ESL

English as a Second Language

Program Handbook
Dallas Center-Grimes Community School District

DALLAS CENTER-GRIMES COMMUNITY SCHOOLS

Empowering Students to Take Charge of Their Futures! The Dallas Center-Grimes Community School District is committed to developing positive, productive and responsible citizens, who are independent thinkers, value themselves and others, and have the knowledge, skills and desire to be life-long learners. Excellence in education comes from setting high expectations for all and providing the resources needed for every student to excel. STATEMENTS OF BELIEF We believe: Student learning is our primary purpose. Effective teaching is essential to student success. In high expectations for students and staff striving for excellence in all areas. A safe and caring environment is essential to learning. Students must share in the responsibility for their own learning. Students must possess sound basic skills Students success is the responsibility of school staff, parents, students and community members working together as a team. All individuals deserve to be treated with dignity and respect.

ESSENTIAL LEARNING Effective Communicator Knowledgeable Person Contributing Citizen Collaborative Worker Problem Solver Critical Thinker Life-Long Learner

What is the English as a Second Language (ESL) Program?

The ESL Program provides students with the opportunity to reach proficiency in listening, speaking, reading and writing English. Students are able to develop an understanding of American society and culture. A positive learning environment is promoted, where the students first languages and cultures are valued and students maintain pride in the ethnic heritages. ESL is the teaching of English to students whose first language is one other than English. There are specific teaching strategies and methodologies used to help children acquire English language skills.

What are the goals of the ESL program?

To educate English language learners (ELLs) to the same rigorous standards as all students in the district. To teach the English language in the areas of listening, speaking, reading and writing. To provide support for the ELLs in learning the regular education curriculum. To foster positive attitudes toward school and positive self-concepts. To assist students in understanding and functioning within the American society.

The ESL program addresses these goals through several different approaches. Program components vary according to the students ages and levels of English language proficiency. All program components involve the use of specific ESL strategies.

Why is the ESL Program Required?

LAU Lau v. Nichols was the landmark court decision regarding LEP students. Lau v. Nichols [414 US> 563 (1974)] was a class-action suit filed on behalf of Chinese-speaking public school students against the San Francisco Unified School District in 1970. The question was whether non-English speaking students receive an equal educational opportunity when instructed in a language they cannot understand. In 1974, the U.S. Supreme Court ruled that the failure of the San Francisco school system to provide English language instruction to approximately 1,800 students of Chinese ancestry who do not speak English denied them a meaningful opportunity to participate in the public educational program. This denial violated the Civil Rights Act of 1964, which banned discrimination based "on the grounds of race, color, or national origin" in any program or activity receiving federal financial assistance. The actual decision stated that: "there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education [414 U.S. 563 (1974)]."

The Court went on to uphold the 1970 memorandum issued by the DHEW which stated that: "Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to open its instructional program to these students (35 FED. Reg., 11595).

HOW ARE STUDENTS IDENTIFIED AND PLACED INTO THE ENGLISH AS A SECOND LANGUAGE PROGRAM?
The following process is used in identifying students who need English as a Second Language (ESL) services: 1. Referrals are received from parents/guardians, principals, sponsors, community agencies, and the Home Language Survey as coming from a home with a first language being one other than English. The Home Language Survey is part of the district enrollment process, as required by Iowa Law. 2. If, by examining the Home Language Survey, it is evident that the student has a native language other than English or has been raised in an environment where another language is spoken, the survey is forwarded to the ESL teacher and a copy is sent to the ESL coordinator and building principal. The ESL teacher will complete an Entry Level Checklist which, when completed, will be filed in the students cumulative file. 3. Assessments are completed to determine if a student meets the entry criteria as follows: Low level of English language proficiency as measured on the Tennessee English Language Placement Assessment (TELPA) for students K-12. Content area grades are below satisfactory level Teacher judgment reflecting student need Parent request 4. Parents/guardians are contacted concerning the assessment results and placement is made using a team approach including, but not limited to the following persons: the student, general education teacher, ESL teacher, ESL coordinator, parents/guardians, and building principal. 5. Parents/guardians sign the ESL Placement Permission Form to accept services or sign as ESL Waiver Form to refuse the recommended ESL services. 6. If ESL services are warranted and accepted, the ESL staff, principal and general education teacher finalize an action plan in the ESL program for the student. 7. ESL students should be placed in, or as close as possible to, the grade in which other students of the same age are placed. Interactions with same-age peers encourage English Language Learners (ELLs) to use oral English and to make social and cultural adjustments.

Language Acquisition
1. How long does it take to acquire English?

There are many factors which influence a student's academic achievement in a second language. a. Research indicates limited English proficient (LEP) students need two to three years to develop their basic communication skills and six to seven years to develop academic learning skills.(Jim Cummings - linguist) b. Young arrivals without a firm foundation in their first language may take seven to ten years to acquire academic language proficiency in English.

2. How is a second language acquired?

There are recognized states of language development. a. Preproduction - Students communicate with gestures and actions. b. Early production - Students speak using short phrases. c. Speech emergence - Students speak in longer phrases and complete sentences. d. Intermediate fluency - Students engage in conversations and produce connected narrative.

3. When will the student begin speaking in English?

The "pre-productive or silent stage" is most important because listening strategies are developed. This stage may last for an extended period of time, based on individual development, background knowledge, and experiences.

4. What is the best age for acquiring a second language?

Age is not always a factor. a. Research in second language acquisition has shown us that the development of one's first language is a significant influence on the development of one's second language. b. Researches have found that the optimum age for beginning second language acquisition is between the ages of eight and 12, provided there is solid schooling in their first language.

5. How does conversational language differ from the language needed for academics?
a. The language needed for school is very complex and subject dependent. It is not the same language that is typically used during social interaction. School language becomes increasingly complex and less connected to contextual clues as students move into higher grades. b. Teachers frequently assume that a LEP child who can carry on a native-like conversation has attained native-like proficiency. Cummins' research has shown that this is not true.

6. Why is the student having academic difficulty?

Often the development of a LEP student's first language ceases at school age and is replaced by English, the second language. The lack of continued first language cognitive development may lead to lowered proficiency levels in the second language and impair a child's academic growth.

7. Should the student be expected to master phonetics and semantics before he/she can read and write?
No, research demonstrates that a student can profitably engage in reading and writing in their second language well before they have gained full control over the phonological, syntactic, and semantic systems of English.

WHAT IS THE EXITING PROCESS FOR ENGLISH LANGUAGE LEARNERS FROM THE ESL PROGRAM?
The overall goal of the ESL program is to help students function independently in the mainstream educational program. When students have attained a fluent English proficiency level and the skills necessary to be successful in the mainstream classes, they can begin to be transitioned out of the ESL program.

What does it mean for a student to be proficient?

Proficient refers to a level of English language development that a student has achieved. (It is not a level of placement in English as a Second Language (ESL) programs.) It is also an indication that such a student might be moved from a regular ELL program into a Transitional phase (a point in the ELL program), in which the student is followed with some ELL services until school personnel are confident that an ELL student is able to progress on their own without ELL services.

Exit Procedures
1. ESL teacher identifies the student for possible exiting. 2. The students academic performance is reviewed. 3. Iowa English Language Development Assessment (I-ELDA) is given in the spring to assess English proficiency in the areas of listening, speaking, reading and writing. A student will be considered proficient when he/she achieves a composite Iowa ELDA (I-ELDA) level of 5 or 6. (Evidence shows that students at composite level 6 have a 95% success rate on the ITBS. Students at 5 have a slightly less than 70% success rate on the ITBS. Although there may be no clear cut instructional implications for these students, it is clear that composite level 6 students are more capable of competing with their English only classmates without additional support.) 4. Teachers, ESL teacher, building principal, student and parents/guardians make the decision to exit the student from the ESL program or to continue to receive ESL services. 5. Notification is sent to the parents/guardians of new status and options are explained. 6. Student is placed in the transitional phase and is monitored by the ESL teacher. The Transitional phase can last up to two years, after which a decision is made to exit the student into the general education program with no ESL support, or to reclassify the student as needing additional support. Transitional students must take the I-ELDA as part of a demonstration of English language proficiency. 7. A student may be able to be exited after sufficient input from teacher, parents, and other staff and a composite level 6 on the I-ELDA, and meet 3 of the 4 of the following criteria (this is a local decision): Success in a regular classroom ELL support not required Sustainability of success

Score proficient on district-wide and state-wide assessments such as ITBS or ITED.

DISTRICT ASSESSMENTS FOR ESL STUDENTS

The assessment procedures for ESL students are designed to fulfill the following purposes: To identify students needing services To diagnose a students strengths and areas of concern To prescribe instruction based on student needs To monitor level of English language proficiency and ability to read and write in English To monitor academic progress To provide assistance to other district programs Formal and informal assessments will be used to demonstrate the linguistic and academic progress of each ESL student.

Formal Assessment
TELPA(Tennessee English Language Placement Assessment): Beginning 2013-2014 school year, TELPA will be administered for grades K-12 students for entry-level placement. TELPA assesses the students proficiency in reading, writing, speaking, and listening. The assessment result provides information to determine whether a student needs ELL service or not. It also provides information to determine a students initial ELL placement level. Iowa English Language Development Assessment (I-ELDA): The I-ELDA is an assessment that is given the ESL students each spring. It measures the English language skills of students whose first language is other than English. There are scores for Listening, Speaking, Reading, and Writing. The Composite score shows the overall English proficiency level of the student. There are six different proficiency levels that students may achieve. Level 1- Pre-functional indicates that the student who is limited English proficient is: Beginning to understand short utterances Beginning to use gestures and simple words to communicate Beginning to understand simple printed material Beginning to develop communicative writing skills Level 2 - Beginning indicates that the student who is limited English proficient can: Understand simple statements, directions, and questions Use appropriate strategies to initiate and respond to simple conversation Understand the general message of basic reading passages Compose short informative passages on familiar topics Level 3 - Intermediate indicates that the student who is limited English proficient can:

Understand standard speech delivered in school and social settings Communicate orally with some hesitation Understand descriptive material within familiar contexts and some complex narratives Write simple texts and short reports

Level 4 - Advanced intermediate indicates that the student who is limited English proficient can: Identify some of the main ideas and relevant details of discussions or presentations on a wide range of topics Actively engage in most communicative situations familiar to him or her Understand the context of most text in academic areas with support Write some multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with errors Level 5 - Advanced indicates that the student who is limited English proficient can: Identify many of the main ideas and relevant details of discussions or presentations on a wide range of topics Actively engage in many communicative situations familiar or unfamiliar Understand the context of many texts in academic areas with support Write many multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with some errors Level 6 - Full English proficiency indicates that the student can: Understand and identify the main ideas and relevant details of extended discussion or presentations on familiar and unfamiliar topics Produce fluent and accurate language Use reading strategies the same as their native English-speaking peers to derive meaning from a wide range of both social and academic texts Write fluently using language structures, technical vocabulary, and appropriate writing conventions Iowa Tests of Basic Skills (ITBS)/Iowa Tests of Educational Development (ITED): English language learners will take the ITBS or ITED tests according to the following criteria: ELL students who are Non-English Proficient may be excused from taking the reading portion of these tests during their first twelve months of enrollment in a U.S. school. ELL students who are Non-English Proficient may be able to take the reading portion of these tests in their native language for three years after their arrival in the U.S. ELL students who are Non-English Proficient are still required to take the math portion of these tests. ELL students who are Limited English Proficient may take the tests with modifications. ELL students who are Fluent English Proficient will take these tests. ELL students who are transitioning or who have been exited from the ESL program will take these tests with the regular student population. Accommodations: Iowa Testing Programs provides the following guidance regarding accommodations on the

ITBS and ITED (The University of Iowa, 1999): When accommodations seem to be needed for testing an ELL, any of several might be considered. Which accommodations to use should be determined by considering the ones used in day-to-day instructional activities or classroom assessments. In no case should an accommodation be used for the first time with a student during the administration of the ITBS or ITED. Some accommodations that are used with ELLs include: allowing extra time to complete the test. allowing the use of a translation [word-word] dictionary during testing. reading parts or all of the test. (This should not be done with tests of reading vocabulary or reading comprehension.) providing word pronunciations or word meanings when such help does not interfere with the subject matter or skills being tested. (Offering meanings of science terms used on a science test would not be appropriate.) a combination of the above. The purpose of testing should be to obtain information that will be useful for making instructional decisions and determining the extent of student progress in the curriculum of the school. Accommodations should only be used when they help to reduce the effect of the student's English language deficits that would interfere with obtaining accurate information about the student's achievement. When selected properly, the use of accommodations can still permit the interpretation of the student's percentile ranks and grade equivalents in the same manner in which they are interpreted for others. Regarding AYP: Results for recently arrived ELLs (during their first 12 months) will not count for proficiency in reading or math because students do not meet FAY requirements. Recently arrived ELLs participation in math testing will be included in AYP participation rates for math. Recently arrived ELLs participation in English language proficienc y testing will be included in AYP participation rates for reading. If a district elects to count the result of any recently arrived ELLs on the NCLB accountability measure for reading and mathematics, it must do so for all recently arrived ELLs. (In this situation, students not participating in ITBS/ITED will count as exclusions.) All ELLs who have been exited from LEP status (and are no longer receiving ELL services) will continue to be counted in the ELL subgroup for AYP purposes for two years after exiting ELL status. Informal Assessments: Authentic assessment is tied directly to the curriculum that students have experienced within the classroom, this permitting students to demonstrate the linguistic and academic progress that they have made and the extent to which they have attained the curricular goals for the English language acquisition. The following assessments will be used to measure these skills: ESL portfolio Phonemic awareness Letter/sound identification Running records

 Writing samples Anecdotal records Performance assessments ESL Portfolio Form: All ESL students must have a portfolio form that tracks their progress. The ESL teacher and general education teacher will maintain the portfolio and pass on each year to demonstrate their progress.

APPENDIX

DALLAS CENTER-GRIMES SCHOOL DISTRICT ESL PROGRAM ENTRY LEVEL CHECKLIST

Students Name_______________________________ School______________________________________ Grade__________

Native Language_________________________ Date of Enrollment__________ Other Language(s) Spoken___________________________ Years of school in previous country_______ Years of school in the USA__________ Previous ESL services?____________ Where?__________________

Where?_______________________

Level of English Proficiency (TELPA Results): Listening: Reading: Writing: Speaking: Total Raw Score: _________ _________ _________ _________ _________ 1 2 3

TELPA Placement Level:

ESL Services: ____ESL services not recommended ____ESL services recommended and accepted by parents/guardians ____ESL services recommended and refused by parents/guardians (see waiver)

DALLAS CENTER-GRIMES SCHOOL DISTRICT ESL ASSESSMENT & PLACEMENT FORM

Date of Enrollment______________ Students Name_____________________________ Native Language______________________ DOB___________ Age______

Gender_______

Other Language(s) Spoken______________________________ Address__________________________________ Phone________________

Parents/Guardians_________________________________________________ Students Birthplace___________________ Date of Entry into USA__________ Educational Background: Years of school in previous country_______ Where?______________________ Years of school in USA_______ Where?_______________________________ Previous ESL services? Yes_______ No_______

Other Pertinent Information: ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________ Assessment Results: Name of Test ______________________ Native Language Assessment? Yes_____ NEP LEP No_____ FEP

Other Pertinent Information: ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________

DALLAS CENTER-GRIMES DISTRICT ESL PORTFOLIO FORM

STUDENTS NAME______________________________________________ LAST FIRST
Each ESL student must have a portfolio to track his/her progress in the program. General classroom teachers, administrators and ESL staff are responsible for maintaining the portfolio. The portfolio should be passed on to the appropriate school as the student moves through grades. ESL Portfolio contents: ESL Assessment & Placement form ESL Portfolio form (information starts with the current grade of the student and continues until the student formally exits the program) A copy of students scores for the I-ELDA and other standardized/district tests. Samples of student work from each grade level (i.e. writing samples, running records, tests, drawings, etc.) ESL Exit form (when being transitioned into the mainstream classroom) ELEMENTARY: Kindergarten School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n First Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Second Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Third Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Fourth Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Fifth Grade School year:

Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs:

ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n MIDDLE SCHOOL: Sixth Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Seventh Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Eighth Grade School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n HIGH SCHOOL: Freshman School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Sophomore School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Junior School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n Senior School year: ESL Staff: Classroom Teacher: Parent-Teacher Conferences: Fall y / n

SAT Speech Spring y / n

SPED Other

Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n Special Programs: SAT SPED Speech Other Spring y / n

DALLAS CENTER-GRIMES SCHOOL DISTRICT PARENT PERMISSION FOR ESL SERVICES Student Name______________________________ School_________________ Address___________________________________ Grade_______ Age______ I understand that after careful evaluation it has been recommended that my child be provided the opportunity to participate in the English as a Second Language (ESL) Program. I understand that: 1. This is part of the Dallas Center-Grimes schools educational program provided to assist children who have been identified as Limited English Proficient by the IDEA Proficiency Test (IPT) or the I-ELDA (Iowa English Language Development Assessment). 2. My child will participate in the ESL program which helps him/her to learn English and helps to improve reading, writing, and other skills used in the regular classroom. 3. Work with my child will be done individually or in small groups. 4. My childs progress will be discussed with me at conferences and throughout the year. 5. Any information about my childs progress will be made available to me upon request. 6. I have the right to refuse the services of this program if I choose to do so.

_______I have read and understand the above. _______I give permission for my child to participate in the ESL program. _______I refuse the services of the ESL program.

___________________ Date

_________________________________ Parent/Guardian Signature

DALLAS CENTER-GRIMES SCHOOL DISTRICT PARENT WAIVER OF ENGLISH AS A SECOND LANGUAGE SERVICES

I, ____________________________________________________, wish to refuse ESL services for my son or daughter,_____________________________. I understand that by waiving this service that my child will not be receiving small group or individualized instruction by the ESL staff.

________________ Date

____________________________________ Parent/Guardian Signature

DALLAS CENTER-GRIMES SCHOL DISTRICT PARENT NOTIFICATION TO BEGIN EXIT OF ESL PROGRAM

Student Name_____________________________ School__________________ Address_________________________________Grade________ Age________ After careful evaluation it has been recommended that _____________________ begin the exit process from the English as a Second Language (ESL) program. 1. Your child is considered fluent English Proficient based on the Iowa English Language Development Assessment (I-ELDA). 2. Academic areas, including reading, writing, and math, are satisfactory for his/her grade level. 3. It is recommended by the regular classroom teacher(s) and the ESL staff that your child begin the exit process from the ESL program. 4. Your child will be placed in the transitional phase and his/her academic progress will be monitored by the ESL staff for two years. 5. If, during the two-year transitional period, your child falls below grade level in academic areas, teachers or ESL staff may request that he/she receive ESL support. 6. After two years of successful transitional status, your child will exit the program completely.

DALLAS CENTER-GRIMES SCHOOL DISTRICT ESL PROGRAM EXIT NOTIFICATION _____________ Date Dear Parent or Guardian, __________________________ no longer requires the support of an English as a Second Language (ESL) teacher! Your child has successfully completed the two years of being transitioned into the regular classroom. Your child is to be congratulated on the progress made in learning English.

Sincerely,

_____________________________________ ESL Teacher

_____________________________________ Principal

_______________________________ School Administrator

________________ Date

_______________________________ Parent/Guardian

________________ Date

DALLAS CENTER-GRIMES COMMUNITY SCHOOLS HOME LANGUAGE SURVEY Student Name:____________________________________________________ First Middle Last Address:______________________________ Phone:____________________ School:______________________________ Grade:________________ Person completing survey: Mother___ Father___ Guardian___ Other___

Dear Parent or Guardian: In order to assist school districts to provide an equal opportunity for a meaningful education to all students, the state of Iowa requires that schools identify and report the primary language of their students. Primary language is defined as: the language the student learned when he or she first began to talk; the language that usually is spoken at home, or the language that the student usually speaks. Directions: For each of the six questions, please mark an X in the space that shows which answer is the most appropriate. If the language spoken is not already printed next to one of the answer boxes, please check the line labeled OTHER and write the name of the language into the space. 1. What language did your child speak when he/ she first began to 2. What language does your child speak most often at home?

o English o Other :
o English o Other : o English o Other : o o o o English Other : English Other :

talk?

3. What language does your child speak most often with his or her friends? 4. What language do you use most often when speaking to your 5. What language do you use most often when speaking to your friends?

child?

6. What language do other family members in your home usually use o English speaking to each other? o Other : ____________________________________ Signature

when

_____________________ Date