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Green Forest School District English for Speakers of Other Languages
,
Program Guide 2019-20
Green Forest School District, in partnership with the parents and community, has a shared commitment to help ALL students become successful lifelong learners.
Go Tigers!
2
TABLE OF CONTENTS
ESOL Program Goal 3
English Language Proficiency Standards 3
District ESOL Staff 3
Acronyms for DESE and ESOL 3
Overview of Identifying EL Students 4
Procedures for Serving LM and EL Students 5
Identification of Potential EL (LEP) Students 5
Assessment (Initial and Annual) 5
Program Design and Implementation 8
Segregation and Facilities 16
Access to All District Programs 17
Maintenance of Records 18
Program Evaluation and Modifications 18
Forms 20 - 35
3
ESOL Program Goal
The Green Forest ESOL Program shall provide effective English Language Development programs and provide support
to English Learners so that they learn how to effectively employ a second language in an academic setting while learning
through that second language knowledge and skills in multiple disciplines.
English Language Proficiency Standards
1. construct meaning from oral presentations and literary and informational text through grade-appropriate listening,
reading, and viewing
2. participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to
peer, audience, or reader comments and questions
3. speak and write about grade-appropriate complex literary and informational texts and topics
4. construct grade-appropriate oral and written claims and support them with reasoning and evidence
5. conduct research and evaluate and communicate findings to answer questions or solve problems
6. analyze and critique the arguments of others orally and in writing
7. adapt language choices to purpose, task, and audience when speaking and writing
8. determine the meaning of words and phrases in oral presentations and literary and informational text
9. create clear and coherent grade-appropriate speech and text
10. make accurate use of standard English to communicate in grade appropriate speech and writing
District ESOL Staff
Green Forest Elementary ESOL Teacher Karla Etchison
Green Forest Elementary ESOL Teacher Sheila Nance
Green Forest Elementary ESOL Teacher Nancy Forshee
Green Forest Intermediate/Middle ESOL Teacher Debra Cleghorn
Green Forest Middle/High School ESOL Teacher Molly Sroges
ESOL Coordinator Glenda Ayers
Director of Instruction/Federal Programs Terry Darnell
Acronyms for DESE and ESOL
DESE Arkansas Division of Elementary and Secondary Education, formerly known as the
Arkansas Department of Education (ADE)
ELD English Language Development
EL/ELL English Learner/English Language Learner
ELP English Language Proficiency
ELPA21 English Language Proficiency Assessment for the 21st century
ESL English as a Second Language (method of instruction)
ESOL English for Speakers of Other Languages
ESSA Every Student Succeeds Act
FEL Former English Learner
FEP Fluent English Proficient
HLUS Home Language Usage Survey
LEP Limited English Proficient
LMS Language Minority Student
LPAC Language Proficiency and Assessment Committee
OCR Office of Civil Rights
The information in the shaded boxes throughout this document are taken verbatim from Title VI of the Office of Civil Rights (OCR) Act of 1964.
These boxes provide guidance regarding the minimum of what MUST be done to meet the law when serving English Language Learners.
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Overview of Identifying and Supporting English Learners
ALL students complete a Home Language Usage Survey (DESE form) upon enrollment.
English is the answer to EVERY
question on the HLUS.
Caveats reveal no
influence of a
language other
than English.
Complete ADE
HLUS
Verification
Form.
Student IS NOT
SCREENED for English
proficiency with the
ELPA21 Screener.
Student is a Language Minority
Student (LMS) and a potential
English Learner (EL). Student IS SCREENED for
English proficiency with the
ELPA21 Screener.
Student shows evidence
of influence by a
language other than
English; complete ADE
HLUS Verification
Form to warrant
screening.
Student scores
“emerging”
“progressing” or
“proficient and< 2
pieces Prof. Judgment
Rubric; entry date; parent
notification; placed and
receives appropriate
services & modifications;
takes ELPA21
summative.
Student scores at
proficient level +2
pieces Prof.
Judgment Rubric;
entry/exit date;
parent notification;
placed as monitored
year-1; no
modifications; does
NOT take ELPA21
summative.
Student is a monitored EL.
Student continues
in ESOL program
w/appropriate
services and
modifications;
annual parent
notification; takes
ELPA21
summative;
MEETS exit
criteria.
Student continues to
have 2 pieces of
evidence; receives no
services or
modifications;
monitored for 4 years;
annual parent
notification; does NOT
take ELPA21
summative.
Student does not have 2
pieces of evidence on
Prof. Judgment Rubric
comparable to English-
only peers; reclassified
as an active English
Learner.
Student is an active EL.
Student is a former
EL.
Student continues
in ESOL program
w/appropriate
services and
modifications;
annual parent
notification; takes
ELPA21
summative;
DOES NOT
MEET exit
criteria.
Student is never
an EL.
A language other than English is the
answer to ANY question on the HLUS.
Student continues as an
EL.
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Procedures for Serving LM and EL Students
Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and
ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Usage
Survey (HLUS) is required for all students. Moreover, the HLUS assists the district in identifying all national origin minority students who have a
primary (first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of
identifying PHLOTE students.
In addition to fulfilling other requirements imposed by federal law and OCR policy statements, the Green Forest School District shall appropriately
structure an alternative language program that will meet all requirements in providing a program that will allow language minority students who
are Limited English Proficient (LEP)/English Learners (ELs) to participate meaningfully in the school district’s educational program.
Identification of Potential EL (LEP) Students
The Green Forest District will identify EL students utilizing the following criteria:
All students in the district must complete an initial enrollment packet at the time of registration. The Arkansas Department of
Education’s required Home Language Usage Survey (HLUS), see Commissioner’s Memo LS-18-083, is included in the
enrollment packet. HLUS forms are available in Arabic, English, Lao, Spanish, Marshallese, and Vietnamese. Registration of
students in the Green Forest School District is the responsibility of individual building secretaries and/or counselors. All forms
are filed in student’s permanent folder. A copy of the HLUS is made available to the appropriate English for Speakers of Other
Languages (ESOL) teacher if any language other than English is indicated on questions 1-6. The Green Forest School District
ESOL staff uses the HLUS results to determine the need for further English language Proficiency (ELP) screening and possible
English as a Second Language (ESL) services. ESL teachers are responsible for accessing TRIAND for additional student
information to support this process.
If a teacher or other staff member is concerned with a student’s performance and suspects that an answer(s) on the HLUS is
inaccurate, an ESOL staff member will contact the parent/guardian to verify their responses on the HLUS. If, upon further
investigation, it is determined the student has been influenced by a language other than English, a HLUS Verification Form will
be completed and attached to the original HLUS. The student will then be screened for ELP and placed appropriately. If the
HLUS form includes a language other than English and it is suspected that the answer(s) are inaccurate, an ESOL staff member
will contact the parent/guardian to verify their responses on the HLUS. If, upon further investigation, it is determined the
student has not been influenced by a language other than English, a HLUS Verification Form will be completed and attached to
the original HLUS and the student will not be screened for ELP.
Title VI of the Office of Civil Rights requires a district to objectively assess the English language proficiency of all PHLOTE students in order to
determine which PHLOTE students are limited English proficient (LEP). Moreover, the assessment should evaluate whether PHLOTE students
can speak, read, write, and comprehend English, if all four-language skills are expected of their grade-level peers. At a minimum, assessments
should be designed to determine whether PHLOTE students possess sufficient English language skills to participate meaningfully in a district’s
program without specialized language assistance. Furthermore, Title VI requires that all staff designated to administer the assessment instrument
should be provided formal training to ensure proper test administration and interpretation of test results.
Assessment (Initial and Annual) Language Minority students must be assessed in the areas of reading, writing, speaking and listening to determine the student’s
level of English Language proficiency. The English Language Proficiency Assessment for the 21st century (ELPA21) is
validated and normed as a screening instrument for placement and reclassification of language minority students and is
approved and required by the Arkansas Division of Elementary and Secondary Education (DESE) for the purpose of assessing
language proficiency. Variables such as language fluency and age of student may be considered. Assessment and placement of
student in the appropriate educational program will be less disruptive to the student’s educational progress if process is initiated
immediately. The ELPA21 Screener will be administered by ESOL staff members that have been trained by the District Test
Coordinator (DTC) and/or ESOL Coordinator using DESE established training materials from the DESE ELPA21 LiveBinder.
The ELPA21 Screener results will be placed in each student’s permanent folder.
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Initial Assessment of Potential EL (LEP) Students
If the HLUS indicates that the primary home language of the student is not English, the Green Forest School District ESOL
staff will screen the student for English Language Proficiency (ELP). The ELPA21 Screener is used by the Green Forest School
District to measure the English language proficiency of students who have recently enrolled in the U.S. and/or in a particular
district. It can help to determine whether a child needs ESOL services, and if so, at what level. The ELPA21 Screener is
designed to be individually administered by trained staff to identify potential EL students. All four domains (listening, speaking,
reading, and writing) should be completed during the initial administration of the assessment.
Foreign Exchange Students (FES) should be assessed by the ELPA21 initial screener if their HLUS indicates any language
other than English on questions 1-6. All protocol in this section applies to FES as they also qualify for English language
services provided for other EL students with a home language other than English. FES identified as LMS and assessed as an EL
are counted in the student information system as an LEP/EL and are required to take any assessment required of an EL or LMS.
Annual English Proficiency Assessment
Title III requires states to administer an assessment designed to measure students' progress in "...attaining proficiency, including
a child's level of comprehension, speaking, listening, reading, and writing skills in English." The ELPA21 summative
assessment was developed to meet these requirements. This assessment is given annually each spring to all EL/LEP students
regardless of whether they are being served in the ESOL program. The DTC and the ESOL Coordinator work together to verify
the list of students who must take the ELPA21 using multiple sources of data to ensure accuracy. ELPA21 consists of four tests
designed to measure academic and social language proficiency in the four domains of language: Listening, Reading, Speaking,
and Writing. The purpose of the ELPA21 is to measure progress and initiate the exiting process. The results of the ELPA21 may
be used to make changes in ESOL services. Schools are held accountable for their ELPA21 scores through ESSA. Parents are to
be notified of the progress their child is making toward becoming proficient in English in a language or form they understand.
ELPA21 results may be used for making placement decisions, but the results are not intended to be the only determining factor.
Initial/Annual Assessment Results and LEP Level Determination
The ELPA21 consists of assessments designed to measure academic and social language proficiency in the four domains of
language: Listening, Reading, Speaking, and Writing. A student’s proficiency is determined in each of these domains and is
assigned a performance level of 1-Beginning (displays few grade-level English language skills), 2-Early Intermediate (presents
evidence of developing grade-level English language skills), 3-Intermediate (applies some grade-level English language skills),
4-Early Advanced (demonstrates English language skills required for engagements with grade-level academic content
instruction comparable to non-ELs), or 5-Advanced (exhibits superior English language skills). Students who cannot respond to
the questions on the screener receive domain scores of 0, indicating that their performance could not be determined.
Based on their domain scores, a student receives a Proficiency Status of “Proficient,” “Progressing,” “Emerging,” or
“Proficiency Not Demonstrated.”
“Proficient” indicates the student scored 4 or higher in all domains. Note: At the beginning of the year, kindergarten
students are assessed with the “Future Kindergarten ELPA21 Screener.” These students are scored as “Proficient” if
they earn levels 4 or higher in the Listening and Speaking domains, and Levels 3 or higher in the Reading and Writing
domains. A proficiency status of “proficient” qualifies the student to be considered for exiting English Learner services
or to receive EL services at the advanced level if exit requirements are not met.
“Progressing” indicates the student scored above a 2 in one or more domains, but was not proficient. A proficiency
status of “progressing” qualifies the student for EL services at the beginning, early intermediate, intermediate, or early
advanced level of English Language acquisition.
“Emerging” indicates the student scored 1 and/or 2 in all domains and qualifies the student for EL services at the
beginning level of English Language acquisition.
“Proficiency Not Demonstrated” indicates the student received domain scores of 0, thus their performance could not be
determined.
Title I requires that states shall provide an annual assessment of English proficiency of all students with limited English proficiency.
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At the Green Forest School District, the results of the initial screener or annual assessment are analyzed and students are
assigned a level to further individualize English Language Development (ELD) services, if needed. Language minority students
are classified as:
LEPN, indicating the student is either a non-English speaker or whose performance was at a level so low that their
proficiency could not be determined on the ELPA21 screener. This student is an EL.
LEP1, indicating the student has very limited reading, writing, listening, and speaking abilities in English. This student
is an EL.
LEP2, indicating the student has limited reading, writing, listening, and speaking abilities in English. The student can
speak and understand some English. This student is an EL.
LEP3, indicating the student is progressing in their reading, writing, listening, and speaking abilities in English. The
student often speaks and understands more English, but still needs help with developing their listening, reading,
speaking, and writing abilities in English to become proficient. This student is an EL.
LEP4, indicating the student is near the proficient status of English in the listening, reading, speaking, and writing
domains. The student understands, speaks, reads and writes in English at an almost age-appropriate level, but has not
reached the “Proficient” status on ELPA21. This student is an EL. Note: Students who have reached the “Proficient”
status on ELPA21, but do not have at least 2 pieces of evidence to support exiting ESOL services are also classified as
LEP4. These students are ELs.
FEP, indicating the student has reached the proficient status of listening, reading, speaking, and writing levels of
English and has at least 2 pieces of evidence to support exiting ESOL services. This student is monitored for four years
following their exit date. This student is no longer an EL.
FEL, indicating the student is a former EL who has successfully completed 4 years of monitoring following their exit
date. This student is no longer an EL.
Parent Notification of Initial/Annual Assessment Results and Parent Rights
All parents will be notified of their child’s identification as an EL and placement in an ESOL program. At the beginning of the
school year, parents and guardians of students who have been identified as an EL and placed in the district’s ESOL program
must be notified within 30 days of their child’s identification, placement, and of the right to waive services. The timeline for
this notification is 2 weeks for students who enroll after school is in session. Parents will receive copies of all pertinent forms.
The ESOL Coordinator will enter the information into the student information system identifying a student as an EL or FEL.
The coordinator will also enter the date of entry into ESOL services, and if appropriate, the date of exit from ESOL services,
with the appropriate year (M1, M2, M3, or M4) for FEP students who are monitored, and ‘MC’ for FEP students who have
completed 4 years of monitoring.
Parents of ELs have a right to refuse ESOL services or opt their child(ren) out of the ESOL program. Parents who wish to
do so, must meet in person with the ESOL teacher and/or coordinator who will explain the benefits of the student
remaining in the ESOL program. If the parent still wishes for their child(ren) to not be in the ESOL program, the parent
must sign a waiver form (p.33). The following information must be reviewed with the parent before the form is signed
(pp.31-32):
The student will still participate in the annual ELPA21 assessment until the child(ren) meets exit requirements;
The student will still be classified as an EL in the student information system and in state reporting;
The student will still be considered an EL and his/her academic progress will be monitored by the Green
Forest School District staff;
The student may be re-enrolled into the ESOL program with parental permission;
The student is still allowed LEP/EL accommodations on classwork and state assessments.
The original waiver form must be placed in the student’s permanent school file and a copy sent to the ESOL Coordinator who
will enter the date services were waived into the student information system. The parent will receive a copy of the waiver form
for their files. The ESOL coordinator will also enter the date of the waiver into the student information system with the code
‘DS’ to indicate that services are declined for ELD and/or Access to Core Content.
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Title VI of the Office of Civil Rights (OCR) requires the development, adoption, and implementation of a district-wide policy stating all LEP
students will be provided alternative language services through its alternative language program (except where parents have denied placement in
the alternative language program). Title VI further requires the district to have a continued obligation to provide language services to students
whose parents have denied services by encouraging monitoring of students’ academic progress and other support language services for such
students.
Furthermore, Title VI of OCR requires the district to ensure appropriate placement of all LEP students into the alternative language program.
Specifically, the district will establish one or more placement committees (i.e., language proficiency assessment committee (LPAC)) based on
need at each of the school sites. The members of the language proficiency assessment committee will, at a minimum, be composed of an ESL
teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee will review pertinent LEP students’
information and make placement determinations into the district’s alternative language program (ESL).
Moreover, each school will adhere to the objective assessment criteria for determining a student’s LEP status. In isolated cases where subjective
criteria override objective criteria, the language proficiency assessment committee will develop a written explanation detailing the reasons(s) for
deviating from the objective criteria.
Furthermore, all LEP students shall be placed in the appropriate alternative language program. Notification of the placement and the benefits
derived from participation in the alternative language program will be provided to each LEP student’s parent. However, a student may be
removed from the alternative language program upon receipt of a written request from the parent/guardian
Program Design and Implementation
Placement
Federal law requires that every school establish a Language Proficiency Assessment Committee (LPAC) and indicates a
minimum of an ESL teacher, classroom teacher, building administrator and, if applicable, a counselor, Speech teacher, SPED
teacher, and/or Dyslexia specialist, to be responsible for recommendations regarding the identification, program placement, and
reclassification of EL students.
Eligibility for ESOL services should be determined by the ELPA21 results, other supporting achievement data, and
decisions made by the LPAC. The LPAC will be formed at the beginning of the school year and will meet as needed. The
LPAC is required to identify, review, place EL students in the appropriate instructional ESL program, and notify parents
within 30 days of the beginning of each year (2 weeks for students who enroll after school is in session.) Timely scheduling
of LPAC meetings is crucial in placing EL students within the required time period and in determining eligibility for state
funding. All students must be appropriately identified, placed, and coded in the student information system by September
30 of each year.
LPACs are responsible for the following:
1. Reviewing all pertinent information on all students in grades K-12 whose primary and/or home language is other than
English for the purpose of initial and continued program placement and reclassification (exiting or re-entry).
2. Determining the level of language proficiency and level of academic achievement of each EL student based on current
ELPA21 results, classroom performance, and results of standardized assessment scores.
3. Recommending program placement and any other research-based instructional strategies/scaffolding and/or
interventions based on student's language/academic needs, including referrals for gifted and talented or special
education screening.
4. Reviewing pertinent student data to determine standardized assessment decisions based on federal and state laws
pertaining to the assessment of EL students. Students will not be excluded from a NRT (norm-referenced test) or CRT
(criterion-referenced test). Accommodations may be revised throughout the year based on LPAC decisions aligned with
state assessment revisions.
5. Reviewing and documenting student progress on language and academic assessments to determine change in ESOL
programming, scaffolding, and/or assessing.
6. Notifying parents of their child’s initial placement and annual progress made in becoming English proficient.
7. Reviewing and documenting progress of EL students with parent waivers and recommending instructional scaffolding
as necessary.
8. Making annual decisions based on ELPA21 results and the Professional Judgment Rubric/Exit Criteria Guidance as
required by the DESE.
LPACs will meet for the following purposes to determine placement, instruction, and assessment accommodations of ELs.
Decisions are based on or ELPA21 results and evidence required in the Professional Judgement Rubric/Exit Criteria Guidance.
Classroom performance and teacher observation data may support but cannot override objective criteria.
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1. Initial Placement Decisions: The LPAC determines the least restrictive and optimal setting for each student based on
the initial ELPA21 Screening or current ELPA21 Summative assessment data, academic records from prior school(s),
and other available information. Initial placement decisions are recorded on an EL’s LPAC Initial Placement/Annual
Review form.
2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the services offered to ELs, recommended
classroom accommodations and standardized assessment allowed accommodations. Upon receipt of ELPA21 scores or
at the beginning of the school year, the LPAC shall conduct specific meetings to review all pertinent data on all EL and
monitored FEP students. It is imperative and required by federal law that the school LPAC functions and meets as a
group when making decisions that impact EL students. The forms used for this include the LPAC Initial
Placement/Annual Review Form, Language Minority Student Exit/Monitoring form, and the corresponding Parent
Notification Form(s).
3. Exit and/or Reclassification Decisions: When a student has met the criteria to be exited and/or reclassified, the LPAC
reviews and records all criteria on the ADE Language Minority Student Exit – Monitoring Form. The decision will be
documented on the LPAC Initial Placement/Annual Review From, the Language Minority Student Exit/Monitoring
form, and the corresponding Parent Notification Form(s).
4. Classroom/ESOL Teacher or Parent Concerns: If a classroom teacher has concerns about the performance of an EL or
FEP student, the LPAC meets to discuss possible solutions. Changes to an ELs program may be made by completing an
updated LPAC form with the committee decision and sending the corresponding Parent Notification Form(s).
If the committee uses subjective criteria (e.g., classroom performance, parent request) to override objective criteria in
making placement decisions, the LPAC will develop a written explanation detailing the reasons for deviating from the
objective criteria. For example, a parent may waive some services provided by the ESOL program but accept others.
All LPAC decisions will be recorded and original forms will be placed in the student’s permanent file. A copy should be
provided to the parent, classroom teacher(s), the ESOL teacher, and the ESOL coordinator.
It is imperative that classroom teachers are aware of the English competency levels of their English language learners and
scaffold instruction for these students with strategies that are research-based for this population. Classroom teachers are also
responsible for implementing DESE adopted English Language Proficiency Standards. The Council of Chief State School
Officers has provided English Language Proficiency Standards for ELs with Significant Cognitive Disabilities to support
teachers of ELs with special needs. Classroom teachers and other support staff are charged with making content comprehensible
for ALL students. The ELPA21 comprehensive toolkit for implementing the ELP standards is accessible at
http://www.elpa21.org/standards-initiatives/professional-development and the OELA English Learner Toolkit is accessible at
https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html. Language demands on ELs include academic
language functions, vocabulary, discourse and syntax. Detailed descriptions of performance at each level (Beginning, Early
Intermediate, Intermediate, Early Advanced, and Advanced) for each domain of ELPA21 (Reading, Writing, Listening, and
Speaking) are available in the DESE’s ELPA21 LiveBinder under Achievement Level Descriptors.
Placement (grade level)
Although grade placement is not officially a role of the LPAC, school districts occasionally face the issue of what grade is most
appropriate upon enrollment of a LMS and potential EL student. Education systems in other states and countries often do not
align perfectly with the way Arkansas assigns students to grade levels, begin and end the academic year, or our age
requirements for compulsory attendance. Grade level placement for students at the Green Forest School district is grade age-
appropriate placement to ensure meaningful access to grade-appropriate curriculum and an equal opportunity to graduate.
Title VI of Office of Civil Rights requires the district to implement an alternative language service model selected (e.g., ESL) that is
considered research based and recognized by experts to be sound as a second language acquisition theory. The alternative language service
model should provide LEP students with equal educational opportunities.
Furthermore, the district is required to align its curriculum at the elementary, intermediate, middle, and high school levels. Additionally, all
schools should be provided with basic guidance and information about the model, resources, materials, and expectations that will ensure LEP
students equal access to the district’s general academic curriculum. Moreover, along with the implementation of the alternative language
service model, the district is required to formulate goals and objectives for the program.
Additionally, a district needs to have instructional materials to properly carry out its selected alternative language service model (e.g., ESL)
for the instruction of LEP students. Such materials should be appropriate to the curriculum and comparable in quality, availability, and grade
level to materials provided for the instruction of non-LEP students.
10
ESL Programming and Curriculum
The Green Forest School District has implemented English as a Second Language (ESL)/English for Speakers of Other
Languages (ESOL), also known as English Language Development (ELD) for limited English proficient EL students. This is a
structured, sequential English language program designed to teach students whose home language is not English. This approach
incorporates a program of techniques, methodology, and special curriculum designed to teach EL students explicitly about the
English language, including the academic vocabulary needed to access content instruction, and to develop their English
language proficiency in all four language domains (i.e., speaking, listening, reading, and writing). ESOL instruction is in
English with little use of the EL students’ primary language(s).
The ESL curriculum will focus on language development to support successful achievement of academic objectives. The
primary instructional EL program will be provided with ESOL endorsed and/or ESOL trained classroom teachers. A
supplemental EL program may remove an EL student from the classroom for a specified time period with language goals
coordinated between the classroom teacher and ESOL teacher. The use of bilingual paraprofessionals may be effective to
augment a recognized alternative language program, however, providing tutoring and/or translations delivered by
paraprofessionals is not recognized or approved by educational experts as an ESOL program. Bilingual paraprofessionals must
work under the direct supervision of the certified classroom teacher(s), with use of alternative facilities and/or settings if
necessary.
Once a student has been identified through the HLUS and/or the HLUS Verification Form as needing to be screened for ELP,
then screened for language proficiency and assigned an ELP level, he/she is placed in an instructional program. All services are
designed to enable ELs to work toward the same academic standards as all other students. Mainstream teachers and all support
staff will follow the English Language Proficiency Standards, and the appropriate Arkansas content-area framework standards.
All teachers are certified and many are ESOL endorsed, or at a minimum, trained in ESOL strategies. A student’s participation
in a given program is determined by the Language Proficiency Assessment Committee (LPAC).
Mainstream Classroom with English speaking peers is the primary placement of all EL students. In this model, a general
education teacher is providing content area instruction for all students while using differentiation strategies for ELs,
students with disabilities, and other students as needed to make the content comprehensible for ALL students. Teachers
are trained to modify instruction for EL students until they can demonstrate that language is no longer a barrier to
learning. This model is used in grades K- 12.
English Language Development Services: (ALL ELs must receive ELD via one of these services and must have the
appropriate code entered into the student management system.)
ELD Push-in: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing
English language development to English Learners in the classroom helping ELs with comprehension,
participation, and completion of classroom assignments. If utilized, Instructional Assistants are under
direct supervision of a certified teacher. This approach may be used in elementary and intermediate school
settings.
ELD Pull-out: ELs spend part of the day in a mainstream classroom, and are “pulled out” for a portion
of the day to receive ELD instruction. Instruction provided by EL teachers or EL Instructional
Assistants working under the direct supervision of a certified teacher. The program targets specific
English skills that are preventing students from fully participating in the mainstream classroom. EL
students of similar proficiency and/or similar grade level are grouped for instruction. This approach
may be used in elementary and intermediate school settings.
ELD Embedded: ELs receive their ELD instruction during a mainstream content class by teachers
embedding instruction in English language development. This approach may be used in elementary,
intermediate, and high school settings.
ELD Class Period: ELs receive their ELD instruction during a regular class period and also receive
course credit for the class. This approach is used in the high school setting.
11
Access to Core Content Program: (ALL ELs must receive Access to Core Content via this service and must have the
appropriate code entered into the student management system.)
Content Classes with integrated EL support: This approach has content knowledge as the goal; teachers
provide appropriate linguistic accommodations/supports so that English Learners may access the
content.
Sheltered Classes are offered to students in grades 9-12 and are designed for ELs who are non-speakers, limited
speakers and/or limited in reading and writing in English. An EL’s ELD may be embedded in the following courses:
510040 ESL English 9 is a core course scheduled period with an ESOL endorsed English teacher.
511030 ESL English 10 is a core course scheduled period with an ESOL endorsed English teacher.
512030 ESL English 11 is a core course scheduled period with an ESOL endorsed English teacher.
513030 ESL English 12 is a core course scheduled period with an ESOL endorsed English teacher.
An Elective Course is offered to students in grades 9-12 and is designed for ELs who are non-speakers, limited
speakers and/or limited in listening, reading, speaking and writing as evidenced by their ELPA21 scores. Participation
in this course meets an EL’s ELD requirement through
971600 English Language Learner Development is an elective course in which ELs receive ELD
instruction during a regular class period and also receive local course credit for the class. The course
is taught by an ESOL certified secondary teacher.
ESL Programming and Curriculum Notes
ELD services and/or scheduling are based on an LEP’s ELP level. Cross grade-level grouping may be utilized, if
appropriate. LEP students may receive additional services and support through the Response to Intervention, Dyslexia,
and/or after-school tutoring programs. The LPAC recommends scheduling and/or courses which are taught by an English
Language Arts and ESOL certified secondary teacher. Seat counts in ELD classes will not exceed the class size/teaching
load of the corresponding grade level/subject area. In order for the content to be made comprehensible for ELs and to
supplement the curriculum, ESOL teachers will use strategies that have been found to be effective through research for this
population of students.
2019-20 Green Forest School District Core EL Program Plan
LEA: 0803011
Elementary
K-3
LEA: 0803013
Intermediate
4-8
LEAL 0803012
High School
9-12
ELD Program Models Used:
☒ELD Push-In (ELD-PI)
☐ELD Pull-out (ELD-PO)
☐ELD Embedded (ELD-EM)
☐ELD Class Period (ELD-CP)
☐Newcomer ELD (ELD-NP)
Access to Core Content Models Used:
☐Sheltered Instruction (CCP-SI)
☒Content classes with integrated EL support (CCP-CC)
☐Newcomer Core Content (CCP-NP)
ELD Program Models Used:
☐ELD Push-In (ELD-PI)
☒ELD Pull-out (ELD-PO)
☒ELD Embedded (ELD-EM)
☐ELD Class Period (ELD-CP)
☐Newcomer ELD (ELD-NP)
Access to Core Content Models Used:
☐Sheltered Instruction (CCP-SI)
☒Content classes with integrated EL support (CCP-CC)
☐Newcomer Core Content (CCP-NP)
ELD Program Models Used:
☐ELD Push-In (ELD-PI)
☐ELD Pull-out (ELD-PO)
☒ELD Embedded (ELD-EM)
☒ELD Class Period (ELD-CP)
☐Newcomer ELD (ELD-NP)
Access to Core Content Models Used:
☐Sheltered Instruction (CCP-SI)
☒Content classes with integrated EL support (CCP-CC)
☐Newcomer Core Content (CCP-NP)
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Frequency and Duration for ELD Models Listed Above:
Frequency and Duration for ELD Models Listed Above:
Frequency and Duration for ELD Models Listed Above:
ELD Push-In: Emerging/Lower Progressing/Upper Progressing/Proficient-Not Exited (LEPN, LEP1, LEP2, LEP3, LEP4)
5 days a week for 30 minutes.
ELD Pull-Out: Emerging/Lower Progressing
(LEPN, LEP1, some LEP2)
5 days per week for 40-53 minutes
ELD Embedded: Lower Progressing/Upper Progressing/Proficient-Not Exited
(some LEP2, LEP3, LEP4)
5 days per week for 45-57 minutes
ELD Embedded: Emerging/Lower Progressing
(LEPN, LEP1, some LEP2)
5 days per week for 30 minutes
ELD Class Period: Emerging/Lower Progressing/Upper Progressing, Proficient-Not Exited
(some LEP1, some LEP2, LEP3, LEP4)
5 days per week for 50 minutes
Type of Staff for ELD Models Listed Above:
Type of Staff for ELD Models Listed Above:
Type of Staff for ELD Models Listed Above:
ELD Push-In: 3 ESOL-endorsed ESL teachers
ELD Pull-Out: 2 ESOL-endorsed ESL teachers
ELD Embedded: 4 ESOL-endorsed classroom teachers; 6 classroom teachers supported by 2 ESOL-endorsed ESL teachers
ELD Embedded: 1 ESOL-endorsed ESL English 9-12 Teacher; 2 ESOL-endorsed 9-12 classroom teachers; 6 certified 9-12 classroom teachers supported by 1 ESOL-endorsed ESL teacher
ELD Class Period: 1 ESOL-endorsed ESL English 9-12 Teacher; 2 ESOL-endorsed 9-12 classroom teachers
Arkansas Academic Standards
Arkansas law recognizes that "students in Arkansas deserve the best education that the citizens can provide." This education
must produce academically competent students who can demonstrate their competency in the core curriculum and who can
apply their knowledge and skills.
The Division of Elementary and Secondary Education is committed to assisting schools in the implementation of Arkansas
English Language Arts and Content Standards so that all students have the opportunity to learn and leave high school prepared
for success. Green Forest School District’s instructional leadership, in collaboration with the ESOL teachers and the DESE, will
work with classroom teachers and staff to support the needs of EL students in meeting these standards. To assist teachers of
ELs, Arkansas has adopted ELP Standards, developed by state leaders and experts in ESOL. The Council of Chief State School
Officers has provided English Language Proficiency Standards for ELs with Significant Cognitive Disabilities to support
teachers of ELs with special needs.
A Comparison of Roles
ESOL Teachers Providing ELD Classroom Teachers
Content is systematic English Language Development Content is Arkansas ELA or Content Standards
Follow the current district ELD curriculum Follow their ELA or Content curriculum
Include ELP Standards in their instruction Include ELP Standards in their instruction
Do not provide subject-area content Provide subject-area content
Do not assign grades Assign grades with appropriate accommodations
Are not Reading Interventionists Responsible for proficiency or awareness in R.I.S.E.
Develop oral and written language Written: Reading & Writing; Oral: Speaking & Listening (missing in R.I.S.E)
Develop written language Written: Reading & Writing
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Timeline to Proficiency
The expected timeline to English Language Proficiency is outlined in Arkansas’ ESSA Plan (p.37). Depending on their ELP
level upon entry in a U.S. school, an EL in grades K-2 should reach English Language Proficiency within 6 years; in grades 3-5,
within 7 years; in grades 6-12, within 8 years.
“An English Learner is considered to be “On Track to English Language Proficiency” if any one of the following
conditions is met:
1) Exit English Learner status
2) Meet time expectations on 3 or more ELPA21domains
3) Meet time expectations on all nonexempt ELPA21 domains (if the English Learner has at least 1 domain
exemption).
English Learners are on track to English Language Proficiency if they meet or exceed the timeline expectation within at
least three of the four ELPA21 domains given their initial English Language Proficiency level and years identified as
an English Learner” (Arkansas ESSA Plan, p.38).
Assessment – Standardized and Classroom
Assessment is required by Federal law.
All EL students will participate in the state required assessment(s).
Students must be identified as an EL to receive accommodations.
Literacy and Mathematics in grades K-2 are assessed using Istation each year, as required by the DESE.
English, Reading, Math, Science and Writing in grades 3-10 are assessed using ACT Aspire each year, as
required by the DESE.
ELs’ achievement and growth count toward a school’s ESSA Index score as outlined in the state’s ESSA
plan and the ESSA Business Rules:
Recently Arrived English Learners (RAELs) have their ELA and Math scores excluded from Weighted
Achievement for the first two years in the U.S. The scores are maintained in longitudinal data for use in growth the
second and following years. Achievement scores are not included until a RAEL is in their third calendar year in
U.S. RAEL EL Entry Dates:
Year 1 05/05/2019 - 05/04/2020 Excluded from Weighted Achievement and Growth
Year 2 05/05/2018 - 05/04/2019 Excluded from Weighted Achievement but included for Growth
Year 3 05/05/2017 - 05/04/2018 Included in Weighted Achievement and Growth (2020 ESSA Business Rules, p.10)
Alternative Grading Procedures:
In order to effectively assess EL students at all proficiency levels, teachers should incorporate differentiated, authentic,
culturally and linguistically-appropriate assessments into their practice by engaging them in both lower-order (e.g., knowledge
and comprehension-based) and higher-order (e.g., application, analysis, synthesis/creation, and evaluation) thinking skills.
Effective assessment requires that teachers consistently apply their own creativity in developing and implementing ways that
students can demonstrate higher-order thinking, regardless of language proficiency level. The student’s background factors
must also be considered in the assessment process. When language is the only barrier to success, grades should not indicate
failure or needs improvement. If the student receives an F for their quarterly or semester grade, documentation should show
that the appropriate accommodations and scaffolding were provided to the student. At the same time, it is inappropriate to
assign grades that indicate a student is doing grade level or satisfactory work if they are not meeting grade level standards.
Students shall not be retained due to deficiencies in their ELP. Promotion and retention shall be based upon district policy as
described in the Student Handbook.
Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected
alternative language program.
1. All Teachers (e.g., Regular, Special Education, etc.):
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The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP
students in the formal alternative language program, the regular program, the special education program, or any other academic
program will receive the training and skills necessary to carry out the selected alternative language program (ESL). All teachers
instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESL
strategies).
2. Alternative Language Program Teachers (ESL):
The district shall staff its alternative language program with teachers certified and endorsed by the state to teach in these programs.
Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the
district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers
and will concurrently require them to work towards full certification or endorsement.
Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP
students at each school and grade level.
Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of
alternative language services (i.e., ESL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic
understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing
services that are consistent with the district’s alternative language (i.e., ESL) curriculum and academic objectives.
Moreover, Title VI requires the district to ensure that any teacher paraprofessionals who assist in providing alternative language
services will work under the direct supervision of a certified teacher. Training will be provided to the aides on ESL instructional
methodologies where there is heavy reliance on the aide to provide language services or instruction, (i.e., self-contained special
education teachers).
Staffing and Professional Development (PD)
Green Forest School District is required to ensure that all staff members working with ELs are trained in how to provide
appropriate instruction for ELs. Staff members who serve as the primary teacher in the supplemental language program must
have an ESOL endorsement or be in the process of obtaining these credentials. ESOL teachers must be ESOL endorsed by the
State of Arkansas. ESOL paraprofessionals who assist in providing ESOL services must work under the direct supervision of an
ESOL endorsed teacher and receive PD in effectively working with ELs. Teachers may obtain their ESOL endorsement through
coursework at universities with DESE approved programs of study. Teachers must complete four courses required for ESOL
endorsement, pass the ESOL Praxis II and complete the appropriate DESE paperwork to add the ESOL endorsement to his/her
teaching license. Green Forest School District encourages teachers to participate in the DESE ESOL Institute which is offered at
no cost to participants who only want PD hours. Teachers successfully completing the ESOL Institute are eligible for a stipend
through the DESE whether they seek endorsement or only PD hours. Teachers may opt to pay tuition to the sponsoring
university to earn 12 graduate hours (3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language Acquisition, and
3 hours of Assessment of ELs) which leads to ESOL endorsement. The University of Arkansas offers online PD through Project
CONNECT and Project SOAR which can lead to an ESOL endorsement. More information can be found at
https://training.uark.edu/professional-development/education.php
Other PD in ESOL strategies for working with students and parents is available for certified and support staff.
Title VI of Office of Civil Rights requires the district to identify, implement into its policy, and describe the criteria that it will use to
determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESL) services. At a
minimum, these criteria should provide for the following:
1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in
which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and
2. That students exiting alternative language services (e.g., ESL) can read, write, speak, and comprehend English well enough to participate
meaningfully in the district’s program.
Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district’s program.
Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a year.
In addition, the language proficiency assessment committee should monitor students who have exited the alternative language program for
a two-year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is not performing
adequately academically (by objective measurement), the student should be placed back into an appropriate alternative language program.
Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have fallen
behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program
momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of
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premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative
language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited
prematurely.
Student Exit and Monitoring
In order for an EL student to reach exiting status in the ESOL Program, he or she must meet the following DESE criteria as
stated in Commissioner’s Memo LS-18-093 and the Professional Judgment Rubric/Exit Criteria Guidance:
1. Proficient status on the Spring ELPA 21 Summative or an ELPA21 Screener upon enrollment.
2. Sufficient Evidence (two pieces of local data) that demonstrate success in Literacy through English Language Arts
(ELA), Science, Social Studies and/or Math as comparable to non-EL/native English speaking peers,
Procedures for Exiting Students
After the ESL teacher collects ELPA21 Summative or ELPA21 Initial Screener scores and supporting evidence, the LPAC
convenes to determine a student’s reclassification. The LPAC records the ELPA21 test results along with documentation of 2
additional pieces of evidence which verify an EL is performing at a level comparable to their non-EL grade-level peers on the
DESE’s Language Minority Student Exit/Monitoring Form. If a student does not meet the exit criteria, the student remains
classified as a LEP 4. If a student meets the exit criteria and the LPAC determines that the student is to be exited from the ESOL
program, the student will be designated an FEP, indicating the student is in the first year of monitoring. The ESOL teacher will
send a letter notifying parents that their child has met exiting criteria and will be monitored for four years. Students who have
been reclassified are identified as FEP, along with M1, M2, M3 and M4 to identify students in the student information system
who can still be counted on the statewide assessment’s LEP population. It is a DESE requirement to monitor exited students’
academic achievement and progress for a period of four years after exit from an ESOL program.
Procedures for Monitoring FEP Students
The LPAC will convene each fall to monitor the progress of students using the DESE’s Language Minority Student
Exit/Monitoring Form. A school district may choose to monitor reclassified students each semester or hold LPACs for
these students in the spring if appropriate. The LPAC will examine the supporting evidence to determine if the student has
continued to perform at a level comparable to the student’s non-EL grade-level peers. If a student meets these factors, the
student is considered FEP/M2 (or M3 or M4 as appropriate) and will be monitored for a total of four years. If a student
does not meet the above factors, the LPAC determines that student should be reclassified as an LEP and the parents will be
notified in writing. When a student is in monitoring status, he or she does not take the ELPA21 assessment, but must be
monitored by the ESOL teacher for a period of four years. A copy of the LPAC's decision to exit a student (the ADE LMS
Exit/Monitoring Form) must be placed in the student's cumulative file in the school building and a copy sent to the ESOL
coordinator.
Title VI of Office of Civil Rights requires the district to provide Timely notice to the parents or guardian of PHLOTE students of school
activities, progress reports and other matters that are brought to the attention of other parents. Specifically, the notices should be provided in a
language understood by the parents.
Parent Involvement
Parents/guardians will be notified in writing of the decision of the LPAC. To comply with federal laws, Green Forest School
District must notify parents of their child’s being identified as an EL and placement in the ESOL program within 30 days of the
beginning of the school year or within two weeks of the child’s placement in the program if enrolled during the year. Parents of
EL students have a right to refuse ESOL services or opt their child(ren) out of the ESOL program. Parents who wish to opt
their child(ren) out of the ESOL program, must meet in person with the ESL teacher and/or coordinator who will explain the
benefits of the student remaining in the ESL program. If the parent still wishes to decline ESOL services for their child(ren), the
parent must meet with the principal/designee to sign the ESOL Services Waiver Form (p.33). The principal/designee must
review the following information (pp.31-32) with the parent before the waiver form is signed:
The student will still participate in the annual ELPA21 assessment until the child(ren) meets exit requirements;
The student will still be classified as LEP/EL in the student information system and in state reporting; The
student will still be considered an EL and his/her academic progress will be monitored by the Green Forest
School District staff;
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The student may be re-enrolled into the ESOL program with parental permission;
The student is still allowed LEP/EL accommodations on classwork and state assessments
The original waiver form must be placed in the student’s permanent school file and a copy sent to the ESOL Coordinator who
will enter the date services were waived into the student information system. The parent will receive a copy of the waiver form
for their files. The ESOL coordinator will also enter the date of the waiver into the student information system with the code
‘DS’ to indicate that services are declined for ELD and/or Access to Core Content.
Procedures for Communicating with Parents
All information that our parents receive from the schools or the district should be in the language that the parents best
understand, whether it be orally communicated or in written form. This does not apply to any of the fliers that come in from
outside sources (for example: city sports programs, dance and cheer programs, etc.). Only qualified persons, Green Forest
School District staff or individuals from the community, who have been screened and approved at the district level, should be
translating communication to the parents. We currently have one district Spanish interpreter/translator. At present, we do not
have translators available for other languages. All district forms will be translated into Spanish by the district translator. As
resources become available, other languages will be included and any request for a written translation in a language other than
Spanish will need to be pre-approved by the ESOL Coordinator or designee.
Requests for building translations should be submitted to the building principal. Allow 2-3 days for weekly teacher letters, etc.,
and up to several weeks for more comprehensive documents, such as student handbooks, etc. to be translated. Please send it, if
at all possible, in electronic form so that it may be duplicated in Spanish, as closely as possible to the English version. The
primary language of the parent is indicated by the parent when he/she fills out the HLUS and that information is entered into the
student information system. This should also be entered into the EL Program Data Spreadsheet. Using students or non-qualified
personnel to interpret and/or translate raises serious privacy concerns and the possibility of inadequate interpretation or
translation. Do not use students or unauthorized adults for this purpose. Schools must make available the option of a trained
interpreter for all face-to-face communication. Parents may use their own interpreter, over the age of 18, ONLY after being
offered the services of a district interpreter at no charge. If the parent insists on his/her own interpreter, the staff person
conducting the meeting must document that the services were offered and declined. The district interpreter will remain to assist
the staff person conducting the meeting, as needed. The use of free translation services for any district documents, as found on
the internet or in any software, is strongly discouraged. None of these are presently able to think and/or perform like a human
brain. These translations are often inaccurate and can sometimes be offensive.
Other bilingual Green Forest School District staff and community volunteers provide assistance during the district’s Parent
Teacher Conferences and occasionally at other school activities. The interpreters in these two categories are expected to have a
command of English and the language for which they are serving as interpreters. Both groups are introduced to the procedures
and expectations of serving as an interpreter for Green Forest School District by building principals and the District Parent
Involvement Coordinator. These interpreters serve as the link that enhances the communication between teacher and parents.
Interpreters must respect the confidentiality of the topics that will be addressed during conferences and other activities. All
persons serving as interpreters for Green Forest School District must sign an ESL Interpreter Confidentiality Agreement
acknowledging that all information discussed at a conference or meeting is to remain confidential. Parents are offered the use of
an interpreter at no cost to them. Parents must sign the ESL Parent Permission for Interpreter giving permission for other Green
Forest School District staff or volunteers to serve as their interpreter. Community volunteers may include parents and family
members of students, business leaders and other interested citizens. Green Forest School District staff members and community
volunteers wishing to serve as an interpreter should contact the district’s ESL teachers, ESOL Coordinator or Principal.
Segregation and Facilities
The Green Forest School District will monitor the scheduling and placement of ESOL students and classroom settings to ensure
that ELs are not segregated from their peers. Each situation should be analyzed if the appearance is such that segregation could
be happening. Decisions about placement and scheduling should be to accelerate ELD as well as growth in academic content
areas. The Green Forest District will focus on providing services for LEP students with the same benefits of facilities,
equipment and services as other students. Facilities provided for LEP students will be comparable in size and quality to those
provided for all students. The district’s primary ESOL inclusion program will allow all students to participate in an appropriate
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educational environment. Segregation is permissible only when the benefit of providing assistance with language barriers
outweighs the adverse effects of segregation.
Title VI of Office of Civil Rights requires the District to ensure that LEP students with disabilities (SPED LEP students) are appropriately
placed and served with special education or related aids and services and alternative language services.
Also, Title VI requires the District to ensure that prior to, or upon the referral of a PHLOTE student for a special education services needs
evaluation, the student have a current (i.e., within one year) objective proficiency assessment in the four language areas. Additionally, the
district is required to consider language proficiency and cultural background by an appropriate group of people, including at least one
person who is knowledgeable about the student’s culture (e.g., parent, ESL teacher, or counselor).
Title VI also requires the district to test or evaluate for special education in the language in which the student is objectively known to be
proficient (whenever possible). Moreover, the district is required to ensure that parents and guardians of all PHLOTE students needing or
believed to need special education or related aids and services are informed about the student’s services and rights in a language they can
understand.
The district is also required under Title VI that LEP students with a disability will receive alternative language services by qualified and
appropriately trained staff unless the placement committee determines and documents that such alternative language services are clearly
inconsistent with the students identified needs to ensure that the student will have a meaningful education.
Title VI requires the district to ensure that LEP students have equal access to the Gifted and Talented (G/T) programs as well as any other
programs that are available throughout the district.
Access to All District Programs
It is important to understand that by law LMS shall have the same access as the general population to all district programs
and services, no matter their ELP level or number of years in the United States. Special programs within the Green
Forest District include but are not limited to extracurricular, gifted and talented, special education, advanced placement
courses, college preparatory courses and high school honors class in Science, English and Social Studies. These special
program procedures must encourage parents and teachers to refer students for participation in a specific program.
Communication with parents of EL students or information regarding the program must be translated into a language
that students and parents can understand.
Equal Educational Opportunity—District Board Policy 4.11
No student in the Green Forest School District shall, on the grounds of race, color, religion, national origin, sex, sexual
orientation, gender identity, age, or disability be excluded from participation in, or denied the benefits of, or subjected to
discrimination under any educational program or activity sponsored by the District. Inquiries on non-discrimination may
be directed to the Superintendent, who may be reached at 870.438.5201 at 400 East 10th Street, Green Forest, Arkansas.
Special Education Program
ELs with disabilities will be appropriately placed and served with both special education and ESOL services. Before an EL
student may be referred for special education, the student must have a current (within one year) ELP assessment. Identifying and
assessing students whose parents/guardians indicate on the HLUS that another language is spoken in the home or environment
when the student is severely cognitively disabled or has a disability of deaf muteness and/or visual impairment can be a challenge
to districts. Severely cognitively disabled students need to be identified and assessed with the ELP assessment used for all other
LMS and EL students. Requests for exemptions from all or portions of the ELPA21 assessment will be submitted by the District
Test Coordinator and must be approved by Alan Lytle at the DESE.
P.L. 105-17 The Individuals with Disabilities Education Act, (2004) (IDEA) guarantees a free and appropriate education to all
students with disabilities. Sections of the law that pertain to language minority students are listed below:
Establishing nondiscriminatory evaluation procedures appropriate for use with culturally and linguistically diverse students.
Testing in the native (dominant) language unless it is clearly not feasible to do so.
Ensuring that the eligibility determination is not due to limited English proficiency.
Developing an IEP for each culturally and linguistically diverse (CLD) student that reflects his or her needs.
Providing oral and written information to parents in their native language to facilitate informed parental involvement in the
special education identification, assessment, eligibility and service delivery process.
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In making the determination of eligibility, a child shall not be determined to be a student with a disability if the determinate
factor for such designation is lack of instruction in Reading or Math or lack of English proficiency.
The Green Forest School District’s policies for referring and serving ELs in a special education are:
At least one person who knows the student and is knowledgeable about English language development and the
student’s cultural background is involved in the decisions relating to special education referrals and placement.
There is no waiting period required before referring an EL student for a special education evaluation.
ELs in need of special education services, as well as ESOL services, receive both services concurrently.
ELs with a disability receive ESOL services by qualified and appropriately trained staff unless the placement
committee determines and documents that such services are clearly inconsistent with the student’s identified needs.
The placement document for every EL student with disabilities specifies the amount and kind of ESOL services to
be received to ensure that the student has a meaningful education.
Gifted/Talented, Pre-AP and AP Courses
LMS and EL students have equal access to the Gifted and Talented program, Pre-AP and AP courses at all levels throughout the
district. The district provides parents of LMS students the same information (in a language they can understand) about
opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP courses that is provided
to the parents of native English speakers.
Extracurricular and Other Programs
LMS and EL students are provided the same information (in a language they can understand) and opportunities to participate in
all special programs and activities as native English speakers are provided. Should barriers be found that would prohibit an EL
to participate, they will be removed by Green Forest School District.
Title VI of Office of Civil Rights requires the district to ensure that it will maintain reasonably accurate and complete records regarding the
implementation of the alternative language program and the progress of PHLOTE students who participate and exit the program.
Maintenance of Records
Records are maintained regarding services provided. Information and data related to ESOL student services can be
obtained in one of the following ways. Hard copies of all testing and records pertaining to a student being identified,
assessed, placed, reevaluated, exited, etc., will be kept in each student’s permanent, cumulative file maintained at each
building. These copies are kept at each building level to facilitate staff access to the students’ records. All data
pertaining to a student’s ELP will be maintained in the student information system by the ESOL Coordinator. The data
can be accessed by teachers and staff through Green Forest School District’s student information system. All ESL
teachers will provide accurate student information on the EL Program Data Form (spreadsheet) for accuracy and records.
Building Principals will periodically monitor all permanent records to assure that the ESOL procedures in the Green
Forest School District are in compliance with OCR requirements.
Title VI of Office of Civil Rights requires a district to conduct a periodic annual longitudinal performance evaluation of its alternative
language program, in addition to modifying the program as required by the results of its evaluation. Additionally, ESEA requires school
districts to evaluate all of their programs.
Program Evaluation and Modifications
The Green Forest School District will conduct an annual performance evaluation of its ESOL program and will make
modifications to the program as required by the results of this action. The study will include, but not be limited to, a review of
the student information system data (cognos reports), achievement data, DESE/Title III compliance, and School Improvement
Plans at district and school levels. Specific data to be reviewed may include, but not be limited to:
Curriculum, service delivery, including Special Education and ESOL, GT, Pre-AP/AP and other advanced courses.
Materials and resources; staffing, including the number of teachers and paraprofessionals trained, frequency of training,
scope of training and results; and student progress.
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Student progress; academic progress of EL students in ESOL programs, EL students who been exited and EL students
whose parents have denied them being served in the ESOL program.
Examination of the number of retentions, drop-outs and the student attendance rates of EL students, former EL students and
non-EL students.
The extent to which the aforementioned groups of students are becoming or have become proficient in English.
Review of academic data (grades, standardized test scores) of students reclassified and exited from the ESL program,
comparing their academic progress with that of their non-LMS peers.
Review of data reflecting the number of EL students who have exited from ESL but returned to the ESL program to address
academic deficits.
Review and comparison of data reflecting the graduation and dropout rates of language minority and non-language minority
students.
Review of Green Forest School District policies and procedures.
The objective of the Green Forest School District’s ESOL program is to enable LEP students to become fluent and move into
the regular educational curriculum. The ESOL Program modifications will be evident in the continuously updated district and
school improvement plans. Principals will be responsible for observation and documentation procedures for classroom
implementation of the inclusion ESOL program. ESOL and mainstream teachers will be responsible for academic success in the
regular instructional program. Counselors will be required to check all EL students’ credits for graduation requirements. A
committee will be established to evaluate each area of the ESOL Plan. Committee members will include the ESOL Coordinator,
ESL teachers, parents, and other representatives.
Forms See pages 20-35
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Arkansas Department of Education (ADE)
Home Language Usage Survey
The Home Language Usage Survey is completed by all students initially enrolling in Arkansas schools. Student Name: Grade: Date:
School: Student State ID #: Gender: Date of Birth:
Parent/Guardian Name:
Parent/Guardian Signature:
Right to Translation and Interpretation
Services
Indicate your language preference so we
can provide an interpreter or translated
documents, free of charge, when you need
them.
All parents have the right to information about their child’s education in a language they
understand.
1. a) In what language do you prefer to receive written communication from the school? __________________________________
b) In what language would you prefer to communicate with school staff when
speaking?
__________________________________
Eligibility for Language Development
Support
Information about the student’s language
usage helps us identify students who may
qualify for extended support to develop
the language skills necessary for success
in school. Testing may be necessary to
determine if language supports are
needed.
2. What language(s) is (are) spoken in your home? _______________________________________
3. What language did your child learn first? __________________________________
4. What language does your child use most often at home? __________________________________
5. What language does your family speak most often at home? __________________________________
6. What language do adults speak most often with each other at home? ____________________________________
Prior Education
Your responses about your child’s birth
country and previous education give us
information about the knowledge and
skills your child is bringing to school.
This form is not used to identify
students’ immigration status.
7. Where was your child born? ___________________
8. When did your child first attend a school in the United States (this includes all US
territories)? (Kindergarten – 12th grade)
_______________________
Month Day Year
Thank you for providing the information needed on the Home Language Survey. Contact your child’s school if you have further
questions about this form or about services available at your child’s school. Note to district: This form is available in multiple languages on http://www.arkansased.gov/divisions/learning-services/english-learners A response that includes a language other than English to questions #1-6 indicates English language proficiency screening is needed.
21
Arkansas Department of Education (ADE)
Home Language Usage Survey Verification Form
Indicate reason for completing this form:
1. _____ To refer a student with ALL English on his/her HLUS for English Language Proficiency screening (complete
Section 1 and 2 below)
2. _____ To document why a student with a response other than English on his/her HLUS is NOT a Language Minority
Student (complete Section 1 and 3 below)
Section 1:
Student Name: Grade: Date:
School: Student State ID #: Gender: Date of Birth:
Section 2: Identification of Student for ELP screening who have all English on Home Language Usage Survey
Teachers, school counselors, and other school personnel who suspect that a student may be an English Learner and in need of
language assessment should use this form to identify those students for the district’s ESOL Coordinator. To refer a student for English
Language Proficiency screening, the school personnel member must have observed a language besides English being used by a
member of the student’s household (i.e., parent, sibling, student, etc.), either orally or in print.
a. Please indicate the reason(s) this student is being referred for English Language Proficiency assessment:
________ Staff Observations ________ Parental Contact
b. Please give a more detailed explanation below (include date of observation/contact):
Section 3: Verification of responses other than English on a student’s HLUS to indicate student is NOT a Language Minority
Student
Language Minority Students are those who truly have a language other than English present from birth to an extent that potentially
impacts a student’s English language development. Occasionally, responses on a student’s Home Language Usage Survey may result
in a “false positive” identification as a Language Minority Student.
a. Ask clarifying questions of parent/guardian regarding responses other than English on the HLUS such as “Can you
tell me more about when this language was learned or is used?” Document reason other language is indicated below:
b. Verification of Language Minority Student status (check ONE):
• Student IS a Language Minority Student (usage of language other than English present from birth to an extent that potentially
impacts a student’ English language development)
OR
• Student is NOT a Language Minority Student (usage of language other than English added later in life)
(Signature/position of person completing form)
(Signature of ESOL personnel, if not the same)
Please attach a copy of this form to the student’s Home Language Usage Survey.
22
Arkansas Department of Education (ADE)
Language Minority Student Exit/Monitoring Form
The Language Minority Student (LMS) Exit Form is completed when determining whether a student is a Former English Learner or
not. Please check the reason for using this form:
1) ____ Initiating placement as a Former English Learner
2) ____ Documenting a prior exit that was not documented
3) ____ Monitoring a Former English Learner (ELL Exit Date: __________)
Student Name: Grade: Date:
School: Student State ID #: ELL Entry Date: Date of Birth:
English Language Proficiency
Assessment Data
When initiating placement as a Former
English Learner or documenting a prior
exit, evidence must be provided to
demonstrate proficiency in English
aligned with the Arkansas English
Language Proficiency Standards. (Not
available or required for Monitoring a
Former English Learner.)
____ ELPA21 Screener
Proficiency Profile: __________, Date: ______________
OR
____ ELPA21 Summative
Proficiency Profile: __________, Date: ______________
OR
____ Prior state approved ELP assessment scores/dates:
Supporting Evidence/Professional
Judgment
At least two pieces of evidence providing
confirmation of a student’s ability to meet
grade-level performance expectations in
literacy in ELA/Science/Social Studies
and/or Math.
Measure: _____________ Result: _________ Date: _______
Measure: _____________ Result: _________ Date: _______
___ No evidence exists to confirm the student’s academic literacy is at a level comparable
to never-EL peers.
Recommended Status Choose whether
the student is recommended for English
Learner or Former English Learner status.
If choosing Former English Learner
status, indicate which year of monitoring
the student is beginning or if monitoring
is completed.
_____ English Learner (eSchool “Value Box” Checked)
OR
_____ Former English Learner (ELL Exit Date: _____________)
___ Monitored Year 1 (M1)
___ Monitored Year 2 (M2)
___ Monitored Year 3 (M3)
___ Monitored Year 4 (M4)
___ Monitoring Completed
LPAC MEMBERS' SIGNATURES (All required) POSITION
1. Administrator
2. ESOL Designee
3. Mainstream Teacher/Counselor
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INITIAL PLACEMENT/ANNUAL REVIEW FORM
Green Forest School District
ELPA21 PERFORMANCE LEVEL SCALE
SCORE
Listening
Reading
Speaking
Writing
Comprehension No performance level. Scale score is
derived from the Listening & Reading
scores.
Overall
Performance
In addition to standard instruction, English acquisition assistance will be provided by ALL classroom teachers and supporting personnel.
Special education services will be provided in addition to this assistance when student has an IEP.
Student has an IEP (briefly describe) ________________________________________________________________++___________________________________
CLASSROOM SCAFFOLDS
LEP
Pair newcomer with bilingual classroom buddy.
Prompt with yes/no and simple questions.
Encourage non-verbal, yes/no, one-word, or echoed responses.
Use read-alouds, simple texts, and provided sources about familiar topics to aid in comprehension.
Accept simpler/shorter responses that meet standards (e.g. narrow vocabulary range, simple sentences, graphic representation).
Use guided language instruction to increase complexity of responses.
Provide context and visual aids (e.g., discussion cards, writing templates, language patterns).
Regularly facilitate structured student talk routines.
FEP No required classroom scaffolds.
_____________________________________________________ Building Administrator
______________________________________________________ Classroom Teacher
_____________________________________________________
ESOL Designee
_____________________________________________________
SPED Teacher (if applicable)
_____________________________________________________
Other
___________________________________________________
Other
Student Name:
Grade:
Date: Homeroom:
School:
Student State ID #:
Gender:
Date of Birth:
Native Language:
ELPA21 Date:
LMS Level:
EL Entry Date:
EL Exit Date:
LANGUAGE PROFICIENCY AND ASSESSMENT COMMITTEE DECISION:
ENGLISH ACQUISITION DECISION
Student has met preliminary criteria and will be considered for exit of the ESOL program or student continues to meet criteria and will be continue to be monitored.
ELD Program description: Frequency_______days x Duration______min Staff member:
Access to Core Content Program description: Teachers provide appropriate linguistic accommodations/supports so ELs may access the content.
Standardized Assessment:
❏ Testing without Accommodations
❏ Testing with Accommodations
Allowable Testing Accommodations:
❏ ET - Extended Time ________% ❏ SSGP - Special Seating/Grouping ❏ TTS - Text-to-Speech/Reading of all
allowable portions ❏ WTWD - Word-to-Word Dictionary
❏ TD - Translated Directions (Spanish is embedded)
24
Parent Notification of Student Placement English for Speakers of Other Languages (ESOL) Program
Green Forest School District
Enrollment Status: _____ New to the program _____ Continuing in the program Dear Parent or Guardian, I am pleased to inform you that your child will receive additional support through an English language development program for the 2019-2020 school year. The district determined that your child requires this support through test results. Your child’s proficiency in English measured at the:
0 – Proficiency Not Demonstrated Level (testing is stopped due to the student not participating) on the English Language Proficiency Assessment for the 21st Century (ELPA21).
1 - Emerging Level on ELPA21.
2 - Progressing Level on ELPA21.
3 - Proficient Level on ELPA21 and did not have two additional pieces of evidence on other district assessments that they are performing at a level comparable to English-only peers.
The purpose of the program is to provide additional support for students not yet proficient in speaking, listening, reading, and writing in English. The program will assist your child to meet age appropriate academic achievement standards for grade promotion and graduation. Students remain eligible for the English language development program until they reach the Proficient level on the English Language Proficiency Assessment for the 21st Century (ELPA21) and have two pieces of evidence on other district assessments that they are performing at a level comparable to English-only peers. Most students successfully exit the program within INSERT NUMBER years. When exited from the program, your child’s performance will continue to be monitored for four years to determine if additional academic support is needed or if your child needs to return to the program. In 2017, 82.61% of high school students who were still eligible for the English language development program graduated either on-time or within one additional year. If your child has a disability, the English language development program will coordinate with appropriate staff to meet the objectives of your child’s Individualized Education or 504 Plan. I strongly encourage your child’s participation in the English language development program and invite you to learn more about the benefits of the program. However, you have the right to remove your child from the language instruction program at any time by contacting INSERT NAME at INSERT PHONE NUMBER to set up an appointment. Please visit our school to discuss your child’s progress in English language development and academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment.
Student Name:
Grade:
Date:
Homeroom:
School:
Student State ID #:
Gender:
Date of Birth:
Level:
25
Your child is enrolled in the following English language development (ELD) program(s):
____ ELD Push-in ____ ELD Pull-out ____ ELD Embedded ____ ELD Class Period The school district has the following English language development (ELD) program(s): X ELD Push-in: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing English language development to English Learners in the classroom helping ELs with comprehension, participation, and completion of classroom assignments. Instructional Assistants need to be under direct supervision of a certified teacher. X ELD Pull-out: ELs spend part of the day in a mainstream classroom, and are “pulled out” for a portion of the day to receive ELD instruction. Instruction provided by EL teachers or EL Instructional Assistants working under the direct supervision of a certified teacher. The program targets specific English skills that are preventing students from fully participating in the mainstream classroom. EL students of similar proficiency and/or similar grade level are grouped for instruction. This approach is more common in elementary school settings. X ELD Embedded: ELs receive their ELD instruction during a mainstream content class by teachers embedding instruction in English language development. X ELD Class Period: ELs receive their ELD instruction during a regular class period and also receive course credit for the class. This approach is more common in middle schools and high schools. Newcomer Program – ELD: Separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their ELD in this program.
Your child is enrolled in the following Access to Core Content program(s): Content Classes with integrated EL Support The school district has the following Access to Core Content program(s): Sheltered Instruction: Teachers provide instruction that simultaneously introduces both language and content, using specialized techniques to accommodate ELs’ linguistic needs. Instruction focuses on the teaching of academic content rather than the English language itself, even though the acquisition of English may be one of the instructional goals. Some examples of sheltered instruction models may include SIOP, GLAD, SDAIE, and CM. Classes using a Sheltered Instruction approach can be designed exclusively for ELs or for a mixture of ELs and non-ELs. X Content Classes with integrated EL support: This approach has content knowledge as the goal; teachers provide appropriate linguistic accommodations/supports so that English Learners may access the content. Newcomer Program – Core Content instruction: Separate, relatively self-contained instructional program designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their core content instruction in this program. These programs enroll ELs exclusively. Sincerely, ESOL Teacher Green Forest School District I have received a copy of this parent notification which includes my right to decline services at any time. _________________________________________ _____________________ Parent Signature--Notification Received Date
26
Parent Notification of Exit English for Speakers of Other Languages (ESOL) Program
Green Forest School District
To the Parents of: INSERT STUDENT’S NAME
Congratulations! INSERT STUDENT’S FIRST NAME has reached the Proficient level on the English Language Proficiency Assessment for the 21st Century (ELPA21), which measures students’ ability to read, write, speak and listen in English and has demonstrated success in Literacy on at least two sources through English Language Arts (ELA), Science, Social Studies and/or Math as comparable to native English speaking peers. With this performance, your child will no longer require English language development services at school. We are very proud of your child’s achievement. For the next four years, your child will be monitored to ensure continued success in academic literacy and English language proficiency. You will be notified of your child’s status each year of monitoring until all four years are completed. As long as your child continues to demonstrate success in literacy on at least two sources, they will not participate in the ELPA21 assessment. You can visit our school to discuss your child’s academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment. Sincerely, ESOL Teacher Green Forest School District
Student Name: Grade: Date:
Homeroom:
School: Student State ID #: Gender: Date of Birth:
27
Parent Notification of Monitoring Status English for Speakers of Other Languages (ESOL) Program
Green Forest School District
To the Parents of: INSERT STUDENT’S NAME
Congratulations! INSERT STUDENT’S FIRST NAME has continued to demonstrate success in Literacy on at least two sources through English Language Arts (ELA), Science, Social Studies and/or Math as comparable to native English speaking peers. With this performance, your child will continue to:
Year 2 of monitoring.
Year 3 of monitoring.
Year 4 of monitoring.
We are very proud of your child’s achievement. For a total of four years, your child will be monitored to ensure continued success in academic literacy and English language proficiency. You will be notified of your child’s status each year of monitoring until all four years are completed. As long as your child continues to demonstrate success in literacy on at least two sources, they will not participate in the ELPA21 assessment. You can visit our school to discuss your child’s academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment. Sincerely, ESOL Teacher Green Forest School District
Student Name: Grade: Date:
Homeroom:
School: Student State ID #: Gender: Date of Birth:
28
Parent Notification of Monitoring Completed English for Speakers of Other Languages (ESOL) Program
Green Forest School District
Student Name: Grade: Date:
Homeroom:
School: Student State ID #: Gender: Date of Birth:
To the Parents of: INSERT STUDENT’S NAME
Congratulations! INSERT STUDENT’S FIRST NAME has continued to demonstrate success in Literacy on at least two sources through English Language Arts (ELA), Science, Social Studies and/or Math as comparable to native English speaking peers. With this performance, your child has successfully completed four years of monitoring. We are very proud of your child’s achievement. For a total of four years, your child was monitored to ensure continued success in academic literacy and English language proficiency. Your child will no longer be monitored for English language proficiency and will not participate in the ELPA21 assessment. You can visit our school to discuss your child’s academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment. Sincerely, ESOL Teacher Green Forest School District
29
Parent Notification of Student Placement
English for Speakers of Other Languages (ESOL) Program
Green Forest School District
Student Name:
Grade:
Date:
Homeroom:
School:
Student State ID #:
Gender:
Date of Birth:
Level:
Enrollment Status: Returning to program Dear Parent or Guardian, I am writing to inform you that your child will receive additional support through an English language development program for the 2019-2020 school year. The district determined that your child requires this support through monitoring of your child’s progress after exiting from the ESOL program. Your child did not continue to have at least two pieces of evidence on district assessments that they are performing at a level comparable to English-only peers in literacy in English language arts, mathematics, science or other content areas. The purpose of the program is to provide additional support for students not yet proficient in speaking, listening, reading, and writing in English. The program will assist your child to meet age appropriate academic achievement standards for grade promotion and graduation. Students remain eligible for the English language development program until they reach the Proficient level on the English Language Proficiency Assessment for the 21st Century (ELPA21) and have two pieces of evidence on other district assessments that they are performing at a level comparable to English-only peers. Most students successfully exit the program within INSERT NUMBER years. When exited from the program, your child’s performance will continue to be monitored for four years to determine if additional academic support is needed or if your child needs to return to the program. In 2017, 82.61% of high school students who were still eligible for the English language development program graduated either on-time or within one additional year. If your child has a disability, the English language development program will coordinate with appropriate staff to meet the objectives of your child’s Individualized Education or 504 Plan. I strongly encourage your child’s participation in the English language development program and invite you to learn more about the benefits of the program. However, you have the right to remove your child from the language instruction program at any time by contacting INSERT NAME at INSERT PHONE NUMBER to set up an appointment. Please visit our school to discuss your child’s progress in English language development and academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment.
30
Your child is enrolled in the following English language development (ELD) program(s):
____ ELD Push-in ____ ELD Pull-out ____ ELD Embedded ____ ELD Class Period
The school district has the following English language development (ELD) program(s): X ELD Push-in: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing English language development to English Learners in the classroom helping ELs with comprehension, participation, and completion of classroom assignments. Instructional Assistants need to be under direct supervision of a certified teacher. X ELD Pull-out: ELs spend part of the day in a mainstream classroom, and are “pulled out” for a portion of the day to receive ELD instruction. Instruction provided by EL teachers or EL Instructional Assistants working under the direct supervision of a certified teacher. The program targets specific English skills that are preventing students from fully participating in the mainstream classroom. EL students of similar proficiency and/or similar grade level are grouped for instruction. This approach is more common in elementary school settings. X ELD Embedded: ELs receive their ELD instruction during a mainstream content class by teachers embedding instruction in English language development. X ELD Class Period: ELs receive their ELD instruction during a regular class period and also receive course credit for the class. This approach is more common in middle schools and high schools. Newcomer Program – ELD: Separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their ELD in this program. Your child is enrolled in the following Access to Core Content program(s): Content Classes with integrated EL support The school district has the following Access to Core Content program(s): Sheltered Instruction: Teachers provide instruction that simultaneously introduces both language and content, using specialized techniques to accommodate ELs’ linguistic needs. Instruction focuses on the teaching of academic content rather than the English language itself, even though the acquisition of English may be one of the instructional goals. Some examples of sheltered instruction models may include SIOP, GLAD, SDAIE, and CM. Classes using a Sheltered Instruction approach can be designed exclusively for ELs or for a mixture of ELs and non-ELs. X Content Classes with integrated EL support: This approach has content knowledge as the goal; teachers provide appropriate linguistic accommodations/supports so that English Learners may access the content. Newcomer Program – Core Content instruction: Separate, relatively self-contained instructional program designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their core content instruction in this program. These programs enroll ELs exclusively. Sincerely, ESOL Teacher Green Forest School District I have received a copy of this parent notification which includes my right to decline services at any time. _________________________________________ _____________________ Parent Signature--Notification Received Date
31
English for Speakers of Other Languages (ESOL) Program
Waiving ESOL Services
Green Forest School District
Parents of ELs have a right to refuse ESOL services or opt their child(ren) out of the ESOL program. Parents
who wish to do so, must meet in person with the ESOL teacher and/or coordinator who will explain the benefits
of the student remaining in the ESOL program in a language the parent understands.
If the parent still wishes to decline ESL services for their child(ren), the parent must meet with the
principal/designee to sign the ESL Waiver Form. This meeting may coincide with the meeting with the ESOL
teacher and/or coordinator. The following information must be reviewed with the parent, in a language they
understand, before the form is signed:
Parents may waive all, or only some, of the services offered. Each available service should be fully
explained:
ELD
Program Description
ELD-PI ELD Push-in EL teachers or EL Instructional Assistants assisting the classroom
teacher in providing English language development to English learners in the
classroom helping ELs with comprehension, participation, and completion of
classroom assignments. Instructional Assistants are under direct supervision of a
certified teacher.
ELD-PO ELD Pull-out ELs spend part of the day in a mainstream classroom, and are “pulled
out” for a portion of the day to receive ELD instruction. Instruction provided by EL
teachers or EL Instructional Assistants working under the direct supervision of a
certified teacher. The program targets specific English skills that are preventing
students from fully participating in the mainstream classroom. EL students of
similar proficiency and/or similar grade level are grouped for instruction.
ELD-EM ELD Embedded—ELs receive their ELD instruction during a mainstream content
class by teachers embedding instruction in English language development.
ELD-CP ELD Class Period ELs receive their ELD instruction during a regular class period at
high school and also receive an elective course credit for the class.
Access to Core Content Program
Description
CCP-CC Content Classes with integrated EL support This approach has content knowledge as the goal; teachers provide appropriate linguistic accommodations/supports so that English Learners may access the content.
32
English for Speakers of Other Languages (ESOL) Program
Waiving ESOL Services, continued
Green Forest School District
The student will still be considered an EL and his/her academic progress will be monitored by
the Green Forest School District staff;
The student will still be classified as an EL in the student information system and in state
reporting;
The student will still participate in the annual ELPA21 assessment until the student meets exit
requirements;
The student is still allowed LEP/EL accommodations on state assessments;
The student may be re-enrolled into the ESOL program with parental permission.
The original waiver form must be placed in the student’s permanent school file and a copy sent to the ESOL
Coordinator who will enter the date services were waived into the student information system. The parent
will receive a copy of the waiver form for their files.
33
English for Speakers of Other Languages (ESOL) Program
ESOL Services Waiver Form
Green Forest School District
Student Name: Grade: Date:
School: Student State ID #: Gender: Date of Birth:
We, as parents/guardians of ____________________________________ do NOT desire to have
our child directly served by the district’s _______ELD Program and/or _______Access to Core Content
Program. (Check each one being declined.)
The Language Proficiency and Assessment Committee (LPAC) decision has been thoroughly explained
to us in a language which we can understand. We understand that we may reverse our decision at any time by
contacting the ESOL Program at 870.438.5201.
We also understand that the teachers of our child’s school will closely monitor his/her progress and keep
us informed of such. We understand that our child will be assessed annually with the state’s English language
proficiency test until our child meets the state exit criteria from English Learner status. A lack of progress may
warrant another conference with us to discuss alternatives to the regular classroom program.
__________________________________________ ______________________________
Signature of Parent/Guardian Date
____________________________________________ ________________________________
Signature of ESOL Teacher or Coordinator Date
____________________________________________ ________________________________
Signature of Building Principal Date
Comments:
Attach a copy of the Initial Placement Form or Annual Review Form with the LPAC decision to this waiver form. Place a copy of all forms in the
student’s cumulative file and ESOL file (if district maintains separate ESOL files) and give one copy to the parent/guardian.
34
Green Forest School District
Parent Permission Form for the Use of Interpreters
(District Interpreters, Other Bilingual staff, Community Helpers)
I agree to the use of any interpreter provided by the district for my parent conferences. I understand that the
information provided to me by the teacher or staff person may include topics such as student grades, test scores,
attendance, discipline, health and/or other personal information related to my child(ren).
I have been informed that the person providing this service has signed a confidentiality agreement as pertains to
all the information that is shared during the conferences.
Additionally, I understand that I can request one of the district interpreters to be present at the meeting rather
than one of the aforementioned interpreters.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
_____ Yes, I agree to the use of any interpreter provided by the district for my conference.
_____ No, I do not agree to the use of any interpreter provided by the district at my
conference. I am requesting the services of one of the district interpreters.
_____ I will not need an interpreter. I am able to freely communicate with the teacher.
_____ I prefer to bring my own interpreter. My signature below certifies that if I use my own
interpreter, he/she will be 18 years of age or older. Note: A district interpreter may
be present to assist the teacher/staff person with his or her communication needs.
Student Name: ______________________________ Teacher:
School:
Language Spoken at Home:
Parent/Guardian Signature:
Date:
35
Green Forest School District
Interpreter Confidentiality Agreement I hereby acknowledge that by reason of my involvement with the Green Forest School District, I shall have access to confidential information such as student grades, test scores, attendance, discipline, health and/or other personal information. I understand that as the interpreter/translator, I am to accurately communicate information in the native language for maximum understanding between the parent and teacher/ staff person. This requires me to have adequate command of both English and the family’s primary language. I also agree that I will accurately and completely share any concerns or issues, which may arise as a result of the information shared between the interpreter/translator and the parent, with the teacher or school principal. I hereby submit, by my signature below, that I will not divulge any information to any person not participating in this conference. ____________________________________________ Printed Name of Interpreter/Translator ____________________________________________ Signature of Interpreter/Translator ____________________________________________ Date