LEA ESL DISTRICT PLAN TEMPLATE 6 2011 LEE COUNTY FOR 2011 2012 by 5pu6vf

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									      Section I Coversheet, Assurances, Signature Page
      EL District Plan                             Local Education Agency (LEA) Name:
      Cover Sheet                                  Lee County Schools
      LEA Contact for ELs:
      Name: Eddie Clark                            Signature:

      Position and Office:                         Email Address:
      Director of Federal Programs                 clark.eddie@lee.k12.al.us
      Telephone:                                   Fax:
      334-705-4151                                 334-745-5014


                LEA COMPREHENSIVE ENGLISH LEARNER
                 LEE COUNTY SCHOOLS DISTRICT PLAN
Section A: Introduction and Educational Theory and Goals
        An ELL program designed to identify language minority students and to meet the language
acquisition and educational needs of students identified as English language learners (ELL) will be
implemented in all Lee County Schools.

The LEP/ELL definition includes students with a wide range of education with respect to learning
English as a second language (ESL). Examples include the following types of students:
    Children of recent immigrants who speak no English and who have had no formal training in
       written language
    Children of highly-educated immigrants who have had formal training in English during
       formal schooling
    United States born children whose primary language is not English and who have had limited
       formal education through English language.

        The goal of the ELL program is to provide English language learners with genuine and
practical opportunities to develop English proficiency and to learn and demonstrate achievement of
the state’s content and student performance standards that are expected of all students. The ultimate
goal is for these students to graduate from high school. Lee County Schools does not exclude from
participation in or deny the benefits of any school program or educational activity on the basis of
surname or language minority status.

DEFINITION OF LIMITED-ENGLISH PROFICIENT
Taken from the No Child Left Behind Act of 2001, S.9101, 25, of Title IX:

“(25) LIMITED ENGLISH PROFICIENT – The term ‘limited-English proficient’, when used with
respect to an individual, means an individual –
    (A) Who is aged three through 21
    (B) Who is enrolled or preparing to enroll in an elementary school or secondary school
    (C) (i) who was not born in the United States or whose native language is a language other than
        English;
        (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas;
        and
           (II) who comes from an environment where a language other than English has had a
           significant impact on the individual’s level of English language proficiency; or
        (iii) who is migratory, whose native language is a language other than English, and who
       comes from an environment where a language other than English is dominant; and
   (D) Whose difficulty is speaking, reading, writing, or understanding the English language may be
       sufficient to deny the individual –
       (i)     the ability to meet the State’s proficient level of achievement on State assessments
               described in Section 1111(b)(3);
       (ii)    the ability to successfully achieve in classrooms where the language of instruction is
               English; or
       (iii) the opportunity to participate fully in society.”

LEGAL CASES RELATING TO ENGLISH LANGUAGE LEARNERS
Lau vs. Nichols
A suit filed by Chinese parents in San Francisco in 1974 led to a landmark Supreme Court ruling that
identical education does not constitute equal education under the Civil Rights Act. The ruling
requires school districts to take “affirmative steps” to overcome educational barriers faced by non-
English speakers (Lyons, 1992)

Plyler vs. Doe
The Supreme Court ruled in Plyer v. Doe [457 U.S. 202 (1982)] that undocumented children and
young adults have the same right to attend public schools as U.S. citizens and must attend until they
reach mandated age. In addition, the court ruled that public schools may not:
     Deny admission to a student during initial enrollment or at any other time on the basis of
        undocumented status
     Treat a student disparately to determine residency
     Engage in any practice to “chill” the right of access to school
     Require students or parents to disclose or document their immigration status
     Make inquiries of students or parents that may expose their undocumented status
     Require social security numbers from all students, as this may expose undocumented status

Castaneda vs. Pickard
In 1981, in the most significant decision regarding the education of language-minority students since
Lau v. Nichols, the 5th Circuit Court established a three-pronged test for evaluating programs serving
English language learners. According to the Castaneda standard, schools must:
     Base their program on educational theory recognized as sound or considered to be a
       legitimate experimental strategy;
     Implement the program with resources and personnel necessary to put the theory into
       practice; and
     Evaluate programs and make adjustments where necessary to ensure that adequate progress is
       being made. [648 F. 2d 989 (5th Circuit, 1981)].

Section B: Identification and Placement Procedures
   1) Procedures for implementing the EL Advisory Committee
       The ELL advisory committee shall be a “sub-committee” of the Federal Programs Advisory
       Council. The committee shall address program needs, assessments, parental involvement
       programs, budgeting, professional development needs, evaluation and development/revision
       of the comprehensive ELL plan. The committee shall include central office administrators,
       assessment specialists, school administrators, school counselors, teachers, community/parent
       representatives, and ESL staff. The system-wide ELL coordinator shall review the most
       current State Department: English Language Learners (ELL) Policy and Procedures Manual
       for all requirements that must be included in the district plan. The ELL coordinator, along
       with any ESL program staff and technical assistance from the State Department of Education:
       Federal Programs Section, shall ensure that all required components for a district plan are
         incorporated and address in a template “DRAFT” format. Recommendations, comments and
         input for revisions and program development/expansion shall then be soliciated from ESL
         program personnel, regular education teachers/administrators, central office personnel,
         community/extended day programs, and parents of ELL students. After addressing all the
         recommendations, comments and input, a revised “DRAFT” shall be presented to the Federal
         Programs Advisory Council for review and final comment. Upon completion of final review
         from the Federal Programs Advisory Council, the ELL Plan shall be submitted for board
         approval.
             The system-wide ELL coordinator shall review the most current State Department:
         English Language Learners (ELL) Policy and Procedures Manual for all requirements that
         must be included in the district plan. The ELL coordinator, along with any ESL program staff
         and technical assistance from the State Department of Education: Federal Programs Section,
         shall ensure that all required components for a district plan are incorporated and address in a
         template “DRAFT” format. Recommendations, comments and input for revisions and
         program development/expansion shall then be soliciated from ESL program personnel,
         regular education teachers/administrators, central office personnel, community/extended day
         programs, and parents of ELL students. After addressing all the recommendations, comments
         and input, a revised “DRAFT” shall be presented to the Federal Programs Advisory Council
         for review and final comment. Upon completion of final review from the Federal Programs
         Advisory Council, the ELL Plan shall be submitted for board approval

    2) Methods for identification and placement
ENROLLMENT POLICY
        All language-minority students shall be allowed to enroll and attend school, regardless of
their ability to produce a birth certificate, social security number, or immigration documentation. In
the absence of a social security number, a temporary social security number shall be assigned.
Application forms shall be made available for parents to obtain a social security number. If needed,
the system-wide social worker and/or ELL personnel will work with the family to begin the
immunization series at the public health department.

                                   Limited English Proficient Education Enrollment Policy
         It shall be the policy of the Lee County Board of Education that all limited English proficient students shall be
enrolled immediately regardless of ability to provide required registration documents. A school shall not deny, delay or
revoke enrollment of a limited English proficient student.
              A. Students without a social security number will be assigned a nine digit number as directed by the
                   attendance officer. Students shall not be required to obtain a social security number as a prerequisite
                   for enrollment or maintaining enrollment in a Lee County School
              B. Each school where a limited English proficient student is enrolled shall contact the system-wide social
                   services caseworker to assist a student and/or family to maintain enrollment in school.
              C. Each school where a limited English proficient student is enrolled shall contact the Health Services
                   Director for assistance in obtaining a record of immunization.
              D. Each school where a limited English proficient student is enrolled shall contact the transportation
                   director for assistance in assuring the student has transportation to and from school each day. The
                   student shall not be directed to a separate school due to limited English proficient status.
              E. Each school where a limited English proficient student is enrolled shall work with the grade
                   level/department team, counselor(s), and the RtI:Problem Solving Team (PST) to ensure “in school”
                   success and attendance. They shall monitor success on a weekly basis, with the progress report, with
                   the report card, and with all state assessments.
              It shall be the policy that any dispute regarding enrollment of limited English proficient children and youth
              be directed to the Coordinator of the Title III Program for review and resolution. Appeals to the resolution
              may be directed to the State Department of Education: Federal Programs Section, Title III Program at
              334-242-8199.
HOME LANGUAGE SURVEY
        English Language Learners shall be identified at the point of enrollment. A Home Language
Survey shall be completed (Appendix A), as a part of the registration process, for every student who
registers for enrollment in a Lee County School. The assistance of a translator shall be used to
complete the survey if appropriate. Upon completion of the survey, it shall become a part of the
student’s permanent record. There is an optional Enrollment Interview form (Appendix B), which
may be used as a guide to solicit further pertinent information at the time of enrollment/registration.

       If all the responses on the Home Language Survey indicate that English is the only language
used by the student and individuals in the home, the student is considered an English-only speaker.
Those students would then be placed in the general school population. No further ELL paperwork
would need to be completed.

INITIAL LANGUAGE PROFICIENCY ASSESSMENT AND PROGRAM
PLACEMENT
         Any student for whom the response to any of the questions on the Home Language Survey
indicates a language other than English is considered a language-minority student. If any response
on the Home Language Survey indicates the use of a language other than English by the student or
an individual in the home, further assessment must be conducted to determine the student’s English-
language proficiency level. The presence of a language other than English does not automatically
indicate that the student is not a competent and proficient speaker of English. Initial assessment of
English language proficiency shall be conducted to determine the level of English proficiency and to
facilitate appropriate instructional and program placement decisions.

        If a student enrolls before the date that the school year begins, the English-language
proficiency assessment, a state-approved assessment, shall be conducted within 30 days. If the
student enrolls after the beginning date of the school year, the English-language proficiency
assessment shall be conducted within 10 days.

        Within 2 days of enrolling a language-minority student, the school secretary and/or the
school-level ELL representative shall fax a copy of the Home Language Survey to the Central
Office: ESL Program Coordinator. The assessment shall be completed by ELL certified personnel
following established criteria described below. The assessment results will be returned to the
principal and school-level ELL representative.

       Language-minority students shall be assessed for English proficiency in language
development-listening, speaking, reading, and writing-as well as comprehension to ensure language
needs are properly identified and addressed through our educational programs.

        To determine if a student needs ELL services, the W-APT (WIDA-ACCESS Placement Test)
will be administered to students in grades kindergarten through twelve. Scoring Guidelines:
    1. Students scoring an overall composite score of 3.9 or below shall be identified as limited-
        English proficient and shall require placement in an English language instruction education
        program.
    2. Students scoring an overall composite score of 4.0 or above may be identified as limited-
        English proficient and may benefit from placement in an English language instruction
        educational program. Further assessment of the student’s English language proficiency shall
        be completed to determine placement.
Examples of additional assessments for consideration with placement decisions:
 Use this list for ideas: it is not comprehensive list.
 Reading                                         DIBELS, Story retelling using grade-level
                                                 text, Miscue analysis, previous reading
                                                 assessment score, Cloze tests.
 Writing                                         Writing samples, free composition, journal
                                                 writing, dictation.
 Listening                                       Following directions using a range of
                                                 sentence complexity (from simple to
                                                 complex), natural conversations.
 Speaking                                        Oral language sample, story retelling,
                                                 personal interviews
 Other                                                 Review student’s cumulative folder
                                                         from previous schools (if possible)
                                                         for information on test results from
                                                         various assessment tools
                                                       Classroom performance
                                                       Interviews with classroom teachers.
                                                       Information from basal programs &
                                                         assessments

        In general, students may be categorized as non-English proficient, limited-English proficient,
or fluent-English proficient. Students classified as anything other than fluent-English proficient are
considered to be English language learners (ELL). Those students will be provided services through
the ELL program. The school level ELL Committee will determine the specific services. These
services will be detailed in a written ELL Plan (Appendix C).

        Students who re-enter the program based on poor academic performance, a poor score on the
English language proficiency test, or a reading score on a state assessment that does not meet the
standard (Level III) are required to receive ELL services. Any student who has re-entered will not
be classified as “Former LEP” until they have again scored proficient on the State English language
proficiency test for two consecutive years and achieved Level III on the grade level appropriate
reading portion of a state assessment.

ENGLISH LANGUAGE LEARNER COMMITTEE
The students’ level of English proficiency shall be reviewed by the ELL Committee. Each student
designated as ELL shall have an individual English Langauge Plan (I-ELP) which shall be updated
annually until the student achieves Former LEP (FLEP) status. The committee shall be made up of:
                         1. An administrator – the principal or designated representative, such as the
                             assistant principal;
                         2. ELL Program personnel
                         3. The school counselor;
                         4. One or more of the student’s current teachers;
                         5. The parent(s) of the student;
                         6. Special services – speech pathologist, special education teacher, gifted
                             teacher, when deemed necessary
                         7. A translator, if needed (Note: Sources for translation may include fluent
                             high school students from a foreign language class, students from
                             Auburn University, faculty from Auburn University, personnel from Fort
                             Benning, documents from TransACT, etc.)
                         8. Other interested parties who have knowledge of the student,
The ELL Committee shall complete the following responsibilities:
      1. Ensure full consideration of each student’s language background before placement in an
          English language instruction education program.
      2. Ensure implementation of systematic procedures and safeguards related to
          appropriateness of identification, placement, assessment, instructional and support
          programs, and program exit.
      3. Designate the instructional placement of each ELL student.
      4. Give notice to parent in writing or with the use of an interpreter that the child has
          qualified for ELL placement.
      5. For each student identified as ELL, the committee shall develop an individualized ESL
          Plan, within 10 days of notice of eligibility, which is based on scientifically research-
          based programs. (See Appendix C). The plan shall include the accommodations needed
          (if any) for participation in all Alabama state assessments. The plan will also indicate
          accommodations, as appropriate, to be made in general education, grading, and/or the
          ESL program.
      6. Train all appropriate personnel on student’s ESL plan for proper and consistent
          implementation.
      7. Recommend the participation of eligible ELL students in any other local, state, or
          federally funded program.
      8. Distribute to teachers, collect, and submit to the ELL Coordinator progress reports
          following the district’s adopted schedule for report cards/progress reports.
      9. For each student with an ESL Plan, the ELL Committee will review the student’s
          progress mid-year and make any adjustments necessary to the student’s ESL Plan. The
          ELL Committee will also review the student’s progress prior to the end of the year and
          will develop a plan for the next school year. For students transitioning to the next-school,
          personnel from the next school will be included in the ESL Plan development.
      10. Convene as needed to discuss changes or adjustments in the ELL’s instructional services.
      11. Ensure the I-ELP describes how the school will communicate with the student’s parents
          in their native language.
      12. Determine and record the date of placement into the ESL program. Reclassify and
          recommend for exit when ELL students become proficient in English.
      13. Monitor the academic progress of students who exit the ELL program for a minimum of
          two years. Students who are not academically successful shall be reclassified as ELL on
          approval of the ELL Committee and recommended for any remediation program that
          meets their needs.
      14. Make recommendations to school decision-makers on professional development for staff
          and parents regarding student success.

It is the principal’s responsibility to ensure that the ELL Committee carries out its responsibilities for
students identified as LEP/ELL.

PARENT NOTIFICATION
Not later than 30 days after the beginning of the school year, each school shall provide notification
to parents of ELLs identified for participation in an English language instruction educational
program of:
    1. Reasons for the identification
    2. Student’s level of English proficiency – how level was assessed and status of academic
        achievement
    3. Method of instruction used in the program
    4. How the program will meet the educational strengths and needs of the student
   5. How the program will specifically help their child learn English and meet age-appropriate
      academic achievement standards for grade promotion and graduation.
   6. Specific exit requirements for such programs, expected rate of transition from such program
      into the regular education classroom, and the expected rate of graduation from secondary
      school.
   7. In the case of a student with a disability, how the program meets the objectives of the IEP of
      the child.
   8. Information pertaining to parental rights that includes written guidance detailing rights of
      parents to have their child immediately removed from supplemental Title III programs upon
      request, options that parents have to decline to enroll their child in such supplemental Title
      III programs or to choose another program or method of instruction if available, and various
      programs and methods of instruction if more than one program or method is offered.

Shall separately inform a parent, or the parents of a child identified for participation in the program,
of the failure of the child’s school (that is using Title I or Title III funds to provide a language
instruction educational program) to make progress on the annual measurable achievement objectives
(AMAOs) for any school year not later than 30 days after such failure occurs. If the student enrolls
in school after the beginning of the school year, the parents will be notified of the failing school’s
language instruction educational program within two weeks of the student being placed in such a
program. Parent notifications shall be communicated in a language and/or manner that the parents
can understand.

        For students not identified for participation in an English language instruction educational
program prior to the beginning of the school year, the LEA must carry
out the parent notification requirement within two (2) weeks of the student being
placed in such a program.

   3) Procedures for exiting students from the ESL Program and monitoring progress

In order to exit the English language instruction educational program, the student must achieve a
composite score of 4.8 on the ACCESS (Assessing Comprehension and Communication in English
State-to-State for English Language Learners) test. The school EL Contact Person will notify the EL
Coordinator of any student exiting using the EL Program Exit Form (Appendix D). Students
achieving this score will be monitored for the next two school years by the school-level EL
committee to ensure they remain successful academically and socially. Students may be readmitted
to the English language instruction educational program based on the monitoring and upon
recommendation of their EL committee, if a need is indicated during that two year period.

TRANSITION & MONITORING OF PROGRESS
        After exiting the program, the first follow-up review shall be conducted within the first two
weeks. The purpose of this review is to verify that the student can function academically and
socially in the regular education program. Monitoring will continue for the next two years.

For the first academic year Lee County Schools will monitor progress through the use of ELL
Progress Reports and ELL Report Cards. The school ELL designee will distribute and collect the
ELL Progress Reports/Reports Cards form to the student’s teachers to:
    Find out if the student is adjusting and succeeding academically.
    Verify that the student is sustaining the criteria used to exit from the ESL Program.
    Identify any academic or other needs.

For the second years each school will continue to assist with transition. Each school will assign a
faculty advisor to the student. The faculty advisor will review data at the end of each semester. This
may include periodic conferences, review of educational progress, addressing individual student
concerns/questions. Issues that may need to be addressed include participation in clubs, athletics, or
other extra-curricular activities; community opportunities; job postings for high school students;
assisting student in preparation for job interview; or any other support needed.

Progress monitoring may include (see Appendix E, ELL Progress Reports/Report Cards).
    Review of grades.
    Review of formal and informal student assessment results.
    Review of student work sample.
    Interviews with the student.
    Interviews with the student’s parent(s) or guardian(s).
    Copies of progress report or report card.

Students who are exited from ESL services shall be placed on monitoring status for two academic
years. During the monitoring time, the ESL teacher and the classroom teacher shall communicate at
least once each nine week period during the first year (FLEP Monitoring Year 1), and at least once
each semester during the second year (FLEP Monitoring Year 2), to ensure that the exited student is
successfully functioning in the mainstream without ESL support.

Upon successful completion of two years of monitoring, ELLs shall be classified as Former Limited-
English Proficient (FLEP) and no longer included in the ESL program.

Section C: Programs and Instruction
   1) Programs and activities that will be developed, implemented, and administered to ensure
       ELs acquire academic language as part of the core ESL program
Comprehensive Needs Assessment
Lee County Schools shall conduct a comprehensive needs assessment on an annual basis. The
system shall collect and analyze data from the following sources: Federal Programs: Consolidated
Application Needs Assessment (eGAP), AMAOs, ELL student performance on report cards,
subgroup performance on state assessments, Teacher input, Parent input, Student input (when age
appropriate).

Program Section
Lee County School’s ESL Programs will employ one of four approaches outlined below.
Elementary Schools
     Content Based ESL Instruction – This approach to teaching English as a second language
       makes use of appropriate instructional materials, learning tasks, and classroom techniques
       from academic content areas as the vehicle for developing language, content, cognitive and
       study skills. English is used as the medium of instruction (Crandall, 1991).
     ESL Pullout – A program in which LEP students are “pulled out” of regular, mainstream
       classrooms for special instruction in English as a second language (Baker, 2000).
    Secondary Schools
        Sheltered Instruction – In the sheltered classroom, teachers trained in sheltered
           instruction use simplified language, physical activities, visual aids, and the environment
           for concept development in mathematics, science, social studies, and other subjects.
           The ultimate goal is accessibility for ELL’s to grade-level content standards and
           concepts while they continue to improve English language proficiency.
        Structured Immersion – In this program, language minority students receive all of their
           subject matter instruction in their second language. The teacher uses a simplified form
              of the second language. Students may use their native language in class; however, the
              teacher uses only the second language (Snow, 1986). The goal is to help minority
              language students acquire proficiency in English while at the same time achieving in
              content areas.
The specific services (in the regular classroom or resource setting) will be determined by the ELL
Committee based upon individual student needs and will be written into an ESL Plan. The ESL Plan
will contain the following, at a minimum:
     A goal/objective in each of the four language domains—Listening, Speaking, Reading, and
        Writing.
     A decision regarding the student’s need for accommodations for participating in the state
        mandated assessments, if needed.
     Specific services, activities, accommodations or modifications to be implemented to meet
        goal/objectives.
     Suggestions of activities/ideas for parents to implement at home to increase their student’s
        English proficiency and academic achievement.
     Documentation of progress toward mastery of English proficiency and academic
        goals/objectives (Year 2 and beyond).
        The current staff (professional and paraprofessional) in each school, and volunteers
(interpreters, translators, Auburn University student tutors, etc.) when available and appropriate, will
be utilized to provide services. Professional development activities for the staff and volunteers will
be recommended by the ELL Committee. Each school’s principal will be responsible for providing
the necessary professional development opportunities, as well as other resources (e.g., special
instructional materials, software, etc.). The acquisition of additional materials will be the school’s
responsibility.

       The ESL coordinator will apply for Title I-C and Title III funds.

                         RECORD KEEPING REQUIREMENTS
       Each school will maintain the following information on each student identified as LEP:
      Assessment data (standardized tests taken, scores, and dates). Home Reports for these
       assessments will be provided for parents. If needed, the Lee County Schools will provide
       translators/translation. These Home Reports are to be sent home with the first Progress
       Report of the academic year.
      Academic data (courses taken, grades, attendance, promotion/retention).
      Entry date into local school system.
      Years of schooling in home language.
      Educational history.
      Results of sight and hearing tests.
      Physical conditions that may affect learning.
      Classroom observations and anecdotal records by teachers.
      Enrollment history and criteria for placement in special services (ESL services, speech
       therapy, special education, gifted, other)
      Copy of ELL Plan (One copy of the plan will be forwarded to the system ELL Coordinator to
       be kept on file).
    2) How the ESL program will ensure that ELs develop English proficiency
ELLs are a diverse group of students whose personal, cultural, and educational backgrounds differ
significantly, and thus require instruction that meets their particular needs. Like all students in Lee
County, ELLs must be provided with access to the Alabama course of study with district curriculum,
but require different instructional pathways to master those standards.

ELLs shall receive instruction that makes content comprehensible, which accelerates acquisition of
academic language proficiency and literacy. Appropriate instructional support to increase academic
English and achievement shall include an adequate amount of pre-activities and modeling , access to
reading material in their native language for classroom and homework assignments, availability of
bilingual books (both fiction and nonfiction), meaningful hands-on activites that contextualize
abstract concepts, and use of their native language in writing and speaking activities (even if the
teacher does not know this language). “Any modifications of instruction that depends on supports to
bolster the students’ access to meaning” (Gottlieb, 2006) is considered a classroom accommodation.
As the ELL attains fluency in English, fewer variations or accommodations in classroom activities
will be necessary.

ELLs shall simultaneously learn English and content. The WIDA ELP Standards shall be utilized to
facilitate the design of language development objectives that support, guide, and develop content
knowledge and skills at the appropriate level of English proficiency. Educators shall go beyond
teaching ELLs survival English by developing their academic English through the context of all
content areas.

Students who are acquiring a new language shall be supported as they progress through the five
stages of language development (entering, beginning, developing, transitioning, and bridging) until
they attain English proficiency. Implementation of WIDA ELP standards in the classrooms of Lee
County Schools shall provide ELLs with meaningful access to local curriculum as they progress
through the stages of language acquisition. (WIDA ELP Standards can be accessed by reviewing
Appendix A, Online Resources, Item 10)

    WIDA LANGAUGE PROFICIENY LEVELS AND PERFORMANCE DEFINITIONS
 At the given level of English language proficiency, English language learners will process, understand, produce, or
 use:
 5-                      The technical language of the content area
 Bridging                A variety of sentence lengths of varying linguistic complexity in extended oral or written
                             discourse, including stories, essays, or reports.
                         Oral or written language approaching comparability to that of English proficient peers
                             when presented with grade level materials.
 4-                      Specific and some technical language of the content areas.
 Expanding               A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple,
                             related paragraphs
                         Oral or written language with minimal phonological, syntactic, or semantic errors that do
                             not impede the overall meaning of the communication when presented with oral or written
                             connected discourse with occasional visual and graphic support.
 3-                      General and some specific language of the content areas
 Developing              Expanded sentences in oral interaction or written paragraphs
                         Oral or written language with phonological, syntactic, or semantic errors that may impede
                             the communication but retain much of its meaning when represented with oral or written,
                             narrative or expository descriptions with occasional visual and graphic support.
 2-                      General language related to the content areas.
 Beginning               Phrases or short sentences
                         Oral or written language with phonological, syntactic, or semantic errors that often impede
                             the meaning of the communication when presented with one to multiple-step commands,
                             directions, questions, or series of statements with visual and graphic support.
 1-                    Pictorial or graphic representation of the language of the content areas.
 Entering              Words, phrases, or chunks of language when presented with one-step commands,
                        directions, WH-questions, or statements with visual and graphic support.

Each school has a Continuous Improvement Plan (CIP). A data analysis of ACCESS scores is
completed annually and is included in each school level CIP. Each CIP has a page devoted to ELs.
Progress monitoring is completed through LEA adopted reading/literature series, and assessments as
received from on-going WIDA trainings. School administrators monitor the schools’ CIP monthly.
Walk-throughs and evidence checks are conducted on a monthly basis, or more frequent if needed.

Lee County Schools integrates the World-class Instructional Design and Assessment (WIDA)
English Language Proficiency (ELP) standards into the curriculum. Each school has a copy of the
standards, as well as supplemental resource materials for the teachers, and teachers are required to
incorporate these standards into the curriculum. Professional Development is provided yearly to
teachers on the incorporation of the standards. Teachers’ lesson plans reflect the inclusion and
application of these standards. Lesson plans are reviewed and monitored for appropriate content by
the school administration.

   3)   Specific components of the LEA’s ESL program
       Expand/Enhance English language and academic instruction program
       Provide English as a second language instruction
       Structured Immersion (Sheltered Content-based English Instruction)
       In-class support (Inclusion)
       Use of SRB district adopted textbooks that provide instruction for EL students
       Use of SRB materials for support and intervention as appropriate
       Use of school level problem solving team(s) to address core instruction, Tier II
        intervention/support and Tier III intervention/support.
       Individualized student EL plans to address individual student needs

                             VERIFICATION OF TEACHER TRAINING
        The school ELL designee will be responsible for the training of all of the student’s teachers
to ensure that each teacher is knowledgeable of the student’s plan. The Verification of Training
form (Appendix F) will be signed by both the appropriate teachers and the trainer and kept on file in
the student’s ELL Plan.

   4) Grading and retention policy and procedures
         Retention of ELLs shall not be based solely upon level of English language proficiency.
         Prior to considering retention of an ELL, the following points shall be addressed by the
         school level ELL committee:
             What is the student’s level of English language proficiency?
             Has an Individual English Language Plan (I-ELP) been implemented to document
                 Classroom modifications and student progress?
         To ensure meaningful participation, are classroom accommodations being made in the
         areas
                 of: teacher lesson delivery, activities/assignments, homework and formal/informal
                 assessments?
         How much individual English language development instruction is the student receiving
                during the school day?
         Has an alternate grading strategy been implemented (e.g., portfolio, checklist, teacher
                observation, or rubric assessment on content and language objectives)?
         Has the student’s classroom teacher been adequately trained with instruction and
       assessment
             strategies specifically designed for students learning English?
       Do the report cards indicate that students were graded according to their I-ELPs?

       The school-level ELL committee shall determine, on an individual student basis, any
       changes to grading procedures or guidelines. ELL students shall continue to complete the
       course of study, and any other system-level requirements as it relates to promotion, etc.

5) Specific staffing and other resources to be provided to ELs through the ESL program
      EL students are taught by the same highly qualified and certified teachers as all other
      students. These teachers receive annual training on language acquisition, WIDA
      standards, program implementation, ACCESS, EL plans, and overall responsibilities of
      the school sytem on an annual basis. The Lee County School system participates in ESL
      program training provided by the State Department of Education. The system has one
      certified ESL teacher who is itinerate across the entire system.

   Staffing for the core ESL program shall include at least one certified ESL teacher. Training
   shall be provided to a certified ESL teacher and appropriate regular education teachers on the
   core ESL program, Title III program (as appropriate), curriculum, instruction and assessment.
   Research-based materials and supplies shall be provided for instruction.

6) Method for collecting and submitting data
     The Lee County School System will collect and submit required data to the Alabama
     State Department of Education in a timely and accurate manner. Data submission is the
     ultimate responsibility of the EL Coordinator. The technology department provides
     annual orientation and training on the use of iNOW to all new teachers and office staff,
     including the proper coding for EL students, and the reliable and accurate entering of
     data. A technology staff person is assigned to each school to provide assistance to all
     school staff with iNOW. Communication regarding keeping student information updated
     as it relates to EL status

   All English Language Learners (ELLs) shall participate in the statewide assessment program
   for accountability purposes. ELLs, during their first academic year of enrollment in U.S.
   schools, shall not be required to participate in the reading subtest of the ARMT, the reading
   subtest of the SAT-10, or the reading subtest of the AHSGE. ELLs, during their first
   academic year of enrollment in U.S. schools, shall use the English language proficiency
   assessment if they do not participate in the reading subtests described above (ACCESS for
   ELLs).

   ELLs, during their first academic year of enrollment in U.S. schools, shall take the
   appropriate mathematics portion of the ARMT, the Stanford-10, or the AHSGE, with
   accommodations as necessary. All ELLs, whether they receive or waive supplemental Title
   III services, shall be tested annually on ACCESS for ELLs state English proficiency test.

   Decisions regarding appropriate accommodations for ELL students shall be made on an
   individual basis by the school-level ELL committee based on the approved accommodations
   checklist. The ELL committee shall consider the content and nature of each specific
   assessment and the level of the student’s language proficiency when making decisions about
   appropriate accommodations for assessments and the students’ instructional program.

   Lee County Schools shall hold schools accountable for meeting proficiency and annual
   measurable achievement objectives. Measurable achievement objectives will be recorded in
   each LEP/ELL student’s ESL Plan. Progress toward these objectives will be measured each
   spring. The mastery results will be reviewed by the ELL Committee and will be forwarded
   to the ESL office prior to the last day of school each year for monitoring purposes.

   Lee County Schools shall hold schools accountable for measuring annually the English
   proficiency of LEP students and for participation in the state-administered testing program.
   Each school shall verify submit a list of the LEP/ELL students to the ESL office by March 1.
   A building-level administrator will be responsible for ensuring that the student participates in
   the state-testing program, with accommodations when appropriate, according to the ESL
   plan. Lee County Schools will run public service announcements (PSA’s) each school year in
   the local newspapers and/or on local cable TV stations informing the community of our ESL
   program.

7) Method for evaluating the effectiveness of the ESL program
     The Lee County School System will collect information annually in order to assess the
     effectiveness of its English language program. This information includes, but is not
     limited to, the student’s previous level of English proficiency, the student’s most current
     level of English proficiency, and academic progress as measures by state assessments,
     grades, teacher input, and earned credits (at the high school level). This information is
     compiled and reviewed by the system EL coordinator and shared with central office and
     school administrators and the EL Advisory Committee. Progress on goals, AMAOs, and
     overall implementation of the plan is reviewed annually and shared with the system and
     stakeholders.

   The Lee County School’s method for evaluating the effectiveness of its program for LEP
   students shall be monitored annually by the ESL coordinator. Central to this monitoring will
   be the collection and review of data regarding each identified LEP/ELL student’s progress in
   achieving English-language proficiency in the four areas (listening comprehension, speaking,
   reading, and writing) and progress in academic achievement. It will be the ESL
   coordinator’s responsibility to modify the system’s ESL Plan or procedures whenever
   necessary to ensure that the students are making adequate progress.

   The Lee County Board of Education assures that all teachers in any language instruction
   educational program for LEP students that is funded with federal funds are fluent in English,
   including having written and oral communication skills.

   The Lee County Board of Education assures that English language learners are not assigned
   to or excluded from special education programs because of their limited English proficiency.
   Evaluation, placement, and notification to parents of students with special needs shall be
   conducted in accordance with current authorization of the Individuals with Disabilities Act of
   1987 and its implementing regulations.

   The Lee County Board of Education assures that English language learners are not excluded
   categorically from programs for the academically gifted, from other specialized programs, or
   from student support services that are available to other students in the school.

   The Lee County Board of Education assures that English language learners are educated in
   the least restrictive and segregated manner possible based on the educational needs of the
   students. Students shall be included, to the extent possible and practicable, in all aspects of
   the regular school program that are available to other students.
       The Lee County Board of Education assures that English language learners are allowed to
       participate in Title I services on the same basis as all students in Title I participating schools.

       Lee County Board of Education shall assures that all schools are in compliance for serving
       English Language Learners by reviewing I-LEPs, AMAOs, conducting and analyzing results
       of the ESL program evaluation, student process on report cards, interviews with ESL
       program personnel, and walk-throughs,

       Lee County Board of Education shall collect and submit data in accordance with SDE
       requirements. The ESL coordinator will be responsible for collecting and submitting required
       data to the SDE. If the required data is not already available at the ESL office, the ESL
       coordinator will request the data from the individual schools. It will be a school building
       administrator’s responsibility to submit the data to the ESL coordinator within established
       timeline.

       Lee County Schools shall conduct an annual program evaluation to determine whether or not
       the goals set forth during the comprehensive needs assessment were met, determine the status
       of the ESL program, topics for future goals, and plans to improve the program in the
       following school year.

   8) Method of identification and referral of ELs to the Special Education Program

           Students, including EL students, who are struggling academically, or behaviorally, are
           referred to the schools’ Problem Solving Team(s). If accepted by the Problem Solving
           Team (PST), the student may receive interventions above and beyond what in in the I-
           ELP. If the interventions recommended by the PST, and implemented at the school for a
           minimum of 8-10 weeks are not effective in addressing the EL’s needs, the student may
           be referred to special education. A referral to special education will not be accepted if
           language is the primary barrier to learning. If the referral to special education is made and
           accepted, the evaluation process will be conducted in such a manner that the possible
           disability (not the lack of English proficiency) is being assessed. Lee County Schools has
           a number of psychometrists who can administer nonverbal IQ tests. If the student requires
           an achievement test or other assessments in a language other than English, the system
           will provide a qualified person or interpreter to administer or assist in the administration
           of these assessments in the native language. Lee County Schools will provide an
           interpreter in order to communicate the test findings to the parent.

           The Alabama State Department of Education provides copies of all special education
           forms in Spanish on their website. In addition, Lee County Schools contracts with various
           translators who can translate the special education forms into different languages. Lee
           County Schools also provides translators to provide oral translation for parents
           throughout the special education process, including the IEP, to ensure their
           understanding.

Section D: Assessment and Accountability
   1) Method for holding schools accountable for annually measuring the English proficiency of
       ELs and for participating in the state-administered testing program
               The EL Coordinator and System Test Coordinator work closely together to ensure
                that all ELs are assessed annually using the ACCESS, or other state approved English
                language proficiency assessment, and that all ELs participate in all other required
                state assessments in which all students participate. Decisions regarding the need for
                testing accommodations are made individually by the student’s EL committee. The
                system test coordinator attends annual professional development sponsored by the
                Alabama State Department of Education regarding assessment and accountability
                requirements.

               These requirements are shared annually with the EL Coordinator and other central
                office personnel, principals and building test coordinators. Information includes types
                of assessments that EL students must participate in, accountability requirements
                associated with these assessments, and AMAO information.

   2) Method for holding schools accountable for meeting proficiency in academic achievement
      (AMOs) and Annual Measurable Achievement Objectives (AMAOs)
      Each school has an eCIP. A data analysis of ACCESS scores is completed annually and is
      included in the CIPs and LIP, if appropriate. Each CIP has a page devoted to ELs. Progress
      monitoring is completed on a regular basis consistent with progress monitoring of all
      students.

       Central office and school level personnel monitor the CIPs on a continuous basis. Walk-
       throughs and evidence checks are completed to ensure compliance with and offer support for
       continuous improvement practices.

       Proficiency results and AMAO data are shared with the central office administrators,
       building level principals, and the EL Advisory Committee all of whom provide feedback on
       ways to improve the performance of the EL students. At the individual student level, the
       student’s EL committee will make adjustments to the student’s I-ELP based on the data and
       other indicators of student performance. The quality and intensity of intervention being
       provided is reviewed and adjusted by the EL committee and/or PST. At the school and
       system level, a lack of sufficient progress results in adjustments to the CIP and/or LIP.

Section E: Parent Involvement
   1) Methods for promoting parent involvement activities to help improve student achievement
   Parental involvement is facilitated through the use of translators/interpreters at school events and
   for written communication between school and home, and the use of the TransACT program for
   various written notifications. Schools also refer parents/families to various programs available in
   the local communities. Below is a non-exhaustive list of community resources:
        Southern Union Community College
               o ESL classes
               o Adult education classes
        Auburn Public Library
        Auburn University – Foreign Language Dept.

   2) Methods (in a language they can understand) for notification requirements for ELs students
      regarding
          EL identification and placement and
          Separate notification for the LEA or school’s failure to meet AMAOs
      Not later than 30 days after the beginning of the school year, each local school provides
      notification to parents of EL students identified for participation in the English language
      instruction program of the following:
           The reasons for identification
           The child’s level of English Proficiency: how such level was assessed and the status
               of the child’s academic achievement
           The method of instruction used in the program
           How the program will meet the educational strengths and needs of the child
           How the program will specifically help their child learn English and meet the age
               appropriate achievement standards for grade promotion and graduation
           The specific exit requirements for such program, expected rate of transition from such
               program into the regular education classroom, and the expected rate of graduation
               from secondary school
           In the case of a child with a disability, how the program meets the objectives of the
               individualized education program of the child
           Information pertaining to parental rights that includes written guidance detailing
                   o The rights of the parents to have their child immediately removed from
                       Supplemental Title III programs upon request
                   o The options that parents have to decline to enroll their child in such
                       supplemental Title III programs or to choose another program or method of
                       instruction, if available
                   o The various programs and methods of instruction if more than one program or
                       method is offered by the eligible entity.
   This notification wil be in a language or manner the parents can understand.

   A separate notification is made to parents if the school or school system is using Title I or Title
   III funds to provide the language instruction program and the program has failed to make
   progress on the annual measureable achievement objectives (AMAOs) for any school year, in
   accordance with state guidelines. This notification shall occur within 30 days after such failure
   occurs. If the child enrolls in school after the beginning of the year, Lee County Schools notifies
   the parents of the failing language instruction program within two weeks of the child being
   placed in the program. This notification will be in a language or manner the parents can
   understand.

Section F: Title III (To be completed if the LEA receives Title III supplemental funds)
   1) Use of Title III funds to supplement the core ESL program
       Lee County Schools uses the majority of Title III allocations to provide professional
       development to general education teachers and school administrators concerning the ESL
       program. Training includes such topics as WIDA standards, diversity, sheltered instruction,
       assessments, data analysis, lesson planning, work samples, integration of comprehensive
       program to address needs, parental involvement, etc.). Remaining Title III funds are used to
       purchase research-based programs to address the needs of EL students.

           During the process of working with a parent of an English language learner to develop an
           I-ELP (all communication {verbal and written as needed} provided in parent’s native
           language), the school shall verbally explain and provide in writing the option and process
           to waive their child’s participation in Title III supplemental services. The parent shall
           notify any school personnel of their intent to waive participation. The school shall explain
           the exact services to be waived, and that the student can begin participation in Title III
           supplemental services at any point during the school year if the parent changes his/her
           mind and notifies any school personnel.
   2) Method the LEA uses to initiate contact with non-public school officials to engage in timely
      and meaningful consultation regarding services available to ELs in non-public schools that are
      located within the geographic boundaries of the LEA (if applicable)
       A formal, face-to-face meeting is scheduled with non-public schools located within the
       geographic boundaries of the LEA during the spring of each year. The meeting includes
       consultation and discussion regarding services available to ELs in non-public school settings.
       The consultation will include decisions regarding the following items:
            How ELs are identified
            How needs of ELs are identified
            How, when, where, and what services will be provided
            How the services will be assessed
            The amount of funds/services to be available

Section E: Appendix (Required documents are Home Language Survey, Parent Notification Letters,
and Title III Supplemental Services Waiver Letter; the LEA may include any other related documents)
Section E: Appendix
                               LEE COUNTY SCHOOLS
                              HOME LANGUAGE SURVEY

STUDENT’S NAME: ___________________________________ GRADE: _____________

PLEASE ANSWER EACH QUESTION:
1. What language did you (the student) first learn to speak? ________________________

2. What language is spoken in your home most of the time? _________________________

3. What language do you (the student) speak outside the home? _____________________

4. In what language do you (the student) read? ___________________________________

5. In what language do you (the parent) read? ____________________________________

___________________________________________        ____________________
Parent’s Guardian’s Signature (grades K-5)           Date
___________________________________________        ____________________
Student’s Signature (grades 6-12)                    Date

                           CUESTIONARIO DEL IDIOMA HOGARENO


NOMBRE DEL NINO/NINA _____________________________ GRADE ______________
(DEBE DE COMPLETARSE POR EL PADRE O EL GUARDIAN)
1. Cual fue el primer idioma que aprendio a hablar su hije(u)? _______________________

2. Cual es el idioma que mas se habla en su hogar? _________________________________

3. Cual es el idioma que mas habla su hijo(a)? _____________________________________

4. Que idiomas puede usted leer? _______ Ingles ________ Espanol ________ Ninguno

5. Que idiomas puede leer su hijo(a)? ______ Ingles ________ Espanol ________ Ninguno

   ______________________________________ _____________________________
   Firma del Padre o Guardian                 Fecha
                                   ONLINE RESOURCES

1. Title IV Civil Rights Act www.usdoj.gov/crt/cor/coord/titlevi.htm

2. State Board of Education; Alabama State Department of Education Administrative Code
   http://www.alabamaadministrativecode.state.al.us/docs/ed/index.html

3. Court Cases Impacting Limited English Proficient Students www.neela.gwu.edu/expert/faq/07court.html

4. Special Populations Bulletin (go to www.alsde.edu and select Sections on the menu bar at the left side of
   the page. Find and select Student Assessment. Select Publications. Then scroll down to Special
   Populations. Select Alabama Student Assessment Program Policies and Procedures. Click on Policies
   and Procedures_SpecialPopulations_Revised 0307.PDF
5. www.alsde.edu/html/sections/doc_download.asp?section=91&id=6625&sort=14

6. Office on Non-Public Education – (ONPE) Private School Participation in Title III programs
   www.ed.gov/print/about/offices/list/oii/nonpublic/title3-factsheet.html

7. Criteria Used for Placement in Addition to W-APT www.ncela.gwu.edu/pubs/eacwest/handouts/id-
   lep/backgrnd.htm

8. TransACT – online documents translated in 22 different languages www.transact.com

9. No Child Left Behind Act of 2001 Title III Law http://www.ncela.gwu.edu/pubs/legislation/nelb/nclb-
   iii.pdf

10. WIDA English Language Proficiency Standards for English Language Learners in Pre-Kindergarten
    through Grade 12, 2007 Edition. http://wida.wceruw.org/standards/elp.aspx

11. Claiming Opportunities: A Handbook for Improving Education for English Language Learners Through
    Comprehensive School Reform http://www.alliance.brown.edu/db/ea_catalog.php.

12. Instructional Methods and Program Models for Serving English Language Learners: An Overview for
    the Mainstream Teacher. http://www.nwrel.org/request/2003may/instructional.html
                             ENROLLMENT INTERVIEW (Optional)
The purpose of this interview is to assist in the collection of educational background information on LEP
students to assist in placement and educational planning.

   1. Where did the student last attend school



   2. When was the last time the student attended school?




   3. What was the last grade level the student completed?




   4. What would be the equivalent grade level in the United States?




   5. What subjects has the student had, and what grades did the student receive in school?



   6. Has the student ever attended school in the United States? If so, where and for how long? Did the
      student study in the mainstream, or was an ELL or bilingual program provided?




   7. Has the student ever taken English as a foreign language or second language? For how long?




   8. Is there any other information that you believe would be helpful to the school in assessing and placing
      the student?




This is a guide for gathering information related to appropriate placement. Additional questions should be asked
based on the individual student’s situation. A translator may be needed to accomplish the interview.
                                                         LEE COUNTY SCHOOLS
                                     Language Service Plan for Student with Limited English Proficiency



 GENERAL DATA
 Student Name             Last                                                                    First                                          Middle

 Current Address
 Gender            M                     F                    Date of Birth                                            Country of Birth
 Language first spoken                                        Language                                                      Additional Languages
                                                              spoken in                                                     spoken
                                                              home
 Date of entry into U.S.A.                                       Immigrant Status (less than three years)
 Parent/Guardian
 name
 Phone      Home                                            Work                                                                Cell
 Other Contact Person      Relationship                                                       Phone
 Home/School communication to parent/guardian requested in:  English                  Native Language                                     Oral                   Written



 ACADEMIC HISTORY PRIOR TO ENTERING LEE COUNTY SCHOOLS
 Age Started School                        Years in Preschool/K                             Years in 1-5                                Retained in grades
 Last Grade Completed                      Interrupted Education                            Limited Schooling                           No formal Schooling
 Has the student been referred for Special Education?                                       Does the child have an IEP?
     School Attended            City/State/Country             School Year                           Grade                     Age


                                                                                                                                        Language of Instruction




 ACADEMIC ACHIEVEMENT LEVEL HISTORY
              Subject                        Below level                On or Above level                Method used to determine Level              Information not available
               Math
              Reading
              Writing



 LEE COUNTY SCHOOL DATA
 Enrollment               Kindergarten              Third                       Sixth                               Ninth                      Twelfth
 Date                     First                     Fourth                      Seventh                             Tenth                      Grades Retained
                          Second                    Fifth                       Eighth                              Eleventh




 LANGUAGE PROFICIENCY TEST INFORMATION
Test                    Score                         Score                    Score                        Score                      Score                        Score
                 Date            Level       Date              Level    Date              Level   Date                Level    Date              Level    Date              Level

ACCESS
Speaking
ACCESS
Listening
ACCESS
Reading
ACCESS
Writing
Composit
e SCORE



 ELL SERVICE
 Date Identified LEP                                                          Date Entered ELL Program
     Student will receive Direct ELL Pull-out Services for                                            Minutes                                              Days a week
     Student will be placed in an ELL English Class for on Credit (Grades 6-12 only)                  Year                                          Semester
     Student will be placed on monitoring Status            Comments:
     Parents Declined Services             Comments:
With regular school attendance and parental support it is anticipated that the student will exit from services for Limited English Proficiency to monitoring status
in           years.
Comments:


Date exited from LEP Status
Expected date of Graduation (Grades 9-12 only)
Student Name             Last                                                              First                                     Middle


PARTICIPATION IN THE STATE-REQUIRED ASSESSMENT AND ACCOUNTABILITY SYSTEM

Date of entry to an English Speaking School
Student will participate in:
 X       Annual English Language Proficiency Assessment
 X       State-Required Assessment and Accountability Program          Anticipated Accountability
               Accommodations will be Provided *
 X             Accommodations will no longer be provided when the student’s English Language Proficiency (ELP) levels have reached
               proficiency across all four domains: Listening, Speaking, Reading and Writing on the annual ELP assessment.



REFER TO ATTACHED STATE ASSESSMENT PAGE(S)
*These Accommodations/ Modifications are appropriate if consistent with the on-going normal
delivery of classroom instruction.


                                INSTRUCTIONAL METHODS IN THE REGULAR CLASSROOM

To meet the needs of this child the following are to be used in regular classroom instruction:
    Paraphrasing or repeating directions in English*                                    Print instead of using cursive
    Personal cueing*                                                                    Use high interest/low vocabulary text material
    Reader (oral administration)*                                                       Use overhead and provide students with
                                                                                        copies of teacher
                                                                                        transparencies/notes/lectures
    Technology (on-line testing)*                                                       Make instruction visual – graphic organizers, pictures, maps,
                                                                                        graphs… to aid understanding
    Extended time*                                                                      Highlight/color code tasks, directions, letters home
    Bilingual dictionary*                                                               Pair ESL student with an English speaking “Study Buddy”
    Individual test administration*                                                     Seat student in close proximity to teacher, alongside Study Buddy
    OTHER*:                                                                             Allow peer tutors to assist student with work
    Reduced and/or modified class and homework assignments                              Ask questions that allow student to answer successfully
    Modified assessments (i.e. oral)                                                    Allow student opportunities to read aloud successfully
    Break tasks/directions into subtasks                                                Use manipulatives
    Increase wait time                                                                  Use books on tape
    Additional time to complete assignments and tests                                   Record material for student listening
    ESS (Extended School Services)                                                      Record student speaking into a tape recorder
    Face student when speaking – speak slowly                                           Label items in the room



    Other programming accommodations to address individual strengths and needs:
ENGLISH INSTRUCTIONAL PLAN
Annual objective(s)
ENGLISH PROFICIENCY:

LIST AS MANY ACADEMIC GOALS AS NEEDED




      In socially and culturally appropriate ways



Persons involved in the development of the Language Service Plan:

                                                     Principal          Parent
                                                     School /District
                                                     ELL Coordinator    Parent

                                                     ELL Teacher        Student

                                                     Teacher            Interpreter

                                                     Teacher            Date
                               Alabama Department of Education
        Request for Title III Supplemental English Language Development Program
                                      Withdrawl/Waiver Form

Date:

Dear Parents:

You have indicated that you do not want your child enrolled in the Title supplementary English language
development program or that you would like a change in your student’s title III supplementary English language
development program or placement. Althought we are offering a program we feel is the most appropriate for
your child’s level of English proficiency; you have the right to (a) request removal of your child from the
program, (b) decline to enroll your child in such a program, or (c) choose another program or method of
instruction, if available.

If you have chosen (a), (b), or (c) listed in the previous paragraph, please complete and sign the bottom of this
form and return it to your child’s school.

                               Alabama Department of Education
        Request for Title III Supplemental English Language Development Program
                                      Withdrawl/Waiver Form

I, ___________________________________ (parent/guardian) of _______________________________
(student) have been informed of my right to decline to have my child enrolled in the Title III supplementary
English language development program offered by the school or district. I have been informed of other district
language programs or methods of instruction, if available, and request the following action be taken on behalf
of my child:




                                                                              .

_______________________________________________                  __________________________
Signature of parent/guardin                                        Date

                                              OFFICE USE ONLY

Student ID#       Dist. Student #    Grade Level        Student Name       Faculty Name


Faculty #         Date of Birth      Home Phone         Home Language First date student
                                                                           attended school in
                                                                           U.S.
                   LEE COUNTY SCHOOLS
        ESL PROGRAM PROGRESS REPORT/REPORT CARD

             PROGRESS REPORTS                                        REPORTS CARDS
 1st          2nd     3rd     4th                      1st          2nd     3rd              4th


STUDENT:                                              TEACHER


SCHOOL:                                               SUBJECT




TEACHERS: My signature verifies that I am tracking the progress of the student listed above


Currently, he/she is:

_____ Passing the class with a grade of __________

_____ Failing my class with a grade of __________ (if student currently has a failing grade, attach current
and/or suggested interventions to address the program)

_____ See attached progress report or report card

COMMENTS:




                Teacher Signatures                                           Dates

								
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