Dyersburg City School System 2003
Descriptive Report on Services to
English Language Learners (ELL)
q Student Language Assessment
q ESL Program Participation
q Student Placement and Services
q Personnel Responsibilities
q Transition and Exit
q Program Evaluation and Monitoring
Every student who enters the Dyersburg School System will complete a language survey form to determine if there is the influence of a language other than English. This will identify any languages other than English that are:
q First learned or acquired by the student;
q Used by the student in the home; or
q Used by the student with friends outside the home.
Upon enrollment, all schools in the Dyersburg School System will conduct the Home Language Survey. (See Attachment A) When a parent is non-English or limited English speaking, a bilingual translator is provided, if necessary.
Each school principal will be responsible for ensuring that within four weeks of enrollment the survey forms are scanned for results and filed in an accessible filing system at the local school.
If a language other than English is identified in any of the Primary/Home Language Survey responses, the student will be identified as a potential ELL student. A language assessment will be conducted in the event there is no assessment data in the studentŐs permanent record to indicate the student is English proficient. English proficiency shall be based on previous IPT scores or standardized test scores. An incoming potential ELL student may also be assessed for English proficiency if the studentŐs teacher refers the student to be assessed in order to develop an appropriate educational plan for the student.
If entering at the beginning of the school year, within four weeks of enrollment and completion of the Home Language Survey, the ESL consultant will administer the IDEA Proficiency Test (IPT) to identified students, and communicate the results and support services available to regular classroom teachers and parents. Parents will be given the option to waive services. Students will be eligible for services in accordance with the state ESL guidelines. If entering after the school year has begun, the assessment and notification to parents will occur within 2 weeks.
q Students who are non-English language background will be administered the IDEA Proficiency Test (IPT) to determine their English language skills. Students who score less than proficient on any subtest of the IDEA Proficiency Test (IPT) are classified as ELL and will be provided services in the ESL program. Students will be exited from ESL services when a proficient score is attained on all subtests: oral, reading, and writing.
q All students served in the ESL program shall be administered the IDEA Proficiency Test (IPT) annually to re-establish eligibility or to determine readiness to exit, as well as to measure progress. These scores will be kept on file to document eligibility and provide data for submission to the State Department of Education regarding program accountability and Adequate Yearly Progress (AYP).
q All data related to student eligibility will be maintained in the studentŐs permanent folder and the ESL department.
q A score of 35% or above on the Total Reading section of a nationally normed assessment, such as TCAP, is documentation that the student is proficient in English and the IPT will not need to be administered, unless other factors warrant the administration.
PROGRAM PARTICIPATION
The ESL program is designed to meet the educational needs of ELL students. The ESL curriculum provides for the development of English language proficiency skills in listening, speaking, reading, and writing. Primarily, the ESL curriculum guide emphasizes the development of competency in language acquisition. ESL services will be based on the studentŐs needs. The following guidelines are used in determining instructional services:
ESL Services:
q Will be delivered by a certified teacher assisted by an ESL consultant with English as a Second Language (ESL) endorsement. or a certified teacher pursuing the additional endorsement.
q Provided by an educational assistant will be under the supervision of an ESL consultant.
q Will be delivered during the regular school day, although supplemental support may include tutorials after school or summer school programs.
q For beginner or intermediate level ELL students will be provided daily, or if daily services are not possible, equivalent with approval by the State Department of Education.
The ESL department or ESL consultant will monitor grades and classroom success. ELL students are entitled to modifications in content and grading to the extent that they can be successful. If failing grades are given, documentation will be provided to determine that the language proficiency is not the cause. Students will not be failed based solely on language proficiency.
Parents of ELL students will be provided communication in a language they understand, to the extent practicable. TransACTŐs Translation Library will be used to access forms in 23 languages to allow for effective communication to parents.
STUDENT PLACEMENT AND SERVICES
ESL student identification and services will be based on the guidance provided in the Tennessee ESL Program Guide. As an initial step in placement the ESL consultant and Guidance Counselor will conduct a review of prior educational records. If the student is achieving at grade level and / or has a score at or above the 35th percentile on the total reading section of a standardized test such as the TCAP, they are classified as FEP (fluent English proficient). The IDEA Proficiency Test (IPT) will not be required and the student is placed at grade level in the regular classroom. If educational records or achievement test scores are not available, or the records indicate the student is not achieving on grade level, the district will administer the IDEA Proficiency Test (IPT) to determine appropriate level of services.
A Cumulative Profile sheet on each student who is assessed with the IDEA Proficiency Test (IPT) is placed in the permanent record and also a copy is kept with the ESL consultant and in the office of the ESL Coordinator. Current and/or past grades, if applicable, will be considered in the placement process. These services are offered as needed:
q Classroom observations by ESL consultant for the purpose of assisting the classroom teacher with modification of regular classroom assignments and tests
q Appropriate technology activities / other instructional activities
q Peer tutoring
q After-school and summer programs, if offered
q Parent involvement
q Other special programs / supplemental services for which the student qualifies, i.e., special education or Title I services, Gifted and Talented, and/or Vocational Education. Language proficiency will not be criteria for exclusion of these programs/services
q Monitoring academic progress of ELL students
q Appropriate alternative materials
The district has a policy that ensures age appropriate grade level placement and prohibits retention based solely on lack of English language skills. (Dyersburg School Board Policy 4.2071)
RESPONSIBILITIES OF PERSONNEL
DIRECTOR
¤ Enforces policies and regulations as established by the Board of Education
¤ Recruits certified ESL staff for program implementation
ESL COORDINATOR:
q Recommends, implements, and maintains program policies, procedures, schedules, and budgets
q Recruits certified ESL staff
q Ascertains that the goals and requirements of the program are met
q Supervises annual system-wide Home Language Survey of national origin minority students
q Supervises annual English proficiency testing, including ordering of testing materials, dissemination, development, and maintenance of records
q Monitors the progress of students after they have scored proficient on system assessments
q Coordinates ESL services with all other departments of the school system.
q Plans staff development activities in conjunction with the Supervisor of Instruction
q Meets regularly with program staff and other school system administrators
q Oversees the preparation and dissemination of program communications such as brochures, videotapes and newsletters
q Coordinates and disseminates project reports
PRINCIPAL:
q Ensures student enrollment forms, including the Home Language Survey, are completed for each student enrolling in the School and will be maintained in an accessible filing system
q Informs the ESL consultant serving the school of new arrivals
q Ensures that ELL students are provided appropriate ESL services
ESL CONSULTANT:
q Adheres to policies and regulations as established by the Board of Education and consultantŐs contract with the school system
q Assists with the identification of ELL students using appropriate assessment instruments
q Plans and assists with the implementation of ESL instruction based on diagnosed needs of each individual student
q Maintains records on each student identified as ELL
q Attends professional development for increasing knowledge of ESL strategies and methodology
q Provides information on ELL students to ESL Coordinator for state and federal agencies when requested
q Assists teachers in helping ELL students in understanding American culture and encouraging all students to understand other cultures
q Functions as a resource member of the local school staff
q Conducts in-service training for staff on ESL intervention and instructional strategies
REGULAR EDUCATION TEACHER:
q Communicates closely with the ESL consultant regarding the ELL studentŐs progress and class assignments
q Works collaboratively with the ESL consultant and coordinator and ELL studentŐs other teachers to insure ELL studentŐs educational plan is appropriate for AYP
q Provides mandated and appropriate English language instruction to the ELL student in accordance to state and national mandates and the studentŐs assessed needs and educational plan
q Provides to the ESL consultant required information for completing reports to state and federal agencies
q Takes advantage of staff development opportunities to increase understanding of ELL studentsŐ needs and to learn effective ESL strategies.
q Modifies tests and assignments when needed and appropriate.
TRANSITION AND EXIT
TRANSITIONAL ELL STUDENTS
Support services for transitional ELL students can take many forms, depending on the individual needs of the student. The Coordinator of the ESL program or the ESL consultant will monitor the studentŐs performance in the classroom by checking the studentŐs report card and test scores and by discussing each studentŐs progress with the classroom teacher. Students are offered other services as appropriate.
EXIT CRITERIA
Students will exit from ESL services based on proficiency in all areas of language- listening, speaking, reading, and writing. A variety of criteria will be used to document the studentŐs proficiency and will be provided to support the decision to exit a student from the program. The following criteria will be used as a program standard.
Criteria #1: Fluent and Competent levels on oral, reading and writing sections of the IDEA Proficiency Test (IPT). (In grades K-1, students must have scores of Orally Fluent, Early Reader, and Early Writer.)
Or
Criteria #2: Standardized test scores from the most recent assessment must be at, or above, the 35% in Total Reading and Total Language. (In High School, students must score passing on the English Gateway exam.)
And
Criteria #3: In addition to classroom grades, the recommendation of the regular education teachers and ESL Teacher must be provided to support the studentŐs ability to succeed in the mainstream.
And
Criteria #4: Approval of the ESL Coordinator
The decision of an IEP team, with an ESL Consultant included, may override the above criteria. This decision must be documented and provide evidence that exiting from the ESL program is in the childŐs best interest.
ELL students will be monitored for 2 years after meeting exit criteria. These are considered transitional years to ensure grade level success. The first monitoring year the ELL student is classified as T1 (transitional 1), and the second monitoring year the student is classified as T2 (transitional 2). These two additional years will allow the student to be counted as ELL for district reporting. If indications arise that the T1 or T2 ELL student is not being successful, then support services will again be offered, based on student needs. Services could be limited to a specific content area, or the student could be offered ESL Program services again, if necessary.
PROGRAM EVALUATION
The Dyersburg ESL Program will be evaluated annually in the following ways.
1. Number of ELL students who have made AYP and/or increased language proficiency to the fluent proficient level.
2. Number of ELL students who are being successful in the mainstream.
3. Follow up of exited ELL students.
4. Survey of teachers to assess staff development, instructional, and alternative materials needs.
5. Survey of parents of ELL students to determine satisfaction of studentsŐ progress in learning the English language.
6. Ability to retain quality certified ESL staff to assist with implementation of ESL program
The Dyersburg ESL Program will be evaluated in the above ways to insure:
q All students are eligible to enroll regardless of immigrant status
q If a student does not have a social security number, a pin number is assigned
q Our district has effective procedures to identify and assess students who have a primary or home language other than English
q An annual needs assessment is conducted with all appropriate personnel and support staff providing input to aid in determining program effectiveness and to identify areas of need
q Our district maintains a database (See Attachment B) containing information on students who have a primary or home language other than English which includes:
¤ Date of Entry
¤ Grade level
¤ Home Language
¤ Current School
¤ Achievement test data
¤ IPT Proficiency Level
¤ Supplemental Programs participation
¤ Report Card grades
¤ ELL Exit Status
¤ Name of contact regular classroom teacher
PROGRAM MONITORING
Our district annually completes the state LEP survey, which reports the number of ELL students being served by each school. This information is used to determine the staffing necessary to meet the needs of ESL students for each school year.
Our district will communicate important school information to ELL parents in a language that they can understand, to the extent practicable. TransACTŐs Translation Library can be used to provide language communication support to parents who speak a language other than English.
Our district has a procedure whereby the parents or legal guardians may waive alternative language services for their child. Our district informs the parents of the potential educational implications of waiving these services.
Students, who are no longer eligible because of proficiency in English, or those who never qualified for ELL status, will be reported to the state department of education as Non-English Language Background (NELB) on the annual data collection survey. Grades, academic progress in English and content areas, retention rates, drop-out rates, participation in other programs, graduation rates, and performance on state assessments will all be monitored and/or reported.
Any deficiencies found in providing adequate language support services will be corrected and a timeline for implementation provided.
Attachment A
HOME LANGUAGE SURVEY
Dyersburg City Schools
To Parents of Dyersburg City School Students:
Please circle correct answer:
Is English the primary language spoken by this child? Yes or No
Is English the primary language spoken by the parent? Yes or No
Is studentŐs primary language spoken by childŐs friends? Yes or No
ChildŐs name: Teacher:
Parents, thank you for providing this information. Please turn this form in to childŐs teacher. This information will help up provide appropriate services to all students.
Teachers, please turn these forms in to the principalŐs office
HOME LANGUAGE SURVEY
Dyersburg City Schools
To Parents of Dyersburg City School Students:
Please circle correct answer:
Is English the primary language spoken by this child? Yes or No
Is English the primary language spoken by the parent? Yes or No
Is studentŐs primary language spoken by childŐs friends? Yes or No
ChildŐs name: Teacher:
Parents, thank you for providing this information. Please turn this form in to childŐs teacher. This information will help us provide appropriate services for all students.
Teachers, please turn these forms in to the principalŐs office.
Attachment B
DYERSBURG CITY SCHOOL SYSTEM
English Language Learner (ELL) Student Information
This form should be completed on each ELL student each school year.
School Year: 200 - 200
Student is: in ESL Program Transition 1 Transition 2
StudentŐs Name & Sco Sec #: DOB:
School: Grade: Contact Teacher/s:
Date of Entry: Date of Exit from ESL Program:
Entered from: Native Language
School/City/State/Country
Parents Name & Address:
Parent Place of Employment: Phone: Hm Wrk
Please list the special services or programs the students participates in:
ASSESSMENT DATA
Achievement Test: (For grades K-8) Proficient Yes No
Date
Given
Comments
MNP Score Total Reading Total Language
Total
Read/Total Lang
English
Gateway
(For Grade 9-12) Proficient Yes
No
Date Given Comments
Score
IPT
Test (To be given until student
scores English Proficient) Proficient Yes
No
Date
Giiven Pre Test Date: Post Test Date:
Score Oral Reading Writing Oral Reading Writing
Report
Card
Grades in all Language Arts Subjects: Reading, English and Spelling
Grading
Period 1st
Period Date 2nd Period Date 3rd Period Date: 4th
Period Date:
Grades Reading English Spelling Reading English Spelling Reading English Spelling Reading English Spelling
ESL Consultant/Teacher Signature: Date
This form to be completed, copied, and filed by ESL Consultant/Teacher.
One copy to studentŐs Permanent Record. One copy to ESL Consultant/Teacher.
One copy to ESL CoordinatorŐs Office. One copy to studentŐs regular classroom teacher when appropriate.
Dyersburg School System/ELL Student Info Form/ 2003/A. Thompson