English as a Second Language (ESL)

The following instruments are used for the assessment of language dominance, oral proficiency, and reading and writing skill levels. The assessment results from any of the instruments indicated below are to be used as resources and guides by the LAT when making decisions for stage classification, retention, or exiting department programs. In addition, results of district, state, and school-based assessments should also be used in providing additional information on the academic performance of the student. No single assessment instrument is to be used for assessment or reclassification of students. Teacher recommendation and student performance should be given strong consideration in all decisions regarding classification issues.

WIDA-ACCESS
Federal and state laws require that English language learner (ELL) students be assessed annually to measure their proficiency in reading, writing, listening, and speaking English, as well as the progress they are making in learning English. In fulfillment of these laws, ELL students are required to participate in ACCESS for ELLs tests, which replace MEPA tests, beginning in the 2012-2013 school year.

Writing Samples
Student writing samples are to be presented as part of the placement process initially. As students are in the process of being reviewed by the LAT, at least three (3) samples of Six Trait Writing Rubric should be included in the students’ cum folder. Additional academic work samples in mathematics, science and/or social studies must be included.

A) ELL REGISTRATION PROCEDURE

 An English Language Learner and his/her parents must be afforded every possible opportunity for understanding the registration process in each school.

•  If the parent and child cannot communicate effectively in English, the principal should seek assistance from an interpreter/translator. This is often a relative or neighbor of the parent. If no English speaker accompanies the parent and child to the school, an interpreter/translator will be provided.

 The principal or building liaison will enlist the aid of:

•  A staff member in the district able to speak the language
• An interpreter or translator from community
• A community member*

 The person assisting in the interpretation/translation should review the following with the family:

• The student’s class schedule and the school schedule
  • Discipline code
  • Extracurricular activities available to the students
  • The lunch procedure and explanation of the “free and reduced” lunch form
  • Assist with the completion of the emergency card
  • Other important features from the student handbook

 * This person (interpreter/translator) should be used as an on-going resource to provide information to the family.

B) INITIAL PLACEMENT PROCEDURES

1. If a child is identified as potentially needing services based on the Home Language Survey or Teacher referral the identified evaluators will administer the WIDA ACCESS to the child. They will also use writing samples in English and the LEP teacher’s observational evaluation to determine with the school guidance staff initial placement of the student. All documentation regarding placement and compliance will be placed in the student’s cumulative folder.
2. If a student has been assessed and classified as limited English proficient (LEP), the student will be placed into a structured English immersion program.
3. The school district shall notify, in writing, the parents or legal guardian of a limited English proficient student of the programs for English language learners that are available within the district, and shall recommend a specific program for that student. Such notice shall be sent by mail by the school office no later than 10 days after the enrollment of the student in the school district.
4. A parent wishing to withdraw his/her child from programs for English language learners is requested to have a conference with the Principal to review the placement recommendation. If the parent does not agree with the recommendation, she/he must sign a waiver in order for the child to exit the program. MGL 71A states:

Such informed consent shall require that said parents or legal guardian personally visit the school to apply for the waiver. They should be provided with a full description in a language they can understand of the educational materials to be used in the different educational program choices and all the educational opportunities available to the child. If a parental waiver has been granted, the affected child may be transferred to classes teaching English and other subjects through bilingual education techniques, such as two-way bilingual programs, or other generally ; recognized educational methodologies permitted by law. Individual schools in which 20 students or more of a given grade level receive a waiver shall be required to offer such a class; in all other cases, such students must be permitted to transfer to a public school in which such a class is offered.

1. Chapter 71A and Title VI require that Limited English Proficient students are entitled     to language support services until they are proficient enough to participate meaningfully in the education programs. Districts cannot limit the time necessary for language services for those students who are not yet able to meaningfully participate in the district’s programs. It is the responsibility of the teacher(s) to provide  information for the building administrator indicating the need of such additional services that require additional personnel.
2. A student will normally be fully integrated into the general education program after documented successful partial integration, the recommendation of the LEP teacher, and parent/guardian approvals are completed. Parents must be notified in writing as changes in placement take place.
3. Students exiting a program for English language learners will be monitored for a period of two years. If a student is not progressing academically, that must be noted and school team must meet and provide support that is needed for successful transitioning of the students into mainstream classrooms are provided.

Identifying Limited English Proficient (LEP) Students

State and federal laws require that students in our public schools who do not speak English or whose native language is not English AND who currently cannot perform ordinary classroom work in English receive instruction that is specifically designed to assist them both in learning English and in learning subject matter content. These students are often referred to as limited English proficient (LEP) students. They are also referred to as English language learners (ELLs).

When a new student enters a school district, it is the district’s obligation to determine if the student is LEP. State law, G.L.c.71A, requires that most LEP students be educated in Sheltered English Immersion (SEI), consisting of both sheltered subject matter instruction in English and English language instruction. Following is a graphic representation of how a school district should go about making this determination. A discussion of each step follows this graphic.

1. State law, G.L.c.71A, requires that LEP students, with limited exceptions, receive both sheltered subject matter instruction in English and English language instruction. This requirement applies to all districts that enroll LEP students, regardless of whether there is one LEP student or hundreds of LEP students enrolled in the district.A FAQ document that provides guidance on the implementation of G.L.c.71A is posted at: http://www.doe.mass.edu/ell/chapter71A_faq.pdf.In addition, the document used by the Department for monitoring compliance with both state and federal law regarding LEP students is posted at: http://www.doe.mass.edu/pqa/review/cpr/instrument/chapter71A.pdf.
2. Both sheltered subject matter instruction and English language instruction must be delivered by qualified teachers. A memorandum of guidance about Qualifications for Teachers of LEP Students was issued on June 15, 2004 by the Commissioner, and is posted at: http://www.doe.mass.edu/ell/sei/qualifications.pdf
3. The English language instruction and the sheltered content instruction provided to LEP students should be geared to their English proficiency level. Students with beginning and low intermediate English proficiency need more “sheltering,” more adaptations of curriculum and instruction, than students with a higher level of English proficiency. Additional information about English language proficiency standards and English language proficiency performance levels can be found in the English Language Proficiency Benchmarks and Outcomes:http://www.doe.mass.edu/ell/benchmark.pdf

Additional resources on this topic can also be found under “Resources” on the Department’s ELL homepage: http://www.doe.mass.edu/ell/.

1. If a child is identified as potentially needing services based on the Home Language Survey or Teacher referral the identified evaluators will administer the ACCESS test. They will also use writing samples in English and the LEP teacher’s observational evaluation to determine with the school guidance staff initial placement of the student. All documentation regarding placement and compliance will be placed in the student’s cumulative folder.
2. If a student has been assessed and classified as limited English proficient (LEP), the student will be placed in an ESL class.
3. The school district shall notify, in writing, the parents or legal guardian of a limited English proficient student of the programs for English language learners that are available within the district, and shall recommend a specific program for that student. Such notice shall be sent by mail by the school office no later than 10 days after the enrollment of the student in the school district. If necessary it will be translated to the home language.
4. A parent wishing to withdraw his/her child from programs for English language learners is requested to have a conference with the Principal to review the placement recommendation. If the parent does not agree with the recommendation, she/he must sign a waiver form in order for the child to exit the program.

Such informed consent shall require that said parents or legal guardian personally visit the school to apply for the waiver. They should be provided with a full description in a language they can understand (when possible) of the educational materials to be used in the different educational program choices and all the educational opportunities available to the child.

MONITORING PROCEDURE OF FORMERLY LIMITED ENGLISH PROFICIENT (FLEP) STUDENTS

Students who have successfully exited from the District’s English Language Learner (ELL) program in the King Philip Regional School Schools (FLEP) will be monitored for satisfactory academic progress for a minimum of two years. Depending of results, and if necessary, such students may be integrated to the ELL district program again as Limited English Proficient (LEP).

The King Philip Regional School District is currently working towards the developing a system for monitoring the success of each student that has been re-assigned to the ELL program.

Coordination and Implementation of Monitoring process

The school district’s ELL director will be responsible for coordinating the monitoring process over the next two school years. The ELL director will be in charge of determining the appropriate status of student approximately within one week after each term grade report. If such a student fails to make academic progress, as measured by grades and assessments, during the first year after being classified as FLEP; the ELL director will have to determine if failure is due to lack of English proficiency.

Then ELL director will deliver the Monitoring Form for Students that have been reclassified as LEP to the core content teachers (ELA, Reading, Math, Science, and Social Studies). Consequently completed forms will be returned to the ELL Director after one week following receipt. ELL Director will carefully review the monitoring form to check if student is struggling in his core-content classes.

 Actions

If academic difficulties are evident, the ELL director should contact or meet with the mainstream teachers so together can specify what difficulties student is experiencing within the content area subject and determine if language proficiency level, attendance, possible learning disability, health, home life, etc. is a possible reason for the student’s poor progress. Only after several months of monitoring should a FLEP student be considered for re-designation as LEP. Re-designation should reflect at least a three-month period of data gathering and observation.

The ELL director can re-identify a FLEP as a LEP student only after meeting with ESL teacher, mainstream teachers and student’s parents. Documentation of the meeting is placed in the student’s file.

If a FLEP student is re-designated as an LEP student, the LEP student will be educated in accordance with G.L c.71a and will be immediately provided with the services and options required under state and federal law, including educating the student in sheltered English immersion classrooms along with direct ESL instruction as needed. Parents will be notified accordingly.

An additional copy of each completed monitoring form should be available to ESL teacher so that student progress can be tracked throughout the year. Copies of these monitoring forms should also be added to the student individual ELL folder.

Indicators of Academic Success

• Progress Reports and Report Cards Grades
• Standardized assessments results
• Individual Educational Plans (IEPs)
• Teacher feedback
• Input from guidance counselors
• Instructional modifications being used

Section 5 of G.L. c. 71A provides for waivers for individual students under certain conditions if the parent annually applies for the waiver by visiting the student’s school and providing written informed consent.

For students age 10 and older, G.L. c. 71A allows waivers when it is the informed belief of the school principal and educational staff that an alternate course of educational study would be better suited to the student’s overall educational progress and rapid acquisition of English.

• Allows students receiving waivers to be transferred to bilingual programs or other generally recognized educational methodologies required by law.
• Requires individual schools in which 20 students or more of a given grade level receive a waiver to offer a bilingual or other type of language support program; in all other cases, students with waivers must be permitted to transfer to a public school in which such a program is offered.

Authorization of issuing waivers

The decision to issue a waiver is made by school district officials, after the student’s parent or legal guardian has filed a waiver application by personally visiting the school in which the student is enrolled. For students age 10 and older, the decision to grant a waiver is made by the school principal and other educational staff of the student’s school. For students under age 10, both the school principal and the superintendent must authorize the waiver, and the decision to issue the waiver must be made under guidelines established by, and subject to the review of, the local school committee. The district’s guidelines may, but are not required to, contain an appeals process for parents whose waiver requests are denied by school officials. However, the final decision on waiver requests remains with the district.

 ** Cited directly from Mass. Department of Education Question and Answer document dated August 2003, page 10
*   Cited directly from Mass. Department of Education Question and Answer document dated August 2003.

ELL students are permitted to use bilingual dictionaries and specialized glossaries during MCAS testing.

The authorized list of bilingual dictionaries for use on MCAS tests by students with Limited English Proficiency can be found at: www.doe.mass.edu/mcas.

Principals may assign testing groups and spaces for ELL students other than regular classrooms, as long as other conditions and staffing requirements are met.

If an ELL student does not seem to be responding to any test questions, the test administrator may ask the student if he/she is finished. If the student is finished, the administrator should collect the test materials and ask the student to sit quietly or read a book.