ESOL Policies and ProceduresTable of Content

1. PA State Policy

2. Assessment and Placement in EL Policy

3. Assessment and Placement in Special Education Policy

4. English Learners (EL) Program Policy

5. Service Delivery Model

6. Information on Funding and Title I

7. The state required Reclassification, Monitoring, and Re-designation of English Learners (ELs)

8. State Forms

9. Translation Services

10. Standard Translated Forms

1

PA State Policy

Richard Allen Preparatory Charter School2601 S 58th Street

Philadelphia, PA 19143

The Board of Trustees of Richard Allen Preparatory Charter School (RAPCS) will provide students and parents with the requirements and interpretations of the legal mandates governing the education of students with English Learner Reporting System (ELRS), also known as English learners (ELs). The information included will be useful in designing, staffing, and evaluating effective programs for ELs. These mandates and interpretations are based on the Pennsylvania Regulations, Chapters 4 and 11; and on federal law, including Title VI of the Civil Rights Act, the Equal Education Opportunity Act (EEOA), the new Every Student Succeeds Act (ESSA), and regulations and case law under those statutes.

Richard Allen Preparatory Charter School will complete the Pennsylvania Information Management System (PIMS) and the English Learner Reporting System (ELRS) annually. PIMS and the ELRS provide data and information on student numbers, teachers, and 22 Pa. Code §4.26

The Board of Trustees of Richard Allen Preparatory Charter School recognizes that charter schools are bound by Title 22, Chapter 4, and Section 4.26 of Pennsylvania's Regulations. The Charter School will provide services and programs for students who have limited English proficient or an English language learner.

The Board of Trustees will educate students whose dominant language are not English and/or are English learners; it is the responsibility of the charter school in the Commonwealth; Title 22, Chapter 4, Section 4.26 of the Curriculum Regulations requires that the School District/Charter School provide a program for every student who is limited English proficient (LEP) or an English language learner (EL)

Richard Allen Preparatory Charter School shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student's achievement of English proficiency and the academic standards under § 4.12 (relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a second language (ESL) instruction."To comply with this requirement, RAPCS will provide the student with a planned program of English as a second language instruction (ESL) to facilitate the acquisition of English language skills and provide an instructional program appropriate to the student's developmental and instructional level.

Richard Allen Preparatory Charter School will be able to document that children who are English learner and who are in need of programs and services are identified and evaluated through initial survey intake. This survey includes parent awareness activities that are sufficient to inform parents of the ESOL programs and services that are available and how to request those services.

Richard Allen Preparatory Charter School will conduct systematic screening activities that lead to the identification and evaluation of children who are English Learners.

Richard Allen Preparatory Charter School will also have a system to evaluate the overall success and effectiveness of the ESOL program. Such a system might include, but not be limited to, a parent survey by mail or phone to determine how many students have been reached by the survey. The school will complete a yearly evaluation of students’ placements and progress. Also, for the students who graduated from the school, a survey will be sent to update current progress and success.

Richard Allen Preparatory Charter School recognizes that:

· Children with limited English proficiency will be admitted on the same basis as children without LEP.Upon admitting a child with LEP, the school will provide services to address the child's specific needs.

When a student with LEP transfers to the school, the school is responsible for ensuring that the student receives services.

· Richard Allen Preparatory Charter School will use the most current and appropriate versions of the state recommended assessment such as the Screener Assessment.

·To meet the requirements of State regulations, Richard Allen Preparatory Charter School may provide the services itself, or contract with another entity.

TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL.

ADOPTED this December 8 day of,

2017President

__________________________________________________________Secretary

2

Assessment and Placement into ESOL Program Policy

Richard Allen Preparatory Charter School

2601 S 58th StreetPhiladelphia, PA 19143

Assessment and Placement into the ESOL Program Policy

The Board of Trustees of Richard Allen Preparatory Charter School will use the Home Language Survey to determine placement into the ESOL program. The following procedure will be put in place when an EL student enrolls at RAPCS:

· Based on the responses to the home language survey (HLS), students will be assessed for potential placement in a program unless they meet the criteria outlined below. There are certain scenarios that may preclude assessment if a student can demonstrate English language proficiency.

· Students should meet two of the following three criteria to be exempted from a formal ELP assessment. Student records for children from other states or school systems can be considered as part of the criteria.

o Final grades of C or better in core subject areas (Mathematics, Language Arts, Science, and Social Studies); also, following RAPCS grading policy).

o Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA;

o Scores of Basic in Reading, Writing and Math on the PSSA or an equivalent assessment from another state.

Newly enrolling students without academic records will be assessed for their language proficiency.

Richard Allen Preparatory Charter School will use the WIDA Screener Paper Based or Online is the new assessment that the state of Pennsylvania, which is aligned to the required annual State ELP assessment and ACCESS for ELs to assess students for placement in language instructional programs for ELs.

· Richard Allen Preparatory Charter School may choose to use other formal, standardized ELP assessments for additional information BUT identification and placement will be based on the WIDA Screener and the multiple criteria outlined above.

· The WIDA Screener results are one of the indicators for placement in ESL /Bilingual programs and will be used in combination with the above multiple criteria, if available, to determine placement in an ESL program.

· The EL Specialist will take into consideration the State’s LEP levels described within the PA ELRS standards when placing students in an instructional program for ELs.

· Instructional placement of ELs will be age and grade appropriate. Additionally, ELs will be given equal access to all educational programs, opportunities, and extracurricular activities in the same manner as for all students.

· Parent permission to assess IS NOT REQUIRED. On the other hand, a notification will be sent to the parent as a courtesy.

· Parent notification of student assessment results and placement in an ESL /Bilingual program is required.

Timeframe – 30 days upon the start of school, 14 days after school begins (calendar days) to complete the assessment and identification process.Best practice – communicate with parents, share resultsForm on PDE website and www.transact.com (translated forms) with 4 appropriate questions for all students. (OCR requires identification of ELs: 2 options, assess ALL students or use HLS, PA chooses to use the HLS for identification)

If students are found eligible for ESOL, the following English Acquisition levels that are aligned to the WIDA proficiency levels are used to determine English instruction for English learners (ELs).

Level 1 - Pre-Production (*Entering): Student demonstrates very limited or no proficiency in English. This student may understand and use simple, short utterances. This student is not able to converse in English in simple social situations. This student may lack formal Allen and/or may have experienced interrupted schooling; therefore, the student may not have acquired the skills necessary for reading and writing in his/her native language or English.

Level 2 - Beginner (*Beginning): Student demonstrates limited proficiency in English. This student may use patterned expressions when he/she speaks. This student can participate in simple conversations and respond to routine classroom procedures. This student has acquired some skills necessary for reading and writing but has not yet acquired a level of English sufficient to read and write.

Level 3 - Intermediate (*Developing): Student demonstrates some proficiency in English. This student may understand and use basic sentence patterns when he/she speaks. This student can converse in social situations with some repetition and hesitation and may begin to demonstrate the ability to participate in class discussions of limited content area topics. This student may read and write, but is confused by complex structures and technical language. This student cannot meet passing requirements independently in the mainstream classroom.

Level 4 - Advanced (*Expanding): Student demonstrates English proficiency in social situations and some proficiency in classroom situations. This student can understand and use complex sentence structure in conversation but demonstrates some difficulty with content area topics. This student may read and write, but needs assistance with content area class work and therefore, does not yet meet passing requirements independently in the mainstream classroom.

Some things we consider when enrolling potential ELs:

ELs must be enrolled upon presentation of a local address and proof of immunization as all other students. It is not appropriate to deny ELs, or any student, access to school (EL them to stay home) for any period of time while verifying the information they present. Subjecting ELs to the

scrutiny that is not part of the normal enrollment process is discriminatory and may place the RAPCS at risk of legal action.

The HLS shall be completed once at the time of enrollment.

· RAPCS will not inquire about a student’s immigration status including requiring a birth certificate, passport, or visa as a part of the enrollment process.

· Students may be enrolled in school through the year in which they reach age 21 or through high school graduation, whichever comes first.

TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL.

ADOPTED this December 8 day of ,

2017President

__________________________________________________________Secretary

3

ASSESSMENT AND PLACEMENT IN SPECIAL EDUCATION POLICY

Richard Allen Preparatory Charter School2601 S 58th Street

Philadelphia, PA 19143

ASSESSMENT AND PLACEMENT IN SPECIAL EDUCATION POLICY

The Board of Trustees of Richard Allen Preparatory Charter School recognizes that a student may need special help that is not normally needed by other students in the regular education classroom to make progress in school. Wherefore, the Board adopts this policy:

ELs may be eligible for Special Education services. The IEP team will consider the need for ESL instruction as they address all students’ needs related to the provision of Free Appropriate Public Education (FAPE). In determining the student’s needs, IEP teams will consider both special education services and ESL instruction simultaneously, as appropriate.

All procedures for the screening, evaluation, IEP, and the provision of services and/or instruction will be in compliance with the Individuals with Disabilities Education Act (IDEA) and PA Chapter 15 Regulations.

The IEP team

The IEP team for EL students with disabilities will include an ESL professional familiar with the student’s language needs as LEP as the nature of his/her disability or, at a minimum, that the IEP team receive input from an ESL professional when appropriate. If a student is identified as an EL, then the IEP team will check the Limited English proficiency under special considerations on Part I of the IEP. Any special considerations identified will be addressed in the IEP.

ELs with Disabilities - taking the ACCESS for ELLs®

An EL with a disability may be considered for reclassification if:

1. The student has an IEP, AND

2. The student has been continuously enrolled in an ESL/bilingual education program for at least four years, AND

3. The student’s overall composite proficiency level score on the ACCESS for ELLs® has not increased by more than 10% at any point or total over the three most recent testing cycles, AND

4. The IEP team, with input from an ESL/bilingual education professional, recommends reclassification.

To calculate the percent difference between scores, use the following formula:

∆SS / SS1 (100) = % change

∆SS: Difference between the scale score from year one and year two (or year one and year three)

SS1: Scale score from year 1

Example: A student scores 4.3 last year and 4.5 this year (or scored 4.3 in year 1 and 4.5 in year 3). The percent difference is (.2/4.3)100, which is 4.65%.

ELs with Disabilities (taking the Alternate ACCESS for ELLS®)

ELs who are eligible for and take the Alternate ACCESS for ELLs® may be considered for reclassification when:

1. They achieve a score of at least P2 on two consecutive administrations of the test OR achieve the same score for three consecutive administrations of the test, AND

2. The IEP team, with input from an ESL/bilingual education professional, recommends reclassification.

Although language use inventories are not required for ELs with disabilities as part of the reclassification process, teachers should consider completing them in cases where it is appropriate as a way to document language proficiency at the time of reclassification for future reference if needed.

For more detailed guidance related to ELs with disabilities, please see the guidance contained on the Bureau of Special Education website at www.pattan.net

The academic program

ESL /Bilingual programs are identified in The Pennsylvania School Code of 1949, Chapter 4, Section 4.26, as general curriculum. The academic program for an EL with a disability will consider ESL just as it will consider any other general curriculum services available to non-disabled students. Program decisions regarding ELs with disabilities should be made by the IEP team with appropriate representation. It is not appropriate for an EL with a disability to be denied access to the general curriculum including an English language instructional program as defined above. Special education services do not replace an English language instructional program.

The requirement for Annual English language proficiency assessment

Both Titles I and III of ESSA require RAPCS and state educational agencies (SEAs) to provide an annual assessment of English language proficiency for all ELs in the state enrolled in public schools in grades Kindergarten through twelve in the domains of speaking, listening, reading, and writing. This includes students with disabilities.

Even though ELs with disabilities may always achieve depressed scores in particular domains of language as a result of their specific disability, they will be given the opportunity to demonstrate their level of proficiency in English and be included in the annual state ELP assessment in all domains.

Participation in assessments

ELs with disabilities participate in all assessments, including the annual state ELP assessment and PSSA (or PASA, if appropriate) in accordance with 34 CFR § 300.160. Participation in state and local assessments is documented in Part III of the IEP. An EL student with a disability may participate in assessments through the use of one or more state-approved accommodations appropriate for his/her disability.

Rules governing assessment accommodations

The IEP team, with appropriate representation, will make decisions regarding assessment accommodations for ELs with disabilities as they would for any student with a disability. The following rules govern assessment accommodations for ELs:

· Accommodations will not invalidate the results of the assessment. · Accommodations may be used for the entire assessment or only for part/parts of the

assessment. · Determinations of any accommodations used will be:

o based on a student’s disability, o made by the student’s IEP team, o properly documented in the student’s IEP, and o Properly coded on the assessment.

TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL.

ADOPTED this December 8 day of ,

2017President

__________________________________________________________Secretary

4

English for Speakers of Other Language (ESOL)

Program Policy

THE LANGUAGE INSTRUCTIONAL PROGRAM

The Board of Trustees of Richard Allen Preparatory Charter School will provide an ESOL program for their English learners.

RAPCS program description includes:

The Linguistic goal of the program is a focus on developing literacy in English. The program name is English Language Development-ELD Pull-Out. The model is only for EL students in class with one native language. The students can share the same native language or be from different language backgrounds; generally, there is no support for the native language. All instruction will be in English; adapted to students’ proficiency levels. The language of content instruction will be in English, but the teachers will have receptive skills in students’ native language. The language arts instructions will be in English; students leave their English-only classroom to spend part of the day receiving ESL instruction often focused on grammar, vocabulary, and communication skills.

Planned Instruction for English language acquisition (ESL) classes

· Direct English language instruction may not take place during other content classes, which are required under 22 Pa Code § 4.

· Planned Instruction in the ESL Program includes daily instruction supporting the program model chosen by RAPCS.

· Language instruction will be commensurate with the student’s proficiency level (i.e. students at levels 1-3 require a greater amount of language instruction than students at levels 4 and 5). This includes both direct language instruction and adaptations to instruction/assessment in all content areas.

· Exact hours of direct language instruction by proficiency level will be determined based on student need and program/instructional delivery model. Instruction will meet all requirements under Lau v Nichols, 414 U.S. 563 (1974) and Castañeda v. Pickard, 648 F.2d 989 (1981).

ESL will be delivered via curriculum aligned with Pennsylvania’s Reading, Writing, Speaking, and Listening Standards, and the PA ELPS for ELs.

In order to acquire English, students with LEP will receive instruction the same as they would receive instruction for other curricular areas. In other words, ESL /Bilingual classes will be part of the daily schedule and have been thoughtfully planned from the administrative level so that students are not removed from other content classes to receive instruction for English language acquisition.

As the proficiency of a student advances into the upper levels (i.e. Expanding/Bridging), a student may require only minimal instructional time, which may be in the form of ongoing support as needed. However, this support will be planned, the structured time within the school day.

Planned Instruction in Academic content areas (content area classes)

The language instructional program will also provide our ELs with meaningful, comprehensible access to instruction in all content areas required by Pennsylvania academic standards. The PA ELPS Pre K–12 is an overlay to the academic standards and will be incorporated in planned instruction for ELs by all teachers.

RAPCS will support instructional planning and evaluation efforts between the ESL /Bilingual teachers and the content-area teachers by providing common planning time as appropriate.

Grading of ELs

ALL teachers are required to differentiate instruction and assessment (including grades) to align with the WIDA Can Do Descriptors that coincide with the ELD level of their ESL students.

Please see below for criteria that will help in grading ELs: For all ELs (Levels 1 – 5): ● ELs must receive modified and adapted instruction and assessment based on the WIDA Can Do Descriptors aligned with student’s grade level and proficiency level. ● ELs’ grades may only be based on assessment measures that have been adapted to accommodate the language-specific needs of EL students and may not be based on assessment measures designed exclusively for use by native speakers of English unless those measures match the Can Do descriptors for students’ levels

Annual assessment of ELs

Assessment processes will be aligned to the academic standards and PA ELPS.

RAPCS will participate in the annual state ELP assessment of ELs that is required by federal law. 20 U.S.C. §§ 6311(b) (7), 6826(b) (3) (C), (d) (2)

The State ELP assessment will be administered annually to measure progress and/or attainment of the student’s English language proficiency for each language domain, i.e., reading, writing, speaking and listening/understanding. These score results are maintained in the student’s permanent record folder.

The PSSA accommodations allowable for ELs will be used as permitted by PDE.

Reclassification, Monitoring, and Re-designation of English Learners (ELs):

RAPCS employs uniform procedures in accordance with state requirements for reclassifyingEnglish learners (ELs) as former ELs (FELs) when they attain proficiency. This policy outlines the procedure and rules for doing so:When an EL demonstrates the ability to access challenging academic content and interact with other students and teachers both academically and socially in an English language setting s/he will be considered for reclassification.

Evidence of this ability is demonstrated by the student on the annualEnglish language proficiency assessment, ACCESS for ELLs®, and gathered by teachers usingStandardized language use inventories (Appendix A).

Using the following system, the ACCESS for ELLs® and the language use inventory together produce a single score. If that score exceeds the state-defined threshold, then the student is eligible to be reclassified.

· Two language use inventories are completed. · An ESL teacher completes one of the inventories when possible. The other inventory may

be completed by a single content teacher or a team of content teachers. In cases in which an ESL teacher cannot complete an inventory (e.g. students whose parents have refused services and who are not seen by an ESL teacher or ELs in higher proficiency levels who do not work with an ESL teacher regularly), both inventories may be completed by content teachers or teams of teachers. If only one teacher can accurately complete the inventory (e.g. elementary classes in which the classroom teacher is ESL certified and provides both content and language instruction and there is no other teacher or administrator who can accurately complete the inventory), one inventory may be completed and the single score is multiplied by two

· The two inventories do not need to agree. The language use inventories will be completed prior to the release of ACCESS scores each year for students who, based on teacher input and previous ACCESS scores, are likely to reach the threshold.

· Once ACCESS scores are released, the points are added to the points from the rubrics to determine if students are eligible to be reclassified.

· RAPCS has developed school plans for how to: o • select content teachers who will complete the inventories o • manage the decision-making/reporting process using this procedure and these

criteria o • train staff to use the rubrics and evaluate the students’ language use o • hold teachers accountable for completing the inventories o • select students for whom inventories will be completed in anticipation of

qualifying ACCESS scores Each language use inventory produces a single score and the sum of the two inventory scores is added to the ACCESS for ELLs® points assigned to determine if the student meets the minimum threshold for reclassification.

· Following the scoring criteria in the table below, the WIDA/MODEL SCREENER may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.

NOTE: The WIDA/MODEL SCREENER may ONLY be administered to a student once in any school year.

· A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 5.0 on the January administration of the ACCESS. In this case, WIDA/MODEL SCREENER scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.

Additional Exit Criteria:

1. Final grades of C or better in core subject areas (Mathematics, Language Arts, Science, and Social Studies).

2. Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.

Monitoring of ELs after language instructional program exit

Monitoring is required for two years after a student exits an ESL /Bilingual program and appropriate records of student progress will be maintained. 20 U.S.C. § 6841(a)(4)

Monitoring may include any or all of the following:

· Periodic review of grades · Local assessments · Required state assessments · Teacher observation

Teachers may offer support to monitored students as they would for any student seeking additional assistance with classroom work, instruction, or assessment.

Monitoring is NOT an extension of the language instructional program.

Students who are monitored CANNOT be counted as ELs in any state or federal data collection systems for the purpose of acquiring state or federal funding. Monitoring guidance and forms can be found on the PDE website.

Retention/Promotion

A student may not be retained in a grade based solely on his/her lack of English language proficiency.

If an EL is retained in a grade, the RAPCS will be able to demonstrate that all appropriate modifications were made to instruction and assessment in order to allow ELs meaningful access to the general curriculum as EL as to promote second language learning. Lau v Nichols, 414 U.S. 563 (1974)

SUPPORT/SUPPLEMENTAL PROGRAMS AND SERVICES

ELs shall participate in all federal and other programs for which they are identified and/or qualify that are available within the school.

OTHER PROGRAM COMPONENTS

Program Evaluation

RAPCS will periodically evaluate its language instructional program to ensure all components are aligned and working effectively to facilitate the acquisition of the English language and academic achievement defined by the PA academic standards.

Data reported to RAPCS from state-level assessments of ELP and academic achievement (ACCESS for ELs® and PSSA) will be used in program review and improvement.

Communication with Parents

· Communication with parents will be in the parent’s preferred language and mode of communication. Civil Rights Act of 1964, Title VI

· RAPCS will provide translation (written) and/or interpretation (oral) services. In order to do this, RAPCS will determine the preferred mode of communication of the parent and develop a plan for translation and interpreter services.

· PDE provides translated documents necessary for communication with parents and students regarding general education and NCLB requirements via TRANSACT.

· Other translated PA forms for special education can be found at the Pennsylvania Training and Technical Assistance Network (PaTTAN).

· RAPCS will provide individualized documents that will be part of the regular budget planning of RAPCS’s core language instructional programs.

Staffing

All teachers in language instructional programs will hold the certification and endorsements required by PDE.

Bilingual teachers teaching in a bilingual program of instruction will demonstrate academic language proficiency both in English and in the language used for instruction in their classroom.

Professional Development

RAPCS will offer staff development related to ESL for all RAPCS personnel as part of the Professional Development Act 48 Plan.

Migrant Education

Students identified as migrant and who is determined to be ELs will be provided language instructional programs as outlined in this document.

TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL.

ADOPTED this December 07 day of

, 2017President

__________________________________________________________Secretary

5

Information on Funding and Title I

Richard Allen Preparatory Charter School2601 S 58th Street

Philadelphia, PA 19143

Information on Funding and Title I

The Board of Trustees of Richard Allen Preparatory Charter School will adhere to federal and state funding and Title III as pertaining to the service of English learners. Wherefore, the Board adopts this policy:

Funding

· RAPCS’s budget will include provision for resources/materials, staffing for language instructional programs, and professional development for all school personnel as part of core programming outlined in 22 Pa Code § 4.26.

· Federal funds can be used to supplement local funding for language instructional programs, but not to supplant state/local funds.

Title I of the Every Student Succeeds Act of 2015

· Title I funding may be used by RAPCS to enhance existing ESL /Bilingual programs. · ESSA makes it clear that Title I funding is to be used to supplement, not supplant,

existing programs. · Title I funded enhancements may include but are not limited to

o after-school programs o summer programs o tutorial programs, or o additional supports funded by Title III

· Parents may opt out of Title I services that support RAPCS ’s ESL /Bilingual program per the ESSA of 2015.

· Written parent notification for student placement in Title I programs/services is required along with written guidance pertaining to parental rights, including the right to have the child immediately removed from or decline enrollment in such a program. 20 U.S.C.§ 7012 (a)(8)(A)(i) and (ii).

Reporting Requirements

RAPCS will complete the Pennsylvania Information Management System (PIMS) and the English Learner Reporting System (ELRS) annually. PIMS and the ELRS SYSTEM provide data and information on student numbers, teachers, 22 Pa. Code §4.26, and Title I.

TO THE EXTENT THAT ANYTHING IN THIS POLICY COULD BE CONSTRUED TO CONFLICT WITH APPLICABLE STATE AND/OR FEDERAL LAWS, THE APPLICABLE STATE AND/OR FEDERAL LAWS CONTROL.

ADOPTED this December 12 day of,

2017President

__________________________________________________________Secretary

6

FORMS

HOME LANGUAGE SURVEY

The Office of Civil Rights (OCR) requires that school districts/charter schools/full day AVTS identify limited English proficient (LEP) students in order to provide appropriate language instructional programs for them. Pennsylvania has selected the Home Language Survey as the method for the identification.

School District: ________________________________________ Date: _____

Student's Name: _______________________________________ Grade:_____

I. What is/was the student's first language?

2. Does the student speak a language(s) other than English? (Do not include languages learned in school.)

q Yes qNo

If yes, specify the language(s): _____________________________________

3. What language(s) is/are spoken in your home?________________________

4. Has the student attended any United States school in any 3 years during his/her lifetime?

q Yes q No

If yes, complete the following:

Name of School State Dates Attended

Person completing this form (if other

than parent/guardian): Parent/Guardian signature:

__________________

Representatives: Linda Long | Bilingual Education Advisor

Pennsylvania Department of Education - Teaching and Learning,

Division of Curriculum

333 Market Street, 8th Fl. | Harrisburg, PA 17126-0333

Phone: 717.783.6595 | Fax: 717.783.3946

lilong@state.pa.us . www.education.state.pa.us

Professional Development

Professional development assistance and training are available upon request. Contact the PDE ESL program staff for information by emailing bmowrey@state.pa.us and rmeasel@state.pa.us.  

ESL WEBSITEESL homepage at www.pde.state.pa.us/esl

GLOSSARY PAGE:

ESL - English as a Second Language (refers to the program) / ESOL - English to Speakers ofOthers Languages

EL - English Learner (refers to the student)

LEP - Limited English Proficient – This term is used primarily by the federal government

PHLOTE - Primary Home Language Other Than English: A student is identified as a PHLOTE upon enrollment into a district if a language other than English is identified on the Home Language Survey. A PHLOTE is not necessarily an EL. Once identified as a PHLOTE, a student must be screened for English language proficiency and formally identified as an EL based on the screening results and other multiple criteria.

HLS - Home Language Survey PDE offers a standard HLS that LEAs are strongly encouraged to use. An LEA may add questions to the survey as the need may dictate.

L1/L2 - 1st language/2nd language

Migrant - In the context of the Migrant Education Program, the term “migrant” refers to a person who, within the past 36 months, has moved across school district boundaries with the intent to obtain seasonal or temporary employment in agriculture, fishing, dairy or food processing work. Students are identified as migrant by Migrant Education Program personnel.

Schools do not identify students or families as a migrant. This term should NOT be confused with“Immigrant” – see below

WIDA - World-Class Instructional Design and Assessment (formerly Wisconsin, Delaware, andArkansas)ACCESS - Assessing Comprehension and Communication in English State to State (state assessment of ELs

WIDA/MODEL SCREENER – WIDA ACCESS placement test

TESOL - Teachers of English to Speakers of Other Language (National Organization ofProfessionals from various fields related to ESL)

AMAO - Annual Measurable Achievement Objective – this is the accountability component of Title III. There are three AMAOs – (1) Making progress toward English proficiency, (2) Attaining English proficiency, and (3) AYP as measured by the state academic achievement assessment (PSSA)

SLA - Second Language Acquisition

Immigrant –The term "immigrant children and youth," which is defined in section 3301(6) ofTitle III, refers to individuals who: (A) are aged 3 through 21; (B) were not born in any State;and (C) have not been attending one or more schools in any one or more States for morethan 3 full academic years. Students from Puerto Rico are NOT considered immigrants.

NOTIFICATION TO OPT A CHILD OUT OF EL PROGRAMS OR PARTICULAR EL SERVICES [SCHOOL

NAME, ADDRESS, CONTACT INFORMATION]

Date: Dear Parent,

We understand that you would like to decline the English Learner (EL) program or particular EL services proposed for your ____________________________. EL services are specifically designed to help your child obtain English language proficiency as well as acquire grade-level content. However, as stated in our conversation, you have the legal right to opt your child out of the program or particular services. If you still wish to opt your child out of the EL program or particular EL services, please initial next to each item on the checklist below. Doing so will indicate that you fully understand and agree with each statement. After you have initialed next to each of the statements, please sign, date, and return the form to your child’s school. We will keep this document on file stating that you have declined or do not want these indicated EL services for your child.

- I am aware of my child’s English language assessment score and other information about my child’s current academic progress, and understand why he/she was recommended for additional English language instruction.

- I am familiar with the EL programs and services the school has available for my child. I have had the opportunity to discuss the available EL programs and services with the school.

- I understand that the school believes its recommendation is the most academically beneficial for my child.

- I understand that my child will still be designated an “English Learner” and have his or her English proficiency assessed once per year until he/she no longer meets the definition of an English Learner.

- All of this information has been presented to me in a language I fully understand.

I, _________________with a full understanding of the above information, wish to accept all of the EL programs and EL services offered to my child. I________… decline some of the EL programs and/or particular EL services offered to my child. I wish to decline (List program/services)

Parent’s Signature Child’s Name Date

_____________________________________________________________________________________

NOTIFICATION TO OPT A CHILD BACK INTO EL PROGRAMS OR PARTICULAR EL SERVICES

[SCHOOL NAME, ADDRESS, CONTACT INFORMATION] Date:

Dear Parent:

On (insert date of Notice to Opt-Out), you notified us of your desire to decline the English Learner (EL) program or particular EL services proposed for your child (insert name). We understand that you have revisited your previous decision and would now like to accept the EL program or particular EL services proposed for your child. EL services are specifically designed to help your child obtain English language proficiency as well as acquire grade-level academic content.

We believe these services will be a tremendous benefit to your child. Please indicate below the EL program or particular EL services you would like your child to participate in. We will keep this form on file indicating that you have revisited your previous decision and do indeed want EL services for your child. I, (insert name of parent), wish to … opt my child back into all of the EL programs and services offered to my child. … Opt my child back into some of the EL programs or particular EL services offered to my child. I wish to accept (List program/services)

Parent’s Signature Child’s Name Date