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Title III-ESOL Manual

2018-

Bacon County School System

Bacon County School SystemTitle III-ESOL Manual

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ContentsGENERAL........................................................................................................3I. English to Speakers of Other Languages (ESOL) Program Plan/Policy......4

ESOL Program Description..........................................................................4II. English Learners (ELs)...............................................................................4

Who is an English Learner?.........................................................................4Identification of EL Students.......................................................................4

III. State Guidelines........................................................................................5State Funding Requirements.......................................................................5Class Size.....................................................................................................5Class Segments............................................................................................5ESOL Approved Delivery Models of Instruction..........................................5

IV. Identification and Placement.....................................................................6Identification................................................................................................6

The Registration Process...........................................................................6Assessment of ESOL Eligibility.................................................................6WIDA-ACCESS Placement Test (W-APT and WIDA Screener)..................6

Placement.....................................................................................................7Parental Waiver of Services.........................................................................7

V. Eligibility Status for ESOL Program Services............................................8Continuing....................................................................................................8Exiting..........................................................................................................8

Kindergarten.............................................................................................8Grades 1 – 12.............................................................................................9

Monitoring after Exist..................................................................................9Special Programs/Services...........................................................................9

VI. Coding English Learners (EL) in Infinite Campus..................................10EL - Y..........................................................................................................10EL - M – Monitored Students.....................................................................10EL - F – Former Students...........................................................................10

VII. Data Use and Program Evaluation.........................................................11Data Used...................................................................................................11Status Report.............................................................................................11


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Identification...........................................................................................11Assessment..............................................................................................11Program...................................................................................................11Staff.........................................................................................................11

Program Evaluation....................................................................................12VIII. ESOL Teacher Expectations and Responsibilities................................13PROCESS CHARTS.......................................................................................14

Process and Procedures.............................................................................15Eligibility Flow Chart 1..............................................................................16Eligibility Flow Charts 2.............................................................................17Exit Flow Chart..........................................................................................17WIDA Strategies and Supports..................................................................19

FORMS..........................................................................................................20Required Home Language Survey.............................................................21Initial ESOL Referral..................................................................................23Initial Notification of Eligibility..................................................................24Continuing Notification of Eligibility.........................................................26Reclassification Review..............................................................................28Exit Notification.........................................................................................30TPC Meeting Notification...........................................................................32TPC Documentation...................................................................................34Parental Waiver of ESOL Services.............................................................36Access Testing Notification........................................................................38ACESSS Results Letter..............................................................................40Classroom Teacher Notification............................................................42Classroom Performance Evaluation...........................................................43ESOL Determination and Review Record..................................................45Post-Exit Monitoring - ESOL......................................................................46ESOL Review..............................................................................................47Students Screened for ESOL......................................................................48Monitoring Completion Student Roster.....................................................49


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GENERAL


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I. English to Speakers of Other Languages (ESOL) Program Plan/Policy An ESOL program plan/policy is designed to provide consistent and non-discriminatory procedures throughout each local school district for serving English Learners as recommended by the United States Department of Education Office for Civil Rights. Districts are mandated by Title VI of the Civil Rights Act of 1964 to provide an alternative program of service when there are students identified as English Learners (ELs) and are unable to participate effectively in the district’s regular instructional program.

ESOL Program Description The English to Speakers of Other Languages (ESOL) program is offered to all limited English proficient students who meet the testing eligibility criteria established by the Georgia Department of Education. The ESOL program supports English Learners in an English-speaking classroom through the development of all four language domains: Speaking, Reading, Listening and Writing, both socially and instructionally. In addition, students are provided learning opportunities that help them understand and function successfully in our American culture. The ESOL program and accommodations by other school personnel in regular classrooms allow the EL student to progress and achieve desired academic results. The ESOL teacher shall have the ESOL Endorsement issued by the Georgia Professional Standards Commission (GAPSC).

Service may be provided through the following allowable delivery models: (1) pull-out model, (2) push-in model, (3) cluster center, (4) resource center/laboratory, (5) an EL exclusive scheduled class period, or (6) an innovative delivery model approved in advance by the Georgia Department of Education. Bacon County predominantly utilizes pull-out, push-in, and EL exclusive scheduled class. Under the Charter System Broad Flexibility Waiver, Bacon County also utilizes innovative delivery models aimed at meeting student needs.

II. English Learners (ELs) Who is an English Learner? English Learners (ELs) are students whose primary or home language is other than English and who are eligible for services based on the results of an English language proficiency assessment and in accordance with Rule 160-4-5-.02 Language Assistance: Program for English Learners (ELs).

Identification of EL Students Parents of ALL students entering Bacon County Schools complete a registration packet which includes the Home Language Survey (Section X: Forms).


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If any of the HLS answers is a language other than English, a designated school staff member trained in the administration of the state adopted English proficiency screening measure will test the student and notify parents.

III. State Guidelines State Funding RequirementsGeorgia School Law § 20-2-156 – Program for limited-English-proficient students (LEP)The State Board of Education (SBOE) shall create a program for limited-English proficient students whose native language is not English, subject to appropriation by theGeneral Assembly. The purpose of this program is to assist such students to developproficiency in the English language, including listening, speaking, reading, and writing,sufficient to perform effectively at the currently assigned grade level. The state boardshall prescribe rules and regulations regarding eligibility criteria and standards as maybe needed to carry out the provisions of this Code section. This program may also bereferred to as the English for Speakers of Other Languages (ESOL) program.

Class Size

Class SegmentsFunding Required segments:

Grades K-3 One segment of ESOL Grades 4-8 One to two segments of ESOL Grades 9-12 Up to five segments of ESOL Pre-K is not funded or served through this program.

Segment length will follow the same guidelines as all state-funded subject areas: one sixth of the instructional day. The Georgia Department of Education ESOL ResourceGuide provides instruction for ESOL that equates to:

Grade Levels FundingSize

Maximum Individual Class SizeNo

ParaprofessionalParaprofession

alK-3 7 11 13

4-8 7 14 159-12 7 18 20


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Grades K-3: 45 Minute Segments or a minimum of 225 minutes weekly.

Grades 4-8: 50 Minute Segments or a minimum of 250 minutes weekly.

Grades 9-12: 55 Minute Segments or a minimum of 275 minutes weekly.

A 4X4 daily block schedule class consisting of a minimum of 90 minutes willcount as two segments. Hybrid or block schedules that do not meet a minimumof 90 minutes on a daily basis will be counted as a single segment.

ESOL Approved Delivery Models of InstructionPer Georgia State Education rule 160-4-5-.02 Language Assistance: Program forEnglish Language, there are seven approved delivery models for providing languageassistance services to ELs: 1. Pull-out model outside the academic block – students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher.2. Push-in model within the academic block – students remain in their core academic class where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher.3. A cluster center to which students are transported for instruction – students from two or more schools are grouped in a center designed to provide intensive language assistance.4. A resource center/laboratory – students receive language assistance in a group setting supplemented by multi-media materials.5. A scheduled class period – students at the middle and high school levels receive language assistance and /or content instruction in a class composed of ELs only.6. Dual language model – students participating in a dual language immersion program receive language support during the English portion of their academic day.7. An innovative delivery model approved in advance by the Georgia Department of


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Education through a process described in the ESOL/Title III Resource Guide. Charter districts are not required to submit innovative proposals, as such innovation is considered a permissible component of all district charters.

IV. Identification and PlacementIdentificationThe Registration Process 1. Parents are given a new student registration packet, written in their native language (when available). The packet includes registration documents and school (start/end times, student handbook, etc.), nutrition, graduation (when applicable), transportation information, and a home language survey.2. If needed, an interpreter is available to assist in the registration process.3. From the information collected during the registration process, the students’

Primary language is identified based on the answers from the Home Language Survey, and, if applicable, a language screening test will be administered within 30 days.

Eligibility ScreenersGeorgia is a member of the World-Class Instructional Design and Assessment (WIDA)Consortium. As a member of the WIDA Consortium, Georgia school systems must use the following WIDA eligibility assessments to determine eligibility for English language assistance:

the Kindergarten WIDA-ACCESS Placement Test (K-W-APT), or

the Kindergarten Measure of Developing English Language (K MODEL) and

the Online WIDA Screener, or

the Paper WIDA Screener

If a student has been screened and determined ineligible for language support services, the student may not be screened again at a future date for reconsideration of eligibility without prior ESOL Unit approval.


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Test ParametersThe Kindergarten W-APT is administer during pre-K roundup through the end of the 1st semester of first grade. It does not assign scores according to the range of WIDA English Language Development (ELD) levels 1-6. Instead, scores for Speaking and Listening indicate either low, mid, high, or exceptional proficiency.

The WIDA MODEL Kindergarten is an additional option for screening eligibility of students in the 2nd semester of pre-kindergarten through 1st semester first grade. It yields a score between 1 and 6 on the WIDA English Language Development (ELD) scale. Only the listening and speaking sections are administered.

The WIDA Screener is for students in grades 1(2nd Semester -12 is divided into grade clusters: 1; 2-3; 4-5; 6-8; and 9-12. For students in the first semester of the year in a grade-level cluster, a lower grade cluster form is used. All four components (Listening, Speaking, Reading, and Writing) of WIDA screener is administered.

PlacementPre-K through end of 1st semester PlacementKINDERGARTENT W-APT: 1. If the student’s combined Listening and Speaking Raw Score is ≥ 29, the student meets the minimum criteria for English language proficiency and is not eligible for language support services.

2. If the combined Listening and Speaking Raw Score is ≤ 28, then the student qualifies for language assistance services.

WIDA MODEL KINDERGARTEN1 . If the Oral Proficiency Level/Oral Composite (Listening + Speaking) Accountability Proficiency Level is < 5.0, the student requires language support services.

2. If the Oral Proficiency Level/Oral Composite (Listening + Speaking) Accountability Proficiency Level is ≥ 5.0, the student does not qualify for language support services.

2nd semester Kindergarten – 1st Semester 1st GradeWAPT-K Guidelines for Placement:1. Listening and Speaking raw score is ≥ 29, and, 2. the Reading score is ≥ 11, and, 3. the Writing score is ≥ 12, then 4. the student does not qualify for language support services.


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5. If not all three criteria are met, the student requires language support services.

WIDA Screener -1st (2nd semester) -12th Grade 1. If the student’s Grade Level Adjusted Overall composite score is ≥ 5.0 or higher on the WIDA Screener, the student does not qualify for English language assistance services.

2. If the student’s Grade Level Adjusted Overall Composite score is < 5.0 on the WIDA Screener, the student requires English language assistance services.

Parental Waiver of ServicesSome parents of students identified as ELs may choose to waive language assistance services for their child; however, school districts are still held responsible for providing language support under Office for Civil Rights law. The district must find alternate means of providing the student with support for language development and proficiency outside of structured ESOL classes. Parents who waive services must do so in writing on an annual basis and the district must maintain evidence of the written documentation. A form for waiving services is available in the Form Bank under the Georgia Guidance link on the Ga DOE ESOL & Title III webpage. Although the parents may have chosen to waive a formal language assistance program, the student has been identified and coded as an EL and will continue to be coded as such until the student reaches an English proficiency level that meets the state requirements for exiting language assistance services. ELs whose parents have waived services are still eligible for accommodations on standardized tests and their English language proficiency skills must be assessed on an annual basis until they meet eligibility criteria.

V. Eligibility Status for ESOL Program ServicesContinuingAll EL students are evaluated by the ESOL teacher and/or qualified designated school personnel each spring using the ACCESS for ELLs assessment to determine the student’s level of English language proficiency and continued placement in or exit from the ESOL program.

The ACCESS for ELLs assessment was developed by the WIDA consortium and is used by Georgia to measure annual progress in all four language domains: Listening, Speaking, Reading and Writing. Score reports are


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returned to the district approximately eight weeks after the test administration window closes.

A copy of the Student Report will be placed in the yellow ESOL file folder in the student’s permanent record and in the ESOL teacher’s yellow file folder. Parent Reports are available in multiple languages on the WIDA website, www.wida.us and will be provided to parents annually.

ExitingWhen an English learner has obtained sufficient proficiency in English and understanding of regular education course material and is no longer eligible for the district's program of services, he/she is exited from the program.

Kindergarten In order to exit language assistance services, a Kindergarten student must score an Accountability Overall or Composite Proficiency Level (CPL) of 5.0 or higher with no individual language domain score less than 5.0. No exceptions.

Using the Language Assessment Conference (LAC) process to exit Kindergarten students who do not meet the specified exit criteria is not an option.

Grades 1 – 12 If the student’s Grade Level Adjusted Overall composite score is ≥ 4.3 or higher on theWIDA Screener, the student does not qualify for English language assistance services.

If the student’s Grade Level Adjusted Overall Composite score is < 4.3 on the WIDAScreener, the student requires English language assistance services.

Monitoring after Exist

Monitoring the success of English learners who have exited the ESOL program is vital for sustained proficiency. Students are monitored for two academic years after reaching the EXIT status for the program.

ESOL teachers will be responsible for monitoring these students at the end of each grading period and documenting the monitoring process – monitoring documents will be placed in the yellow ESOL file folder. Monitoring includes measures of English-language proficiency and curricular achievement. Students who test out upon initial assessment for ESOL in Bacon County and who have not received ESOL services in another county or state will not be monitored.

ESOL teachers should compare ELs achievement to that of academically successful English-speaking background students as well as mainstreamed


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language-minority students. Monitored students should be compared with native English-speaking peers in knowledge of subject matter. The following should be considered when conducting the monitoring process:

Grades Academic performance on standards Universal screenings Benchmarks Standardized test scores Attendance Classroom evaluations and informal observations

If monitoring shows that the student is struggling with Tier 1 instruction and/or not making progress as compared to peers, the following steps should be taken:

Provide Tier 2 support services appropriate to student needs Provide special services for language support and/or content area

tutoring as needed Utilize all supports available to students within the school before

returning a child to ESOL services If these means of services and support are not successful, a child

may be re-entered into ESOL classes during the two-year monitoring period.

Special Programs/Services Students served in ESOL may also be served through any other appropriate special program in the district (Title I, Special Education, EIP, Gifted, RTI, etc.). ELs have equal opportunity to participate in all programs for which they qualify. School personnel should follow the referral guidelines and procedures specific to each special program when considering additional services for EL students. The school’s designated personnel for testing for any special program will determine an EL’s eligibility for services.

ESOL teachers must be familiar with the Individual Educational Plan (IEP) for any EL student they serve. Collaboration between the ESOL teacher and the special education teacher should take place on a regular basis. ESOL teachers must participate in the IEP meeting.

VI. Coding English Learners (EL) in Infinite Campus English Learners will be coded by the following designations in Infinite Campus for federal and state reporting purposes.

EL - YLEP status = LEP


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LEPservices = ESOL: with itinerant and non-itinerant segments indicated; NON ESOL01: parent refused service, indirect service; NON ESOL02: Lang support in Sped; NON ESOL03: Lang support by non-ESOL teach; NON ESOL04: Lang support non-approved model; NON ESOL05: No lang support

ESOL Program flag added to student summary page All students who are eligible for and currently receiving ESOL

services, including those receiving both ESOL and Special Education services.

Students who qualify for ESOL each school year (as determined by required assessments), but whose parents have denied services (Parent Waiver). These students will be retested in the spring of each year to continue to maintain the EL status.

EL - M – Monitored Students LEPstatus = Exited LEP with exit date, reason LEPservices = ESOL-M: Monitored Year 1 or Monitored Year 2 as

appropriate ESOL-Monitored Program flag updated on student summary page

Students who test out of ESOL using the state-mandated testing and placement guidelines after being served in the ESOL program;

Students who are exited through the decision of a Language Assessment Conference (LAC) after having been served in the Bacon County ESOL program;

Students who exited out of state or from a private school as determined from transfer records received within the last two years.

EL - F – Former Students LEPstatus = Exited LEP, with exit date, reason LEPservices = ESOL-F: Former

Students who have completed two years of monitoring

Students designated as EL-M remain in this category for two academic years after exit from the ESOL program. At the end of the two-year period, they are no longer EL or EL-M. Students who are not eligible for ESOL program services per the results of the state mandated assessments (W-APT or ACCESS for ELLs) are not coded EL or EL-M.

VII. Data Use and Program Evaluation The Bacon County School System goal for ELs is that they become proficient in English and make consistent measurable progress in curriculum content areas, based on individual needs and abilities.


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Data Used Achievement of ELs both in English language proficiency and academics:

W-APT, ACCESS, Standardized Tests – CRCT, EOCT, Writing Tests – CCRPI subgroup performance flags

Graduation rate after exit from the EL/ESOL program Drop out and retention rates of EL students Description of the ESOL service delivery models/methods employed by

each school Density of EL population in each school Number of ELs who are also Migrant, Immigrant Number of EL/ESOL segments each student receives Length of time in U.S. schools for EL students Length of time in district schools for EL students

Status ReportThe following will be include:

Identification The number of students currently enrolled in the system by school and

by ethnicity The number of EL students by system and school The number of EL students by language for the system and school

Assessment The number of students assessed using EL/ESOL eligibility criteria by

school The number of identified EL students by school W-APT/ACCESS test data on students coded as EL by school All standardized test data on students coded as EL by school All standardized test data on students who have exited EL/ESOL within

the last two academic years

Program The number of ELs served by ESOL by school The number of ELs exited from the ESOL program The number of ELs enrolled in Gifted and Talented program The number of ELs enrolled in special education The number of ELs served by EIP and Supplemental Services The number of ELs served by RTI

Staff The names, qualifications, and certification of staff serving ELs A copy of the class roster for each ESOL instructional period, by school

and teacher A description of the training activities for EL /ESOL personnel for the last

school year Number of teachers who have the ESOL endorsement


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Number of ESOL - endorsed teachers instructing in state-funded ESOL programs

Number of teachers with a provisional, probationary or permit for ESOL endorsement currently teaching in the state-funded EL/ESOL program

Number of certified teachers (ESOL - endorsed or not) who received pre-service or in-service training in specific needs of EL students

Program Evaluation The data collected above will be analyzed and presented in the annual Title III needs assessment meeting. The Title III needs assessment meeting may be combined with other needs assessment activities such as those for Migrant students, as well as activities for all Federal Programs such as the annual public Comprehensive LEA Implementation Plan (CLIP) review. The needs assessment team will include the Title III Director, administrators, teachers, and parents when applicable. The needs assessment team will make recommendations for the Title III budgets (including personnel), ESOL programming, instructional and curricular activities, and professional development. Ultimately, the Title III Director will make finalized decisions to be approved by the GaDOE and the Bacon County Board of Education.


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VIII. ESOL Teacher Expectations and Responsibilities ESOL Teacher responsibilities shall include the following:

Hold high academic expectations for all EL and Monitored students Use and follow the ESOL district guidelines and the Georgia ELP and Georgia Performance Standards when planning instruction Utilize district-adopted materials in instruction Comply with Title III requirements regarding Parent Notification Share EL student English proficiency data, i.e. ACCESS or W-APT scores and accompanying WIDA “Can Do” descriptors with teachers of ELs Collaborate with mainstream teachers on how to best meet the academic and social needs of EL students Participate in data teams and offer insight and instructional strategies for struggling EL students Confer with mainstream teachers about grading Share ESOL methods and strategies with faculty and staff through presentations at grade level meetings, faculty meetings or with individual teachers. (Note: At least, one faculty presentation should be provided each academic year on working with EL students; professional development should be embedded throughout the remainder of the school year) Share cultural insights with staff Initiate and/or attend Parent-Teacher Conferences Recommend RTI process and attend meetings when applicable Promote parent involvement within the school Hold informational meetings with EL parents to help them understand the American school system, Bacon County Schools, and academic expectations and standards for their students Record and update all ESOL documentation in permanent records and ESOL teacher folders


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Complete EL/ESOL Information (FTE) forms as requested by ESOL Coordinator in order to meet state and federal requirements (Section X)


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PROCESS CHARTS


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Process and Procedures


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Home Language Survey (ESOL folder and permanent record)If any answer is not English, Administer the AWPT.

Registration

IF the student qualifies WAPT scores (ESOL folder and permenanet record)Parent Notificastion of Student Elligibility (ESOL folder, permanent record, and copy sent to parents)Initial ESOL Referral (ESOL folder and permanent record)

WAPT

If a student qualifies and the parent does not want the student sered, a Parental Waiver of ESOL Services must be signed. The Student i s still required to take the ACCESS. (Permanent record )

Parent Waives Services

Parent Notification of Student Eligibility (ESOL folder and permanent record)Testing Participation Commttee (ESOL folder, content teacher, and copy sent home)English Learner Skills Checklist (ESOL folder)

Active Students

ACCESS Teacher Score Report (ESOL folder, permanent record, and content teacher)ACCESS Parent score Report (sent home in the student's home language)

ACCESS

Evaluation of CLassroom Performance (ESOL folder and permanent record - if LAC)ESOL Notification of Services No Longer Needed (ESOL folder and permanent record)

Exciting Students

Language Assessment Conference (ESOL folder and pemanent record) If ACCESS scores are (Tier B or C): Compositie score is 5.0 or higher and Literacy score is below 4.8Composite score is 4.0 - 4.9 and Literacy score is 4.8 or above

Language Assessment Conference

Monitoring Post-Exit Form (ESOL folder and permanent record) Monitoring Completion Log (School/System Folders)

Monitoring


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Eligibility Flow Chart 1

Kindergarten W-APT Screener2nd Semester Pre-Kindergarten through 1st Semester First Grade


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Eligibility Flow Charts 2

WIDA Screener

2nd Semester First Grade through 2nd Semester Twelfth Grade


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Exit Flow Chart


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WIDA Strategies and Supports

WIDAELP

Levels1 & 2

Teaching practices:□ Repetition of words/short phrases/sentences.□ Directions posted with illustrations. Repetition of directions□ Information presented in small chunks with process time□ Total Physical Response (give short commands w/ gestures)□ Increased practice with listening, speaking, reading, writing academic English□ Shoulder or face partner for language skill practice

Content Knowledge:□ Survival English/Newcomer information□ Support with English phonetics□ Explicit vocabulary instruction (academic and/or social)□ English/Spanish cognates (only if literate in Spanish)

Supplemental Resources:□ Visuals - photos, realia (comprehensible input)□ Matching pictures to vocabulary word cards□ Simple sentence frames with word bank.□ Word wall or personal dictionary (student-created)□ Word-to-word dictionary (if literate in native language)

WIDAELP

Level 3

Teaching practices:□ Repetition of directions□ Information presented in small chunks with process time (Chunk & Chew)□ Increased practice with listening, speaking, reading, writing academic English□ Shoulder or face partner for language skill practice□ Daily writing practice (academic content journals)□ Verbalize information with partner prior to writingContent Knowledge:□ Support with English phonetics (accent reduction)□ Explicit academic vocabulary instruction□ English/Spanish cognates (only if literate in Spanish)Supplemental Resources:□ Visuals - photos, realia (comprehensible input)□ Vocabulary word cards□ Academic Word wall or personal dictionary (student-created)□ Sentence frames for academic language (word bank optional)□ Graphic organizers for prewriting

WIDAELP

Levels 4 & 5

Teaching Practice:□ Provide processing time□ Increased practice with listening, speaking, reading, writing academic English□ Shoulder or face partner for language skill practice□ Daily writing practice (academic content journals)□ Verbalize information with partner prior to writing

Content Knowledge:□ Explicit academic vocabulary instruction□ Explicit instruction on grammar & content area text/sentence patterns


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Supplemental Resources:□ Personal dictionary of academic terms, sentence structures (student-created)□ Academic sentence frames with complex structure□ Graphic organizers for prewriting

FORMS


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Georgia Department of EducationESOL & Title III Unit

Required Home Language Survey

Dear Parent or Guardian:

In order to provide your child with the best possible education, we need to determine how well he or she speaks and understands English. This survey assists school personnel in deciding whether your child may be a candidate for additional English language support. Final qualification for language support is based on the results of an English language assessment.

Thank You

Student Name (required information):

______________________________________________________________

Language Background (required information):

1. Which language does your child best understand and speak? __________________________________________________________

2. Which language does your child most frequently speak at home?__________________________________________________________

3. Which language do adults in your home most frequently use when speaking with your child?__________________________________________________________

Language for School Communication (not required):

4. In which language would you prefer to receive all school information?__________________________________________________________

____________________________________ _______________Signature of Parent/Guardian/Other Date


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Georgia Department of EducationESOL Unit

Encuesta obligatoria en el idioma nativo

Estimado padre o tutor:

Para proporcionarle a su hijo la mejor educación posible, debemos determinar qué tan bien habla y entiende el inglés. Esta encuesta ayuda al personal de la escuela a determinar si su hijo puede ser un candidato para recibir apoyo adicional en inglés. La calificación final para el apoyo idiomático está basada en los resultados de una prueba en inglés.

Gracias.

Nombre del estudiante (información obligatoria):

______________________________________________________________

Antecedentes idiomáticos (preguntas obligatorias):

1. ¿Qué idioma su hijo entiende y habla mejor? __________________________________________________________

2. ¿Qué idioma su hijo habla con mayor frecuencia en el hogar? __________________________________________________________

3. ¿Qué idioma usan con mayor frecuencia los adultos del hogar cuando hablan con el niño?__________________________________________________________

Idioma para la comunicación con la escuela (pregunta recomendada):

4. ¿En qué idioma prefiere recibir toda la información escolar?_________________________________________________________

____________________________________ _______________Firma del padre/tutor/otro Fecha


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Bacon County School District Initial ESOL Referral

School ____________________________________________________ School Year: _________________

Name: M F

(last) (first ) (middle)

Birth date: / / Student Number: (month) (day) (year)

Native Language: Date of U.S. School Entry: / /Birth Country: Date of Bacon Co. Schools Entry: / /Home telephone # Current Grade Placement:Work telephone # Parents speak and or read English Yes No SomeContact person who can interpret: Relationship: ___________________________ Home telephone # ___________Name: Work telephone #

(last) (first)

Educational Background Did the student previously attend U.S. Schools? Yes No # of years If yes, did the student receive ESOL or bilingual instruction? Yes No # of years

Does student have evidence of Interrupted / Low Schooling? Yes No Last gradecompleted

Placement Testing

Date Test Grade ClusterRaw Score / Oral Proficiency Score or

Skills DescriptionK

CompositeProficiency

Level

W-APT K L & S _______/________

(complete R & W only if administered)(R_____/_____ W____/_____)

N/A

Date Test Grade ClusterTotal Score / Proficiency Level (from

conversion table)1-12

CompositeProficiency

Level

W-APT 1-2 3-56-8 9-12

L ____/___ S_____/____

R____/___ W____/___

Recommendations: The student is eligible for ESOL instruction. The student is not eligible for ESOL instruction.

Comments: [optional] __________________________________________________________________________

_____________________________________________________________________________________________

Evaluator’s Signature: ________________________________________ Date: ____________


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Initial Notification of Eligibilityfor English for Speakers of Other Languages (ESOL) Services

Date: ________________________

Student Name: _________________________ ____________________________ (last) (first)

School ____________________________________ Grade ______________

Dear Parent/Guardian:

Based on your responses to the Home Language Survey you completed during registration, your

child was tested on ___________________ using the Kindergarten: W-APT® or MODEL®

(Date)or WIDA Screener®. Your child scored a _____________ on this test, which indicates that

he/she would benefit from ESOL support during the school day.

ESOL is a program that helps students improve their English skills so that they will be more successful in an all-English speaking classroom environment. Your child will be tested each year to determine if he or she continues to qualify for this ESOL program.

As a parent or guardian, you have the right to waive direct ESOL support for your student. If you are interested in discussing this option or would like additional information about the ESOL program, please contact the following individual in our school district.

We look forward to helping your child develop and improve his or her academic English skills.

Sincerely,

Name: __________________________________

Title: ___________________________________


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Telephone Number: _________________________

E-mail address: _____________________________

Form 2– Initial Eligibility (English)

Notificación de Elegibilidad Inicialpara los Servicios de Inglés a personas que Hablan Otros Idiomas

(ESOL)

Fecha: ________________________

Nombre del alumno: ____________________ ___________________________ (Apellido) (Nombre)

Escuela ____________________________________ Grado ______________

Estimado Padre/Tutor:

Basándonos en las respuestas dadas en la encuesta sobre Idioma Nativo, al momento de la Matrícula, se

le realizó una prueba a su hijo/a el____________ utilizando el Kindergarten: W-APT® o (Date)

MODEL® o WIDA Screener®. El puntaje de su hijo/a en esa prueba fue________, lo que

indica que continuará beneficiándose con el apoyo ESOL durante la jornada escolar.

ESOL es un programa que ayuda a los alumnos a mejorar sus habilidades en Inglés para que tengan más éxito en todos los ambientes escolares donde se hable Inglés. A su hijo/a se le realizará anualmente una prueba para determinar si continúa calificando para el programa ESOL.

Como padre o tutor, usted tiene el derecho a renunciar al apoyo directo que ESOL ofrece al alumno. Si está interesado en conversar sobre esta opción o le gustaría recibir más información sobre el programa ESOL, le agradecemos se contacte con las siguientes personas en nuestro distrito escolar.

Esperamos poder ayudar a su hijo/a a desarrollar y mejorar sus habilidades académicas en Inglés.


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Atentamente,

Nombre: __________________________________

Cargo:___________________________________

Número de Teléfono: _________________________

Dirección de correo electrónico: _________________

Form 2 – Initial Eligibility (Spanish)

Continuing Notification of Eligibilityfor English for Speakers of Other Languages (ESOL) Services

Date: ________________________

Student Name: _____________________ _________________________ (last) (first)

School ___________________________________ Grade ______________ Dear Parent/Guardian:During the spring, your child, _______________________, was given the ACCESS for ELLs 2.0 test to determine his or her level of English language proficiency. Your child scored a ____________ on this test, which indicates that he/she will continue to benefit from ESOL support during the school day.ESOL is a program that helps students improve their English skills so that they will be more successful in an all-English speaking classroom environment. Your child will be tested each year to determine if he or she continues to qualify for this ESOL program.As a parent or guardian, you have the right to waive direct ESOL support for your student. If you are interested in discussing this option or would like additional information about the ESOL program, please contact the school district staff member listed below.We look forward to helping your child develop and improve his or her academic English skills.

Sincerely,


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Name: ___________________________________

Title: ___________________________________

Telephone Number: _________________________

Email address: ______________________________

Form 3– Continuing Notification (English)

Notificación de Continuación de Elegibilidadpara los Servicios de Inglés a personas que Hablan Otros Idiomas (ESOL)

Fecha: ________________________

Nombre del alumno: ______________________ _________________________ (apellido) (nombre)

Escuela ____________________________________ Grado ______________ Estimado Padre/Tutor:Durante la primavera, su hijo/a, _______________________, a la prueba ACCESS for ELLs 2.0 para verificar su nivel de competencia en idioma Inglés. El puntaje de su hijo/a en esa prueba fue________, lo que indica que continuará beneficiándose con el apoyo ESOL durante la jornada escolar.ESOL es un programa que ayuda a los alumnos a mejorar sus habilidades en Inglés para que tengan más éxito en todos los ambientes escolares donde se hable Inglés. A su hijo/a se le realizará anualmente una prueba para determinar si continúa calificando para el programa ESOL.Como padre o tutor, usted tiene el derecho a renunciar al apoyo directo que ESOL ofrece al alumno. Si está interesado en conversar sobre esta opción o le gustaría recibir más información sobre el programa ESOL, le agradecemos que se contacte con el personal del distrito escolar enlistado a continuación.Esperamos poder ayudar a su hijo/a a desarrollar y mejorar sus habilidades académicas en Inglés.Atentamente,


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Nombre: ___________________________________

Cargo: ___________________________________

Número de Teléfono: _________________________

Dirección de correo electrónico: ______________________________

Form 3– Continuing Notification (Spanish)


35

Bacon County School SystemReclassification Review

Form 4 – ReClassification Pg. 1


36

Form 4 – ReClassification Pg. 2


37

Exit Notification

Date:__________________________

Student Name: _____________________________________ Grade ______

School: ____________________________________________

ACCESS for ELLs Testing Results:Composite Proficiency Level Score _______/ 6.0

(for Kindergarten Test: Reading______; Writing______; Listening______; Speaking______)

Additional data considered (if applicable):___________________________________________

Dear Parent or Guardian, As you know, your child has been enrolled in our school’s English for Speakers of Other Languages (ESOL) Program in order to improve his/her English language skills.

Based on a recent review of ACCESS and other test results, we have determined that your child has reached the level of English needed in order to transition out of ESOL services. Please know that although your child will no longer receive ESOL classes, we will continue to monitor your child’s academic progress in order to ensure that he/she continues to be successful in school.

If you have any questions, please contact me by phone or email.

Best regards,Administrator/ESOL Contact______________________________

E-mail_____________________________________

Phone _____________________________________

Retain in Student Permanent Record

(Está en español por el otro lado.)

Form 5 – Notice of Exit from ESOLEnglish


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Escuelas Del Condado De BaconNotificación sobre el cese de los servicios ESOL

Fecha: __________________________

Nombre del estudiante: _____________________________________ Grado ______

Escuela: ____________________________________________

Resultados de la evaluación ACCESS for ELLs:

Calificación global del nivel de dominio _______/ 6.0

(para la Prueba de jardín de infantes: Compresión de lectura ______; Redacción ______; Compresión auditiva ______; Expresión oral ______)

Datos adicionales considerados (si corresponde): ______________________________________

Estimado padre, madre o tutor:

Como sabe, su hijo/a ha estado inscrito/a en el programa Inglés para nativos de otros idiomas (ESOL) de nuestra escuela con el objetivo de mejorar sus habilidades lingüísticas en inglés.

Según la reciente revisión de los resultados de ACCESS y de otras pruebas, hemos determinado que su hijo/a ha alcanzado el nivel de inglés necesario para dejar de recibir servicios ESOL. Tenga en cuenta que si bien su hijo/a ya no recibirá clases ESOL, seguiremos controlando su progreso académico para asegurarnos de que continúe obteniendo buenos resultados en la escuela.

Si tiene alguna pregunta, póngase en contacto conmigo por teléfono o correo electrónico.

Saludos cordiales,

Administrador/Contacto de ESOL ______________________________

Correo electrónico __________________________________________

Teléfono __________________________________________________

Retain in Student Permanent Record

Form 5 – Notice of Exit from ESOL (Spanish)


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TPC Meeting Notification

Date _____________

Dear Parents of ___________________________,

Your child will be taking various achievement tests throughout the year. In order to best meet your child’s academic and testing needs, a meeting has been scheduled to discuss the need for accommodations on these tests. The meeting will be held at your child’s school on ____________________________________ at _________________________. Your attendance would be appreciated, as the committee needs your help in making the best decisions for your child.

Please complete the bottom of this form and return it to your child’s teacher. If you cannot attend at the scheduled time, you may request a different meeting date and/or time. If you cannot attend at all, a copy of the recommendations will be sent to you.

We appreciate your support and look forward to meeting with you.

Sincerely,

Name / Position

________________________________________________________________________

I understand that the Testing Participation Committee for ELL/ESOL students will meet and recommend possible testing accommodations for my child, ____________________________.

Please check one:

____ Yes, I will attend the meeting.

____ No, I cannot attend, but please send me a copy of the recommendations. ____ No, I cannot attend at the scheduled time. I will contact the school to reschedule at

a more convenient time.

Parent Signature _____________________________________ Date ________________

Form 6 –Testing Participation Committee Invitation (English)


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Aviso de una reunión del Comité de Participación en Exámenes por ELL/ESOL

Fecha _____________

Estimados padres de ___________________________,

Su hijo/a va a tomar algunos exámenes académicos durante este año escolar. A fin de cumplir mejor las necesidades académicas y probadoras de su niño, se ha citado una reunión para recomendaciones para tomar estos exámenes. Esta reunión va a estar en la escuela de su hijo/a en ___________________ a las __________. Su presencia será apreciada, porque el comité necesita su apoyo para hacer las decisiones mejores para su hijo/a.

Por favor, completa el parte bajo y regreselo a la maestro de ESOL de su hijo/a. Si usted no puede asistir en el tiempo previsto, usted puede solicitar una fecha de reunión diferente y/o tiempo. Si usted no puede asistir en absoluto, una copia de las recomendaciones será enviada a usted.

Apreciamos su apoyo.

Sinceramente,

Nombre / Position

________________________________________________________________________

Entiendo que el comité de participación en exámenes se juntará para planear y recomendar opciones que pueden ayudar a mi hijo/a a tener éxito cuando tome sus examines.

Por favor, marca uno:

____ Sí, voy a asistir la reunión.

____ No, no puedo asistir la reunión. Por favor, mándame una copia de las recomendaciones.

____ No, no puedo asistir la reunión a la hora fijada. Voy a hablarle en la escuela para fijar una cita más conveniente.

Firma de los padres _________________________________________ Fecha ______________

Form 6 – Testing Participation Committee Notification (Spanish)


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TPC Documentation

EL Test Participation Committee (EL/TPC) Meeting Date _______________________

Student _______________________Grade _______School _________________

Date of Entry in U.S. school: month ____year ____

Student GTID # _______________________

Date of Birth ___________________________

Is the student eligible for ESOL services? (Indicate the student’s proficiency level on the state-approved eligibility screener in accordance with SBOE Rule 160-4-5-.02) Student’s proficiency level ______________ ____ Yes ____ No ____ Exit Year (EL-1, EL-2 may be considered for assessment accommodations.)

Will the student participate in all required assessments without accommodations? ___ Yes (Stop here) ___ No (Continue with number 2)

Determine the accommodations the student needs to meaningfully participate in each assessment this school year and document them using the appropriate form. These accommodations will be taken from the table of allowable test accommodations located in the Student Assessment Handbook and/or test administration manuals. Any accommodation considered that is not found in the Student Assessment Handbook must be approved by the Assessment Administration Division of the GaDOE prior to use. All accommodations must be consistent with classroom instruction and assessment and support any plans that have been designed to aid the student instructionally.

Signatures (Committee shall be comprised of a minimum of three members, one of whom is an educator certified by the Professional Standards Commission, and must include the ESOL teacher currently serving the student with English language assistance):

Content area and/or grade level _________________________________


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EL/ESOL Teacher/Aide _____________________________ Date _________Certified Educator _________________________________ Date _________Parent/Guardian __________________________________ Date _________Student (if 18 years or older) __________________________ Date _________

Form 7 - TPC Document (Page 1)Chart: Recommended Assessment Accommodations (Attach to EL/TPC Documentation form) Student Name__________________________________________________ Student GTID # ______________


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Form 7 - TPC Document(Page 2)

Parental Waiver of ESOL Services

Date ______________________________

In signing this document, I understand that my child, ___________________________, has qualified for language support through the school district’s English to Speakers of Other Languages (ESOL) program. This determination was based on an assessment of his/her English language skills in the areas of reading, writing, listening and speaking on the W-APT or ACCESS for ELLs® test. My child’s score indicates that he/she would benefit from additional language support in order to better access the curriculum and perform his/her school work. I understand that by signing this form I am choosing to deny the direct ESOL support services that the school has recommended for my child and that without ESOL instruction my child’s performance in school may be affected.

I understand that the ESOL program is offered at no charge to parents and that it does not isolate a child from the regular classroom environment. ESOL teachers and classroom teachers work collaboratively to augment the grade level curriculum and provide extra support so that students develop strong English skills and achieve greater success in learning grade level content.

I also understand that Federal law requires my child to be annually assessed in order to determine whether he/she continues to qualify for ESOL. This assessment is required for all eligible students, even if parents have waived services, to ensure students are making progress in English. I understand that I will receive annual notice of my child’s ACCESS for ELLs® test scores and eligibility status for ESOL until my child reaches English proficiency, as determined by this assessment. I understand that at any time I may choose to rescind this waiver and request that my child be provided with the language support for which he/she qualifies. I further understand that this waiver is valid for one school year, and should I decide to continue to waive these services in subsequent school years I must complete a new Parent Waiver of Direct ESOL Services form.

Parent/Guardian Signature Date

ESOL Teacher Signature Date


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Administrator Signature Date

Maintain form in ESOL and Permanent Record Files

Form 8 - Waiver of ESOL

Renuncia de los padres a los servicios directos de ESOL

Fecha ______________________________

Con la firma de este documento, entiendo que mi hijo ___________________________, que está en el grado ______, reunió los requisitos para recibir apoyo al aprendizaje del inglés por medio del programa Inglés para Personas que Hablan Otros Idiomas (conocido en inglés como English for Speakers of Other Languages o ESOL) del distrito escolar. Esta determinación se basó en una evaluación de sus conocimientos del idioma inglés en las áreas de lectura, escritura, capacidad oral y capacidad auditiva en la prueba W APT o ACCESS for ELLs ®. La puntuación que recibió mi hijo indica que se beneficiaría de recibir apoyo adicional en el idioma inglés para mejorar su acceso al plan de estudios y realizar sus tareas escolares. Entiendo que al firmar este documento decido rechazar los servicios directos de apoyo de ESOL que la escuela ha recomendado para mi hijo y que sin una enseñanza ESOL el desempeño de mi hijo en la escuela podría verse afectado.

Entiendo que el programa ESOL se ofrece sin costo alguno para los padres y que no aísla al estudiante del entorno de un aula de clases regulares. Los maestros de ESOL y los de aula trabajan en colaboración para reforzar el plan de estudios de los grados y brindan apoyo adicional para que los estudiantes desarrollen sólidas habilidades en inglés y logren un mayor éxito en el aprendizaje del contenido de su grado.

También entiendo que la ley federal requiere que mi hijo sea evaluado anualmente con el fin de determinar si continúa reuniendo los requisitos de participación en el programa ESOL. Esta evaluación es obligatoria para todos los estudiantes que reúnen los requisitos, incluso si los padres han renunciado a los servicios, para asegurar que sigan avanzando en el aprendizaje del inglés. Entiendo que recibiré un aviso anual de las puntuaciones de la prueba ACCESS for ELLs® y del estado de elegibilidad para el programa ESOL hasta que mi hijo alcance el nivel de competente en inglés, según lo determinado por esta evaluación.

Entiendo que en cualquier momento puedo tomar la decisión de rescindir esta renuncia y pedir que a mi hijo se le proporcione el apoyo para aprender el idioma inglés para el que reúne los requisitos. También entiendo que esta renuncia es válida por un año escolar y, que en caso de que decida continuar renunciando a estos servicios en años escolares posteriores, debo llenar un nuevo formulario de renuncia de los padres a los servicios de ESOL directos.

Firma del padre o tutor Fecha


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Firma del maestro de ESOL Fecha

Firma del administrador Fecha

Maintain form in ESOL and Permanent Record Files

Form 8 - Waiver of ESOL (Spanish)

Access Testing Notification

Date__________________

Dear Parents,Your student will be tested this year to determine progress in learning English. The testing is mandated by the federal government and includes all students who are identified as English Language Learners (ELLs), whether they are receiving services or not. The test is called ACCESS (Assessing Comprehension and Communication in English State to State). Students will be tested

between ________________________________ , _______.

Students will be tested in reading, writing, listening, and speaking. The entire test takes approximately 2½ hours and will be administered on several different days. Testing for your

child will begin on _______________________ and will be administered by teachers at your child’s school. Please, assist us in ensuring that your child reports promptly to school on this day for testing.

Results from the test will assist us in planning instruction for your child. After Bacon County School System receives the results, you will be notified. Please stress to your student the importance of the test and doing his/her best. However, be careful not to create undue anxiety in the student, as students perform best when they are relaxed.

If you have any questions, please call the ESOL teacher or ESOL administratorat your child’s school. More information regarding the ACCESS test can be foundat www.wida.us.

Sincerely,

_______________________________ESOL Teacher

_______________________________


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School Name


Form1 9 – ACCESS Test Notification (English)

Notificación de prueba de acceso

Fecha _________________

Estimados Padres,Su estudiante será examinado este año para determinar su progreso en elaprendizaje del inglés. El examen es un mandato del Gobierno Federal eincluye a todos los estudiantes identificados como Aprendices del Idioma Inglés(English Language Learner - ELL), independientemente que estén o norecibiendo servicios. EL examen se conoce como ACCESS - AssessingComprehension and Communication in English State to State (Evaluando laComprensión y Comunicación en Inglés de Estado en Estado). Los estudiantesserán evaluados entre el ________________________ de .

Los estudiantes serán evaluados en lectura, escritura, comprensión auditiva y enconversación. El examen completo toma aproximadamente 2½ horas y seráadministrado durante varios días. El examen de su hijo dará comienzo el. El mismo

será administrado por maestros de ____________________________________ (insert date of testing –fecha del examen)

la escuela de su hijo(a). Por favor ayúdenos para asegurar que su hijo (a) sepresente puntualmente a la escuela éste día para que tome su prueba.

Los resultados del examen nos ayudarán para preparar un mejor plan deinstrucción para su hijo/a. Usted será informado de los resultados. Por favorindíquele a su hijo(a) la importancia de la prueba y de llevar a cabo su mejordesempeño. Sin embargo, tenga cuidado de no crearle a su hijo(a) ansiedadinnecesaria. Los estudiantes se desempeñan mejor cuando están relajados

Si tiene alguna pregunta, por favor llame al maestro de ESOL o el administradorde ESOL de la escuela de su hijo/a. Para más información acerca de la pruebapuede visitar esta página de Internet www.wida.us.


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Atentamente,

_________________________________________ESOL Teacher (Maestro de ESOL)

__________________________________________School Name (Nombre de la Escuela)

Form 9 – ACCESS Test Notification (Spanish)

ACESSS Results Letter

Date ________________

Dear Parent or Guardian,

This past winter, ELL students in grades kindergarten through twelfth grade participated in the administration of the ACCESS for ELLs language proficiency test. ACCESS now provides a standardized measurement of academic language proficiency for English Language learners (ELL) students throughout the state of Georgia. With this information, we will also be able to monitor individual ELL student progress on an annual basis.

Enclosed you will find your child’s results on ACCESS. The Parent/Guardian Reports provides information about your child’s English Language Proficiency Level. This information is for you to review and keep.

If you have any questions regarding these tests or the information that is being sent to you about how your child did on these tests, please contact your child’s ESOL teacher.

Sincerely,

____________________________Name

____________________________Position


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Form 10 – ACCESS Results Cover Letter (English)

Carta de resultados de acesss

Fecha ________________

Estimado Padre o Tutor,

El invierno pasado los estudiantes ELL en grados de kindergarten hasta doceavo, participaron tomando la prueba ACCESS para la eficiencia en el lenguaje de los alumnos de ELL. ACCESS proporciona una medida estandarizada de la eficiencia del lenguaje académico para los Aprendices del idioma Inglés (ELL) en todo el estado de Georgia. Con esta información, podremos vigilar anualmente el progreso individual del cada estudiante de ELL.

Adjunto encontrará usted los resultados de su niño en ACCESS. Los reportes a los padres o tutores proporcionan información acerca del Nivel de Eficiencia en el Idioma Inglés. La información es suya para revisarla y conservarla.

Si tuviera usted dudas acerca de estas pruebas o la información que le estamos enviando, acerca de cómo se desempeñó su niño en estas pruebas, favor de ponerse en contacto con el maestro de ESOL de su niño.

Atentamente,

___________________________________Name

___________________________________


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Position

(In English on the other side.)

Form 10 – ACCESS Results Cover Letter (Spanish)

Classroom Teacher Notification

I have met with the ESOL teacher and have been given a copy of the following ESOL records along with any corresponding explanations:

_____ ACCESS Scores

_____ CAN DO Descriptors

_____ Accommodations for the general classroom

_____ Testing Accommodations (TPC)

_____ Other (Describe) ___________________________________________

_______________________________________ Classroom Teacher

_______________________________________ ESOL Teacher

_______________________________________ Date


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_______________________________________Student’s Name

_______________________________________School

Form 11 – Classroom Teacher ESOL Notification

Classroom Performance EvaluationEnglish to Speakers of Other Languages Program

Student Name_______________________________ Grade______ Date________________

School ______________________________ ESOL Teacher_______________________

How many years has the student participated in the ESOL Program? ______

Other ESOL Programs: ______

Instructions to the Classroom Teacher: The above student is being considered for exit from the ESOL program. To help evaluate the student's overall achievement, please use the following scale to rate the student's performance in your class.

Category 1: Ability to Learn Course Content Rate the student on the ability to master the content of the course you teach, regardless of the reasons. 1 2 3 4 5 (Unable) (Average ) (Very capable) Comments:____________________________________________________________________

_____________________________________________________________________________

Category 2: Academic Performance Rate the student's performance in class compared with English-speaking students and reflected by grades received during the year.

1 2 3 4 5 (Unsatisfactory) (Average) (Excellent)


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Comments: ____________________________________________________________________

______________________________________________________________________________

Category 3: Study Habits Rate the study habits which the student uses in your class. Does the student bring the necessary books and other materials to class? Does the student begin work promptly, listen attentively to instructions, follow directions carefully, and complete assigned tasks punctually? Does the student work independently? 1 2 3 4 5 (No effort) (Average) (Highly motivated)

Comments: ____________________________________________________________________

______________________________________________________________________________ Form 12 - Evaluation of Classroom Performance

Page 1

Category 4: Class Participation Rate the student's participation in class activities and discussions. 1 2 3 4 5 (Minimal) (Average) (Active)

Comments:____________________________________________________________________

_____________________________________________________________________________

Category 5: Communication with Teacher Rate the student's skill in communicating with you.

1 2 3 4 5 (Weak) (Average) (Highly articulate)

Comments: ____________________________________________________________________

______________________________________________________________________________

Category 6: Communication with Peers Rate the student's skill in communicating with classmates.

1 2 3 4 5 (Weak) (Average) (Highly articulate)

Comments:_______________________________________________________________________

_________________________________________________________________________________

Prediction of Success Predict the student's chances for success in regular classes if he or she receives no additional help in learning English as an additional language.

1 2 3 4 5 (Unlikely) (Likely) (Excellent)


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Would you recommend the student for other special services? Yes ___ No___

Service(s) recommended________________________________________________________________

Comments: ____________________________________________________________________

______________________________________________________________________________

__________________________________ _________________________ ___________

Signature of Teacher Class Date

Form 12 - Evaluation of Classroom PerformancePage 2


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ESOL Determination and Review Record

Name: Date of Birth:Home Language Survey Date: Birth Country:

Language:Date Entered US Schools: Grade:

W-APT Administered Date: Level:

Score:

L _______/_______ S ______/_______

R _______/_______ W_______/_______

Based upon Georgia DOE guidelines, this student is eligible for English language assistance.

Parent Notification of Initial Eligibility

Continuing Placement Date Sent: School Year:

School Year: Grade: ESOL Teacher: School Year: Grade: ESOL Teacher:






Exit Data: ACCESS

Date: First Year ELL-M School Year: Continue _____

Tier: Reassign _____

Score: Second Year ELL-M School Year: Reassign _____

Date of LAC:All Supporting Documentation is located in the Student's ESOL File


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Form 13 – Determine and Review

Post-Exit Monitoring - ESOLEach teacher who teaches the student should complete

this form at the end of each 9 weeks of Monitoring Year 1.

Student ____________________________ Grade____ School Year______TEACHER ASSESSMENT (Circle responses for 1-7)1 Completes assignments on time Alway

sOften

Sometimes

Seldom

Never

N/A

2 Communicates effectively with teachers

Always

Often

Sometimes

Seldom

Never

N/A

3 Communicates effectively with peers

Always

Often

Sometimes

Seldom

Never

N/A

4 Meets grade level writing standards

Always

Often

Sometimes

Seldom

Never

N/A

5 Meets grade level reading standards

Always

Often

Sometimes

Seldom

Never

N/A

6 Participates in group work Always

Often

Sometimes

Seldom

Never

N/A

7 Asks for assistance when needed Always

Often

Sometimes

Seldom

Never

N/A

8 Current grade average ELA_________ Math _______ Science _________ Social Studies _______ 9 MAP RIT Score (Elementary and Middle Only – Most recent)

ELA ________________ Math ____________ 10 Illuminate (High School Only): PreTest _________ PostTest________

List any concerns regarding the student’s academic success. ___________________________________________________________ ______________________________________________________________________________________________________________________

______________ _______________ _____________ Teacher signature Subject Date


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If you have concerns about the student’s academic performance at any point during the year, please contact the ESOL teacher.

Form 14 –Post-Exit Monitoring Form


56

ESOL Review School Year _____________

Name _________________________________ Grade __________Notification of Placement for _____________ school year Date:___________

TPC Meeting Date ___________ Parent attended ____yes ____no

ACCESS Tier: ___A ___B ___C Composite Score ___________

Recommendation: ____ Continue ____Exit Basis ___ ACCESS Score

REclassification (Date) ______

Supporting documentation is included in this file.

Notes:

Form 15 – ESOL Review (Year)

Monitor Year: ___1 ___2 ___n/a ESOL Teacher :

Grading Period Method Used Date

1st

2nd

3rd

4th

5th

6th


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Students Screened for ESOL

School ________________________

School Year ___________________

Form 16 – Students Screened

Number Date Student Name Grad

e DOB Gender

Home Language

W-APT Eligible CommentsL and S R W Yes No


58


59

Monitoring Completion Student Roster

School_____________________ Teacher______________________ School Year______Please verify all students who have completed the two year monitoring process.

STUDENTID#

STUDENT NAME

Grade

DateComplete

dMonitorin

g

Comments


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Form 17– Monitoring Complete

title iii-esol manual€¦ · web viewword wall or personal dictionary (student-created)...

Documents