of the classroom for special instruction in one of the above content areas. The amount of time varies depending on the needs of the student and the regular education daily schedule. Instruction is with the ESL teacher. This model has been chosen because it is felt that it provides personalized learning situations, allows additional exposure to content, and facilitates smaller learning groups.
In both models, the classroom teachers and the ESL teacher work closely together to coordinate content area curriculum so that the ESL teacher can support the learning that is taking place in the mainstream classroom.
All students receiving ESL services are graded by the classroom teacher in the same manner as their peers. Some classroom teachers may make accommodations or provide extra assistance on an individual basis. A notation on the student’s report card indicates that the student is receiving ESL services. Students attending Tracy Elementary and receiving ESL services do not receive a grade for ESL. ESL is considered a service and is not a regular education class. Students attending Tracy Area High School and receiving ESL services will receive a grade for classes where content area credit is earned.
Identification of Students
All students, regardless of perceived native language, require a home language questionnaire upon initial registration in the district. This is to ensure that every non-native speaker of English is correctly screened to determine potential ESL service needs.
The questionnaire determines if a student first learned a language other than English, comes from a home where the language usually spoken is other than English, or usually speaks a language other than English. According to the Minnesota Dept. of Education, “a student who can answer yes to one or more of the questions above is considered to have a primary language other than English.” These students do not automatically receive ESL services. However, they are students who “should be screened to determine which students are English language learners (ELL) and which are not.”
At Tracy Elementary, the home language survey is administered by the school secretary. At Tracy Area High School, administration of the home language survey and registration will be completed by the guidance counselor. Following registration, potential ELL’s will be assessed to determine eligibility into the program.
A copy of Tracy Area Public School’s home language survey can be found in the appendix section of this document.
Entrance into the ESL Program
The process for entering the ESL program at Tracy Elementary is as follows:
Following registration, all students that are identified as potential ELL’s will have a period of observation in the classroom, along with informal meetings with the ESL teacher to determine the student’s level of language functioning – both academically and socially. This observation period will last for up to two weeks or until the student’s files from his/her previous school are received by the Tracy school district, whichever comes first. If there is no information regarding level of language proficiency in the student’s file, the Wida-ACCESS Placement Test (W-APT), Language Proficiency Test (LPT), or the Woodcock-Munoz will be given to determine the student’s language proficiency level and possible eligibility into the ESL program.
The decision to identify a student as an ELL will be based on multiple measures. These measures will include a combination of teacher judgment, parental input, and assessments
of English skills in speaking and listening for students in kindergarten and in speaking, listening, reading, and writing for students in grades 1 through 6.
In order to provide the best possible opportunity for ELL students to develop English vocabulary and a foundation in academic concepts, all ELL students in kindergarten, first, and second grade will receive ESL services. Services will be discontinued if the classroom teacher indicates that this service is not needed or upon request of the student’s parents.
A copy of Tracy Elementary School’s Entrance Criteria and Plan of Service can be found in the Appendix section of this document.
The process for entering the ESL program at Tracy Area High School is as follows:
Following registration, all students that are identified as potential ELL’s will be assessed by multiple measures to determine eligibility in the ESL program. These assessments will include guidance counselor interview, teacher input, ACCESS for ELLs scores, MCA scores, NWEA scores, GPA, and parent recommendation. In cases where a new student registers and does not have their previous schools transcripts, the W-APT or the Woodcock Munoz language test will be administered by the ESL teacher to determine language level and eligibility into the program.
A copy of Tracy Area High School Entrance Criteria, Plan of Service, and Program Model can be found in the Appendix section of this document.
Parent Notification
According to State law, once an ELL student is identified and placed in an ESL program, the parents must be notified of this, in a language that they can understand, within ten school days. Parents must be notified annually that their child is receiving ESL services.
A copy of Tracy Area Public School’s ESL Notice, as well as English, Hmong, and Spanish versions of the Minnesota Dept. of Education’s notice can be found in the Appendix section of this document.
Title III Notification
Tracy Area Public Schools receives Title III funds. It is required by the U. S. Department of Education that all Title III schools must inform parents of ELL students that their child is receiving ESL services within the first 30 days of school. Notification must include:
1. 1. The reasons for the identification of their child as limited English proficient and in need of placement in a language instruction educational program
2. 2. The child’s level of English proficiency, how such level was assessed, and the status of the child’s academic achievement
3. 3. The method of instruction used in the program in which their child is, or will be participating, and the methods of instruction used in other available programs, including how such programs differ in content, instruction goals, and use of English and a native language of instruction
4. 4. How the program in which their child is, or will be participating will meet the educational strengths and needs of the child
5. 5. How such program will specifically help their child learn English and meet age appropriate academic achievement standards for grade promotion and graduation
6. 6. The specific exit requirements for such program, the expected rate of transition from such program into classrooms that are not tailored for ELL, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools
7. 7. In the case of a child with a disability, how such program meets the objectives of the individualized education program (IEP) of the child; and
8. 8. Information pertaining to parental rights that includes written guidance regarding their right to have their child immediately removed from such program upon their request; and the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and assistance by the school provided to parents in selecting among various programs and methods of instruction offered in the district.
A copy of the parent notification and program description notification which have been provided by the Minnesota Dept. of Education in English, Hmong, and Spanish can be found in the Appendix section of this document labeled Title III.
Refusal of Service
Parents have the right to refuse ESL services for their child. According to the Minnesota Dept. of Education, “if the service is refused, it is advisable for the district to speak directly with the parents to make sure that they understand the purpose of service and the risk to the student who refuses service.” If the service is refused, and any misunderstanding regarding what the service might entail is resolved, a district must remove the student from ESL. According to the Minnesota Dept. of Education, “a parent’s decision to refuse ESL service does not change the status of the student. The child’s primary language and level of English language proficiency are, of course, completely independent of decisions regarding service. “
A copy of Tracy Area Public School’s Parental Request for Withdrawal can be found in the Appendix section of this document.
Exiting Service
An ELL student who reaches a level of English proficiency that no longer prevents him/her from fully accessing the curriculum of the school may be exited from the ESL program. The decision to exit a student, like the decision to place a student in ESL, will be based on multiple measures, including teacher recommendation, parental input, and assessments of speaking, listening, reading, and writing. According to the Minnesota Dept. of Education, if the combined evidence suggests that an ELL no longer needs direct service, even if that ELL has not yet scored proficient on the ACCESS for ELLs, the student may be exited from direct ESL service.
A copy of Tracy Elementary School’s and Tracy Area High Schools Exit Criteria can be found in the Appendix section of this document.
Students who have exited the ESL program are placed on ESL monitor status for a period of two years. During this time, the ESL teacher and the classroom teacher will meet quarterly to review student progress. If it is determined that the child needs to re-enter the ESL program, the ESL teacher will meet with the parents to discuss options. After the monitoring period, if the child has continued to be successful without ESL services, he/she will be exited from ESL and re-classified as Non-ESL.
ELL Student Profile
Included in the Appendix section of this document is a copy of the ELL Student Profile. This profile is started upon enrollment in Tracy Elementary or Tracy Area High School and is included in the student’s cumulative file. The purpose of the ELL Student Profile is to have a means of tracking the student’s progress on English language proficiency and academic assessments from year to year.
ESL Paraprofessionals
Included in the Appendix section of this document is a copy of the ESL Paraprofessional Expectations and Responsibilities. The role of the paraprofessional is to assist the ELL student in his/her mainstream classroom. It is the aim of Tracy Elementary School and Tracy Area High School to have an ESL para available in every classroom/grade level for all academic content classes (communications, math, science, and social studies). In the elementary duties for the para will be assigned by each classroom teacher. At the high school level, duties of the para will be assigned by both the ESL instructors and the content teacher. Bilingual ESL paras will also translate school-related information (either in written form or verbally over the telephone) to the parents of ELL students and to translate information from the parents to the appropriate staff person in the school. They will also assist in translating for the parents during parent/teacher conferences.
Source: Minnesota Department of Education ELL Program Guidelines Manual
Updated – November, 2004, Title III section was updated November, 2005
Manual
Appendix
I. I. Home Language Survey
a. English Version – yellow (located with paper copy in each office)
b. Hmong Version – green (located with paper copy in each office)
c. Spanish Version – pink (located with paper copy in each office)
II. Entrance Criteria
a. Tracy Elementary Entrance Criteria
b. Tracy Area High School Entrance Criteria
1. Teacher Referral Form
III. Service Plan
a. Tracy Elementary ESL Service Plan
b. Tracy Area High School ESL Service Plan
c. Tracy Area High School Program Model
IV. ESL Parent Notification Letter
a. English Version – yellow (located with paper copy in each office)
b. Hmong Version – green (located with paper copy in each office)
c. Spanish Version – pink (located with paper copy in each office)
V. Title III Notification
a. English Version – yellow (located with paper copy in each office)
b. Hmong Version – green (located with paper copy in each office)
c. Spanish Version – pink (located with paper copy in each office)
VI. Title III Program Descriptor
a. English Version – yellow (located with paper copy in each office)
b. Hmong Version – green (located with paper copy in each office)
c. Spanish Version – pink (located with paper copy in each office)
VII. Tracy Area Public Schools Parental Request for Withdrawal
VIII. Exiting Criteria
a. Tracy Elementary Exiting Criteria
b. Tracy Area High School Exiting Criteria
IX. English Language Learner Student Profile
a. Tracy Elementary Profile
b. Tracy Area High School Student Profile
X. ESL Paraprofessional Expectations and Responsibilities
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Tracy Area Public Schools
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507- fax 507-629-5507-fax 507-629-5525-fax 507-629-5507-fax
Tracy Elementary
English as a Second Language (ESL) Eligibility Criteria
Student’s Name:______________________________________________
_____ Indication of a language other than English as being the child’s first language on a home language survey
and
_____ An English language proficiency score *of 4 or below as measured by:
the Wida ACCESS Placement Test (W-APT) or the ACCESS for ELLs,
or a language proficiency score of 3 or below on the Woodcock-Munoz Language Survey,
or equivalent ratings of proficiency on other recognized standardized tests of English language proficiency
and
______ One or more grade level equivalency below the student’s actual grade level as measured by:
Star Reading and Star Math, Measures of Academic Progress (MAP), a rating of “D” (did not meet standards) or “P” (partially met standards) on the Minnesota Comprehensive Assesment (MCA), or equivalent ratings of other recognized standardized tests of academic performance
and
______Classroom teacher input regarding academic performance in the mainstream classroom
* Score Level Descriptions:
W-APT and ACCESS for ELLs Woodcock-Munoz
Level 1 is Entering Level 1 is Negligible English
Level 2 is Beginning Level 2 is Very Limited
Level 3 is Developing Level 3 is Limited
Level 4 is Expanding Level 4 is Fluent English
Level 5 is Bridging Level 5 is Advanced
Level 6 is Reaching
Tracy Area Public Schools – District #2904
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507 fax 507-629-5507 fax 507-629-5525 fax 507-629-5507 fax
________________________________________________________________________
Tracy Area High School
English as a Second Language (ESL) Eligibility Criteria
Student’s Name: ___________________________
_____ Indication of a language other than English as being the child’s first language on a
home language survey
and/or
_____ An English language proficiency score of 4 or below as measured by the Wida ACCESS Placement
test (W-APT) or ACCESS for ELLs
and/or
_____ A Minnesota Comprehensive Assessment score of “P” (partially met standards) or “D” (did not meet
standards)
and/or
_____ A Northwest Evaluation Association Measure of Academic Progress
(NWEA MAP) score below grade equivalency
and/or
_____ Grade point average or grades
Students 9-12 score a 2.0 or below
Students 7-8 score a D or below
and/or
_____ Teacher referral form indicating academic progress in the mainstream classroom
and/or
_____ Parent Recommendation
and/or
_____ Woodcock Munoz proficiency score of 3 or below (used only when above student data isn’t available)
*Score level descriptors on back
Four out of the eight requirements must be met in order to receive services.
*Score Level Descriptors
W-APT and ACCESS for ELLs
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Level 6 Reaching
Woodcock-Munoz
Level 1 Negligible English
Level 2 Very Limited
Level 3 Limited
Level 4 Fluent English
Level 5 Advanced
Tracy Area Public Schools – District #417
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507 fax 507-629-5507 fax 507-629-5525 fax 507-629-5507 fax
TEACHER REFERRAL FOR ESL SERVICES
NAME____________________________________ DATE___________________________
TEACHER________________________________ DATE OF BIRTH__________________
SCHOOL__________________________________ GRADE__________________________
1. Describe the nature of the concern: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Describe the basis for the determination of the language deficiency: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. Describe how the language deficiency affects classroom activities: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PHYSICAL ARRANGEMENT OF ROOM:
______ seating student near the teacher
______ seating student near a positive role model
______ standing near the student when giving directions or presenting lessons
______ avoiding distracting stimuli (air conditioner, high traffic areas, etc.)
______ increasing the distance between the desks
______ results of accommodations
_____________________________________________________________________________
_____________________________________________________________________________
LESSON PRESENTATION:
______ writing key points on the board
______ visual aids
______ making sure directions are understood
______ including a variety of activities during each lesson
______ breaking longer presentations into shorter segments
______ orally teaching through multi-sensory
______ results of accommodations __________________________________________________________________________________________________________________________________
ASSIGNMENTS/WORKSHEETS:
______ simplifying complex directions
______ reducing the reading level of the assignments
______ providing a structured routine
______ shortening assignments; breaking work into smaller segments
______ using self-monitoring devices
______ reducing homework assignments
______ results of accommodations __________________________________________________________________________________________________________________________________
TEST TAKING:
______ allowing open book exams
______ giving exam orally
______ giving take-home tests
______ using more objective items (fewer essay responses)
______ giving frequent short quizzes, not long exams
______ allowing extra time for exam
______ reading test item to student
______ results of accommodations __________________________________________________________________________________________________________________________________
BEHAVIORS:
______ praising correct language usage
______ keeping classroom simple and clear
______ cueing student to stay on task (nonverbal signal)
______ marking student’s correct answers, not his or her mistakes
______ allowing legitimate movement
______ results of accommodations __________________________________________________________________________________________________________________________________
COMMENTS _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Elementary ESL Plan of Service
ACCESS Level 1 – Entering
Content focus for instruction will be on learning basic functional and academic vocabulary, verbal comprehension, speaking, beginning reading, and writing skills. WIDA Standards and Can-Do’s will be used as a resource for teaching strategies and guidelines.
Students at Level 1 will receive 20 -30 minutes of direct ESL instruction daily.
ACCESS Level 2 –Beginning
Content focus for instruction will be on increasing functional and academic vocabulary, speaking, reading, and writing skills to include general language in phrases and short sentences. WIDA Standards and Can-Do’s will be used as a resource for teaching strategies and guidelines.
Students at Level 2 will receive 20-30 minutes of direct ESL instruction daily.
ACCESS Level 3 – Developing
Content focus for instruction will be on continuing to increase academic vocabulary, speaking, reading, and writing skills to include some specific language in expanded sentences. WIDA Standards and Can-Do’s will be used as a resource for teaching strategies and guidelines.
Students at Level 3 will receive 20-30 minutes of direct ESL instruction two to three times per week.
ACCESS Level 4 – Expanding
Content focus for instruction will be on expanding academic vocabulary, speaking, reading, and writing skills to include more specific and technological
language in a variety of sentence lengths and complexity.
Students at Level 4 will receive 20-30 minutes of direct ESL instruction two to three times per week.
ACCESS Level 5 – Bridging
Students at this level will receive indirect services. All instruction will be in the
mainstream classroom with ESL staff consulting with the mainstream classroom
teacher for progress monitoring. Consultation will be quarterly or more as
deemed necessary.
ACCESS Level 6 – Reaching
Students at this level will receive all instruction in the mainstream classroom for
two years. Upon maintaining level 6 proficiency for two years, the student will
then be re-classified as non-LEP.
Tracy Area High School ESL Class Descriptions
ESL English 1A (ACCESS Level 1- Entering)
This course builds on each student’s previous education and language knowledge to introduce the English language and help students adjust to the educational environment. Students will develop the ability to use oral and written English for daily needs, acquire basic conversation skills and vocabulary, and use simple sentence patterns. The course will stress phonemic awareness and vocabulary building.
ESL English 1B (Access Level 2- Beginning)
This course expands students’ essential English communication skills and cultural knowledge and introduces the language of classroom studies. Students will develop oral classroom skills and reading strategies, expand their vocabulary, and use more complex sentence patterns. Students will also learn how to use some school and community resources.
ESL English 2A (ACCESS Level 3- Developing)
This course is designed to improve students’ accuracy in using English in classroom situations, for personal and career planning, and to understand the changing world around them. Students will study and interpret a range of texts and produce a variety of forms of writing. Activities will also help students to develop their oral presentation skills and acquire study skills (including note-taking and summarizing skills) that will enhance their ability to learn in all subjects.
ESL English 2B (ACCESS Level 4- Expanding)
This course prepares students to use English with increasing accuracy in most classroom and social situations and participate in society as informed citizens. Students will develop the reading, writing, and oral presentation skills required for success in all subjects. Students will study and interpret a variety of grade-level texts, develop oral communication skills through participation in informal speeches and debates, and extend their range of research skills.
ESL English 3A (ACCESS Level 5- Bridging)
This course prepares students for secondary school English and content levels. Students are encouraged to develop independence in reading literary works and academic texts, in writing essays and narratives, and in applying learning strategies and research skill effectively. Students will also learn to respond critically to print and media works.
ESL English 3B (ACCESS Level 5- Bridging)
This course prepares student for exit with no support at the secondary level. Students read self-selected texts along with teacher selected texts and respond with essays, speeches, and reports. Students also respond to different types of media while creating documents, forms, and electronic presentation.
ESL Resource
Resource takes the place of study hall for ESL students. The classes are comprised of current ESL students as well as students that have “monitor” status. Students are supported by the ESL classroom teacher, receive help upon request, and have access to an ESL paraprofessional. Students in resource also have unlimited access to the library and media lab to complete assignments from all courses.
General Info
Each ESL class, including resource, meets for forty-five minutes daily. When student schedules permit, students attend an ESL class and resource for a total of 90 minutes per day.
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Tracy Area Public Schools
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507- fax 507-629-5507-fax 507-629-5525-fax 507-629-5507-fax
ESL Service Notice
Tracy Elementary School has an English as a Second Language program. An English as a Second Language (ESL) program is an educational program for part of the school day for the instruction of students with limited English proficiency in the English skills of speaking, understanding, reading, and writing. The goal of the program is to teach your child English in order to be able to fully participate with the other students in the school in all classes, especially the academic subjects that are taught.
It is important for you to know that:
- You have the right to visit the ESL classes in which your child is enrolled.
- You may request and receive a conference to explain the nature and purpose of the program and the progress of your child.
- You have the right to withdraw your child from the ESL program.
- Title I services can not legally replace ESL services.
Your child _______________________________ has been enrolled in Tracy Elementary
name of child
English as a Second Language Program for the _________________ school year.
________________________________
ESL Instructor
|[pic] |LEP Education |NOTIFICATION OF ESL/BILINGUAL SERVICES | |
| |1500 Highway 36 West | | |
| |Roseville, MN 55113-4266 | |ED-02246-02E |
SECTION A AND B ARE TO BE COMPLETED BY SCHOOL DISTRICT PERSONNEL BEFORE SENDING TO STUDENT’S HOME
|A. STUDENT IDENTIFICATION INFORMATION |
|Student’s Name (First, Middle, Last) |
| |
|Date of Birth |Age |Grade Level |
| | | |
|This student is scheduled to be admitted into a(n) (check one): |
| |
|English as a Second Language Program Bilingual Education Program |
|B. DISTRICT IDENTIFICATION INFORMATION |
|School Name |District Number |
| | |
Dear Parents and Guardians:
Your child has been enrolled in an English as a Second Language (ESL) or Bilingual Education Program.
An English as a Second Language (ESL) program is an education program for the instruction of pupils of limited English proficiency in the following skills: speaking, listening, reading, and writing. A Bilingual Education program is an education program in which instruction is given in both English and the primary language of pupils of limited English proficiency. The goal of both programs is to teach your child English in a manner that will ensure that your child will be able to fully participate in all classes and subjects taught in school.
|C. PARENT(S)/GUARDIAN(S) RIGHTS |
| |
|It is important for you to be aware of the following information regarding your child’s enrollment in the above-mentioned program(s). |
| |
|you have the right to visit the English as a Second Language or Bilingual Education classes in which your child is enrolled; |
| |
|you will be informed of the time and manner in which to request and receive a conference to explain the nature and purpose of the program and the progress of your child; |
| |
|you have the right to withdraw your child from the English as a Second Language or Bilingual Education Program. |
| |
|D. REQUEST FOR WITHDRAWAL |
| |
|If you would prefer that your child not participate in this program, please fill out this section and return it to your child’s school. If you sign this form and return it to the |
|school, your child will not receive specific instruction in English language development. |
| | |
|I would like to withdraw my child, , |from the English as a Second Language or |
|Name of Child | |
|Bilingual Education program in which he or she is enrolled. | |
| | |
|_________________________________________________________ |________________________________ |
|Signature |Date |
| | |
Tracy Area Public Schools No. 2904
[pic]
Date:
Dear Parent/Legal Guardian of _______________________________:
(Name of student)
Minnesota Law and the federal No Child Left Behind Act (NCLB) require that we identify whether the students in our school district are English Language Learners (ELLs). Both these laws require a language instruction educational program for ELLs with limited English proficiency. In addition, NCLB requires that we provide you with information regarding your child’s identification process, instructional services and other information, as outlined in the No Child Left Behind Fact Sheet. The identification process and placement of your child in a language instruction educational program is based on a combination of home language questionnaire, teacher judgment, English test results and other measures. Your child’s English proficiency test scores are shown below.
Your Child’s English Test Results
|Skills Tested |Name of Test |Date of Testing |Student's Score |English Proficiency Level |
|Speaking and Listening | | | | |
|Reading | | | | |
|Writing | | | | |
Your child has been identified as an ELL. Your child will be placed in the ESL/Bilingual Education program, as outlined in the attached document. We believe that this program will help meet your child’s educational needs and enhance his or her academic success in school.
You may withdraw your child from the program at any time by sending a letter to the school, indicating your desire to withdraw your child from the ESL/Bilingual Education program. Your child will then be placed in the regular instruction programs for students who are fluent in English. Please seriously consider the consequences of your decision on your child’s long-term educational success.
We invite you to visit the school and meet with our staff to learn more about the benefit of the program and other services available at the school. If you have questions, please call the school at 629-5518.
Sincerely,
Tracy Area Public Schools Principal
ESL/Bilingual Education Program Description ______________________________ _______________________
(Name of Student) (School Year) Description
The ESL/Bilingual Education program is designed for non-native English speakers who have difficulty with written or spoken English. The program provides an appropriate language instruction educational program to help students succeed in academic subjects and learn English.
Instructional Goals of ESL/Bilingual Education: To meet academic achievement standards for grade promotion and to become proficient in English.
Program Components
Your child will receive instruction in the areas marked with an “X”: Bilingual Education classes or tutoring in your child’s native language in:
_____Reading and writing _____Mathematics _____Science _____Social studies _____Civics
_____American History _____Consumer Education _____Health _____Driver’s Education
_____(Other, please specify)______________________________________
ESL classes or tutoring in English in: _____English as a Second Language _____Reading and writing _____Mathematics
_____American History _____Consumer Education _____Health _____Driver’s Education _____Civics
_____Science _____Social studies _____(Other, please specify)______________________________________
Exit Procedures
Students remain in the ESL/Bilingual Education program until they reach proficiency in academic English. On average, it takes about 6 years for English Language Learners (ELLs) in the district to be exited from the program, depending on individual circumstances. Parents may remove their child from the program at any time by sending a written request to the school. The graduation rate of ELLs in the district from high school is 100%.
Special Education
Special Education services: For students with disabilities requiring a language instruction educational program, ESL/Bilingual Education must be included in the student’s Individualized Education Program (IEP).
Regular Instruction Programs
Regular instruction programs for students fluent in English: In regular instruction programs, instruction is in English at all times; native language is not used; and no English as a Second Language instruction is offered. The instructional goal is to meet grade appropriate academic achievement standards for grade promotion and graduation.
Tracy Area Public Schools
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507- fax 507-629-5507-fax 507-629-5525-fax 507-629-5507-fax
ESL Request for Withdrawal
The English as a Second Language (ESL) program is an educational program for part of the school day for the instruction of students with limited English language proficiency in the English skills of speaking, understanding, reading and writing. The goal of the program is to teach your child English in order to be able to fully participate with the other students in the school for all classes, especially the academic subjects that are taught.
It is important for you to know that:
- You have the right to visit the ESL classes in which your child is enrolled.
- You may request and receive a conference to explain the nature and purpose of the program and the progress of your child.
- You have the right to withdraw your child from the ESL program.
- Title I services can not legally replace ESL services.
Request for Withdrawal
I would like to withdraw my child, _________________________, from the English as
name of child
Second Language program in which he/she is currently enrolled.
__________________________________________ _____________________
Parent’s signature Date
Tracy Area Public Schools
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507- fax 507-629-5507-fax 507-629-5525-fax 507-629-5507-fax
Tracy Elementary
English as a Second Language (ESL) Exit Criteria
Student’s Name:_________________________________________________
________ An English language proficiency score of * 5 (with no less than a 4 on each section) or above as measured by: the Wida ACCESS Placement Test (W-APT) or ACCESS for ELLs,
or a score of 4 or 5 on the Woodcock-Munoz Language Survey,
or a rating of “proficient” on other recognized standardized tests of English language proficiency.
and
________ Scoring within one grade level of the student’s actual grade level as measured by:
Star Reading and Star Math assessments, Measures of Academic Progress (MAP),
a rating of “M” (met standards) or “E” (exceeds standards) on the Minnesota Comprehensive Assessments (MCA),
or equivalent ratings on other recognized standardized tests of academic performance
and
_______ Recommendations of ESL and mainstream staff regarding the student’s academic and communication performance in the mainstream classroom as well as statements regarding the student’s maturity and confidence level
and
_______ Opinion of parents regarding the student’s performance
*Score Level Descriptions:
W-APT or ACCESS for ELLs Woodcock-Munoz
Level 1 is Enterin g Level 1 is Negligible English
Level 2 is Beginning Level 2 is Very Limited
Level 3 is Developing Level 3 is Limited
Level 4 is Expanding Level 4 is Fluent English
Level 5 is Bridging Level 5 is Advanced
Level 6 is Reaching
Students who have exited the ESL program will be monitored for at least two full school years. Monitored students may re-enter the program at any time if it is determined that additional
ESL help is indicated or would be beneficial for the student.
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5508
507-629-5507- fax 507-629-5507-fax 507-629-5525-fax 507-212-5507-fax
Tracy Area High School
English as a Second Language
Exiting Criteria
The following criteria will be used to determine eligibility for exiting the ESL program. Three out of the five guidelines would need to be met in order to exit the ESL program.
1. W-APT or ACCESS for ELLs
Student receives a score of 5 or above in reading.
Student receives a score of 5 or above in writing.
or Student receives a composite score of 5 with no less than a score of 4 on each section)
and
2. Minnesota Comprehensive Assessment Tests
Student receives "M" or "E" on the MCA II’s in any of the tested areas of math or reading
and/or
3. Northwest Evaluation Association Assessments
Student scores grade level and above on any of the NWEA assessment areas of math and reading.
and/or
4. Grade Point Average or Grades
Student in 9th-12th grade receives a 2.1 or above GPA.
Student in 7th and 8th grade receives a D+ or above in English, Science, History or Math.
and/or
5. Teacher Recommendation
or
Parent Recommendation/Parent Withdrawal
Students who have exited the ESL program are placed on ESL monitor status for a period of two years. During this time, the ESL teacher and the classroom teacher will meet quarterly to review student progress. If it is determined that the child needs to re-enter the ESL program, the ESL teacher will meet with the parents to discuss options. After the monitoring period, if the child has continued to be successful without ESL services, he/she will be exited from ESL.
The Minnesota Dept. of Education recommends that the district change the student’s classification from ELL to non-ELL only after the student has scored in the proficient range on both the reading (a score of level 5) and writing (a score of level 5) portions of the ACCESS for ELLs test.
Name ____________________ ELL Student Profile Home Language ______________
Birthdate ________________ Elementary School
Grade |Assessment
Date |WAPT
Speaking |WAPT
Reading |WAPT
Writing |ACCESS
Spk/List
Level |ACCESS
Reading/
Writing |ACCESS
Overall
Score |STAR
Reading
Gr. Equiv. |NWEA
Reading |NWEA
Language |NWEA
Math |MCA
Reading |MCA
Math | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
Tracy Area High School – District #2904
934 Pine Street – Tracy, Minnesota 56175
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
507-629-5500 507-629-5500 507-629-5518 507-629-5500
507-629-5507 fax 507-629-5507 fax 507-629-5525 fax 507-629-5507 fax
________________________________________________________________________________________________________________________
ELL STUDENT PROFILE
NAME ________________________________
ENROLLMENT DATE __________________
US ENTRY DATE/GRADE _______________ GRADES OF ESL SERVICE K 1 2 3 4 5 6
HOME LANGUAGE ____________________ 7 8 9 10 11 12
BIRTHDATE ______________________EXIT DATE/GRADE____________________
Grade
|Grade Point Average |W-APT |ACCESS |NWEA
Reading |NWEA
Language |NWEA
Math |MCA II
Reading |MCA II
Math | | |
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Appendix X
-----------------------
Register
ESL
Programming
Home
Language
Survey
Interview
Language
Assessment
(Entrance Criteria)
Tracy Area High School
ESL Program Model
Entering
(ELP and LA)
Expanding (Enrichment)
Developing (ELP + Content)
Beginning
(ELP + Content)
Exiting
(Exit Criteria)
Title I
AYP =MCA
=Participation
=Graduation
Monitoring
(Two years)
Title III
AMAO=Progress ACCESS
=Proficiency ACCESS
=AYP/MCA (LEP)
Reclassify
Chad Anderson Kathy Vondracek Tracey Olson Pat Sommervold
Superintendent Secondary Principal Elementary Principal Finance Officer
(507) 629-5500 (507) 629-5500 (507) 629-5518 (507) 629-5500
(507) 212-5507 Fax (507) 629-5507 Fax (507) 629-5525 Fax (507) 212-5507 Fax
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