State of Tennessee - Migration Policy Institute



Summary of English as a Second Language Guidelines

July 2007

ESL Funding and Staffing Requirements

The State Board of Education created the Basic Education Plan (BEP) Bluebook which is found at state.tn.us/sbe/BEP/BEP_Booklet2007.pdf

Under this plan, ESL was previously funded at

• 45:1 as a student: teacher ratio

• 450:1 as a student: translator ratio

During the summer session of the TN legislature, the law was changed to funding at a 30:1 level. The new standard can be viewed at . Implementation is not decided at this time. Although funding is based on this level, the State Board of Education policy states that staffing be maintained at a maximum of 50:1 for the student: teacher ratio. The staffing ratio can be found at state.tn.us/sbe/Poliies/3.207%20ESL%20Program%20Policy.pdf

Discussion of changing the staffing ratio is planned with the State Board for late summer.

ESL Class Size

ESL class size cannot exceed class size for other courses at the specific grade level. For example, if a regular kindergarten is staffed at 1 teacher: 20 students, the minimum standard for ESL would be the same ratio. Keeping in mind, that these students are at high risk and now receive more funding, the district should create, within budget guidelines, the best possible class size for these students. Class size can be found at

• Local boards of education shall have policies providing for class sizes in grades K-12 in accordance with the following:

|Grade level |Average class size |Maximum class size |

|K-3 | 20 | 25 |

|4-6 | 25 | 30 |

|7-12 | 30 | 35 |

|Vocational | 20 | 25 |

• The average class size for a grade level unit (such as the unit K-3) shall not exceed the stated average, although individual classes within that grade level unit may exceed the average.

• No class shall exceed the prescribed maximum size.

• Local school districts shall not establish split-grade classes for the purpose of complying with the provisions of the class size averages and maximums.

• Local boards of education must approve the establishment of any split-grade classes for any purpose. The average class size specified for the grade levels involved in split-grade classes will be the maximum size allowed in such classes.

Home Language Survey

All students entering a U.S. public school, must be administered a home language survey. This survey should be kept in the child’s cumulative folder. The State of Tennessee recommends the following questions:

• What is the first language your child learned to speak?

• What language does your child speak most often outside of school?

• What language do people usually speak in your child’s home?

If the answer to any of the above questions is a language other than English, the child will be classified as Non-English Language Background (NELB) and assessed for English proficiency.

ESL Testing

Students, who are classified as NELB based on the Home Language Survey, and might have the need for English as a Second Language instruction or modifications are tested with a screening instrument. Currently the English Language Development Assessment screener or placement test is under construction. Consequently, the district may use either the IDEA Proficiency Test (IPT), the Comprehensive English Language Learners Assessment (CELLA), or submit a proposal to the State Title III Project Director for approval of another screening instrument.

In March of each year, English Language Learners (ELLs) will be tested with the English Language Development Assessment (ELDA). This is a mandated assessment and is administered to all ELLs, not including Transition 1 (T1) and Transitions (T2) students. Students who are in transition are tested with other mandatory State of Tennessee assessments as appropriate: Tennessee Comprehensive Assessment Program (TCAP) and Gateway.

Service to LEP Students

According to Title VI of the Civil Rights Act of 1964, all students have the right to equal access of educational opportunities. Failure to allow a student into any academic course for which s/he has had the pre-requisite courses is denying access to full educational opportunities. LEP students have the right to be in any enrichment, support or extra-curricular activities offered by the school in which s/he is enrolled. LEP students may not be retained or failed due to English language development. If there is a language problem that denies access to the curriculum, the district/school has the obligation of making that program/class accessible to the LEP student. These guidelines are firm whether or not the district accepts Title III funding.

Reporting Requirements

Beginning in 2007- 2008, more of the data from LEAs will be collected by the Educational Information System (EIS) that is populated by local computer record-keeping and enrollment systems, such as Chancery and STAR. Therefore, for funding as well as other requirements, it is essential that you code students correctly for enrollment. In EIS these codes are

• L = English Language Learner

• 1 = Transition Year I

• 2 = Transition Year 2

• g = a student who was L, 1, or 2 during his freshman year in high school (allows a 5th year + 1 semester for on-time graduation)

• N = Non English Background Student (first language was not English, but does not need ESL classes or support)

• E = English is native language (for Americans from English speaking homes, British, Australian, Canadian, etc. This is not to be used for children from ESL backgrounds.)

Funding will be taken from the information in the EIS system for Title III funding using counts that are in EIS as of October 1.

Districts are required to keep the following lists broken down by gender, proficiency level (where relevant), grade-level, language group, ethnicity, and identification number:

• list of immigrant students

• list of students not tested with ELDA

• list of NELB students

• list of students on a waiver

• list of current T1 students

• list of current T2 students

• List of current English Language Learners (ELLs)

These lists may be pulled from the computer system used by the district. They should be organized with a header stating school district, district number, date, Title III contact, federal programs contact. Similar reports should be available for each list by school and not district upon request.

It is the responsibility of the district to notify the State Department of Education of changes in personnel that impact ESL, e.g., Title III Coordinator, ESL Coordinator, Federal Program Coordinator, within 14 days of the change. It is further the responsibility of the district to send a representative to all State ESL training. Should the district be unable to send a representative, it should contact Jan Lanier or Paula Gaddis for needed information.

Technical Assistance

If your district needs assistance with any aspect of your district’s ESL program, the State Title III Team will offer you the necessary technical assistance. We are available for regional trainings, for interpretation of test scores, and to help design or re-design ESL program within districts.

Contact Information: Jan Lanier, ESL Coordinator

Jan.Lanier@state.tn.us

615-532-6314

Paula Gaddis, ESL Assessment Consultant

Paula.Gaddis@state.tn.us

615-741-3262

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