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Process for Identifying English Learners

Process for Identifying English Learners. Rowland Unified School District Program Specialist/ LD Meeting September 10, 2012. Process for Identifying. Parent enrolls child, completes Home Language Survey (HLS), and indicates a language other than English (first three lines)

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Process for Identifying English Learners

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  1. Process for Identifying English Learners Rowland Unified School District Program Specialist/ LD Meeting September 10, 2012

  2. Process for Identifying • Parent enrolls child, completes Home Language Survey (HLS), and indicates a language other than English (first three lines) • Once a HLS is on file it is not necessary for parents to complete again upon enrollment at another school

  3. Process for Identifying • Student is administered the CELDT to determine English Language proficiency level

  4. What is the CELDT Test? • A state-mandated English language proficiency assessment that is administered to: -Newly enrolled students whose primary language is not English and ELs as an annual assessment • Students may not be exempted from testing

  5. Process for Identifying • English Learner A student whose primary language is other than English, and has limited proficiency in listening, speaking, reading & writing as measured by the CELDT • Primary language test given • Initial Fluent-English Proficient (IFEP) A student whose primary language is other than English, but demonstrates proficiency in listening, speaking, reading and writing as measured by CELDT • No further testing is required

  6. Process for Identifying • If the student scores at CELDT level 1-3, administer the primary language (L1) assessment to determine L1 proficiency • Spanish : use IPT • Other languages: Primary language assessment form

  7. Enrollment Process • Intake • Meet annually with office staff to review enrollment procedures • Parent completes HLS • Provide parents MP information (brochure) • Parent selects instructional program • Student tested • Parent Notified • Informing Parents • Schedule parent meetings • Meeting announcements in language parents understand • Maintain records of flyers, agendas, minutes & sign-ins

  8. Informing Parents • Informational meetings must be scheduled at the beginning of each year and multiple times throughout the year to share information with parents of ELs • Master Plan Instructional Program Options • Parental rights to select an instructional program for their child • Procedures for requesting a Parental Exception Waiver

  9. Informing Parents • Master Plan-related information is to be shared with parents during: The enrollment of a child Kindergarten Orientation/Enrollment Back-to-School Night ELAC meetings Office/school visits Parent brochure must be easily accessible to parents in the Main Office IEP meeting

  10. Identifying ELs • Reasonable Doubt The following indicators may be used: Parent needs interpreters Parent speaks to their children in the primary language Students initiate interaction with their parent in the primary language Parent hesitates unduly in responding to the first three questions of the HLS A caregiver of the student speaks a language other than English

  11. Identifying ELs • Documenting Reasonable Doubt A discussion with the parent should take place when there’s reasonable doubt of a student’s English-only status If the HLS is amended, the parent can initial and date If the conversation with the parent results in a disagreement about the accuracy of the responses or language exposure of the student, then a note should be made on the HLS that parent was informed of the doubt and that testing was initiated Document “reasonable doubt” on the student’s cumulative record

  12. Identifying ELs • Parent is provided: An oral description of the different instructional options in the primary language, if possible A copy of the Instructional Programs for English Learners Parent Brochure Information regarding their right to request an Alternative Program using the Parental Exception. WaiverParents must be informed of ALL program options in an accurate, unbiased manner

  13. Parent Exception Waivers • If a parent selects an Alternative Program, the: Parental Exception Waiver must be completed School is obligated to grant/not grant the selection and must respond to the parent’s request within 20 days Timelines must be adhered by schools for students initially enrolled: If the student is under 10 years of age, there is a 30 day waiting period before the student is placed If the student is over 10 years of age, the student can immediately be placed in an Alternative Program

  14. Identifying ELs • Title III (Federal law) requires that a student be tested for English language proficiency within 30 calendar days after the initial date of enrollment • If a student enrolls during the school year, the timeline is reduced to 2 weeks • The initial CELDT must be hand-scored in order to obtain “unofficial” assessment results

  15. Parent Notification • The initial CELDT must be hand-scored to obtain “unofficial” results (until official results are received by the test vendor) • Parent is notified of language proficiency results using the Initial Parent Notification of Language Test Results document completed using data from: Hand-scored CELDT results Primary language assessment results (scored by school)

  16. Identifying ELs • If a student’s language classification changes after the CELDT results are uploaded into Aeries, parents are to be notified of this change with the Notification of Assessment Results and Placement (final not preliminary). • This should be done after official CELDT scores come in

  17. Important • A student’s LEP status (English learner) does not change by enrolling in another school within California or the District. • The initial HLS on file is the “official” HLS • Students who attends Transitional Kindergarten (TK) are NOT reassessed in kindergarten for English language proficiency

  18. SEI- Instructional Program • Goals of program Acquire English as rapidly and effectively as possible Learn English first for the purpose of later learning grade-level content • Essential Components 1.English Language Development (ELD): provides language acquisition opportunities for ELs to learn the academic English necessary to meet grade-level standards 2.Access to the Core Curriculum: provides special teaching methods and accommodations to assist ELs in meeting grade-level content standards

  19. SEI • Includes students at ELD levels 1-4 • Teacher provides: Standards-based ELD instruction Differentiated, standards-based grade-level instruction to ensure access to core content Content-based ELD Specially Designed Academic Instruction in English (SDAIE) L1 support, including L1 materials

  20. Dual Language- Instructional Program • Goals of program Academic proficiency in a the primary language Academic language proficiency in a second language Academic achievement in all subject areas Appreciation for cultural diversity • Essential Components 1.Students of various languages and language proficiencies are mixed in the same classroom 2.Students receive instruction in two languages –English and the target language

  21. Dual Language • Includes ELs and English-proficient students (EOs and IFEPs) • Teacher must provide differentiated instruction to ensure access to grade-level core instruction in English and the target language • L1 Instruction • SDAIE

  22. Dual Language • Requires the parent to appear in person annually to request a Parental Exception Waiver • A Parental Exception Waiver request is required for EL students only

  23. Mainstream-Instructional Program • Goals of program Achieve and maintain grade-level proficiency in the core content subjects taught in English • Essential Components 1.Instruction is designed for native English speakers 2.Reasonably fluent ELs (ELD level 5) are placed in Mainstream English programs and provided grade-level instruction in English

  24. Mainstream • Includes EO, IFEP, RFEP and ELD level 5 students • Teacher provides: Standards-based ELD to learn/improve academic English skills Differentiated, standards-based grade-level instruction for ELs to ensure access to core content Content-based ELD (ELD levels 1-3) SDAIE (ELD levels 3-5) L1 support (provided by a bilingual Teacher Assistant for ELD levels 1-4)

  25. Mainstream • Withdrawal from SEI or Alternative Programs 1.If the parent is requesting a withdrawal from SEI or an Alternative Program, the parent must schedule a conference to discuss 2.Parent must submit a hand-written letter requesting that their child be “withdrawn”

  26. Organization of ClassesAll Programs • All teachers assigned to teach ELs must be appropriately authorization • All school sites must organize classes to ensure the instructional needs of ELs are being met • The organization of classes is determined by: Instructional program selected by parents Language proficiency and academic needs

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