Tue Oct 27, 2009
English Language Learners (ELL) Plan
I. Program Goals & Philosophy
The district recognizes the importance of utilizing sound, research-based educational strategies to assist ELL students in acquiring English language proficiency.
The instructional approach selected by Philomath S. D. is Structured English Immersion at all levels. The instructional approach Transitional Bilingual is also available at Philomath High School, where bilingual instruction (English/Spanish) is provided in the ELL Lab. This approach was selected to maximize student learning through exposure to English balanced with individual and small group sessions focused on the student’s personalized ELL learning plan.
The district is committed to the goal of continuous program review and improvement for our ELL programs to give our students meaningful access to our educational program.
The district goals for students with Limited English Proficiency are aligned with Federal Annual Measurable Achievement Objectives (AMAOs) which measure:
a) Percentage or number increases toward English proficiency
b) Percentage or number increases in demonstrated English proficiency
c) Making adequate yearly progress (AYP) for LEP student sub-group
II. Student Identification
District-wide – Building secretaries will notify district ELL staff or the Student Services Coordinator of potential PHLOTE (primary home language other than English) families as they register. ELL staff will review records, administer assessment including a home language survey, and identify PHLOTE students within 30 days at the beginning of the school year or within 2 weeks during the school year. Special consideration of home language and language needs will be given for Native American students.
Transferring Students- Review school records from previous school to determine if ELL eligibility has been established and services provided. Assume inclusion in current ELL program unless records specifically indicate that a student has exited. Proceed to assessment.
Referrals for potential ELL services- Referrals of students who may be eligible for ELL services can be made to the ELL Program personnel or to the Student Services Coordinator, who will review school registration for indicators such as student’s primary language indicated, primary language spoken at home, or parental requests for language assistance.
A. Parents of students identified for possible ELL services will be notified with a written request for permission for further assessment. This will be passive approval approach, in that assessments will be given unless objected to by parents.
B. Students identified for the first time will be given the Woodcock-Muñoz English Language Survey, to assess level of English proficiency.
C. Staff who administer the Woodcock-Muñoz Language Survey must have completed training and demonstrated competency on the test with staff from LBL-ESD Evaluation Center.
D. Students who score at a level of Limited English Proficiency (level 3 or below) in any of the sub-tests shall qualify for the ELL Program.
E. Information from the assessment will be shared with students, administrators, teachers, and parents; and will become the basis of the personalized learning plan for the student.
F. All students will be re-tested annually by May 15th of each year, to measure progress using Oregon ELPA.
G. Test data on all students is stored in individual cumulative files at each respective school, and in the ELL office computer in room #141 at the Clemens Primary School along with individual student files.
IIIb. Assessment & Instruction
District ELL staff, counselors, and teachers will be responsible to work with students and families to interpret assessment information and redefine into functional learning objectives clearly defined in a personalized learning plan for the students (see IVB). This information will contain information on learning objectives, test taking, classroom accommodations, and grading accommodations, if any.
IV. Educational Approaches for LEP Students
A. The district will adopt programs and services consistent with current ESL educational theory.
B. A personalized ELL educational plan will be developed for each identified ELL student which will include:
-a description of the ELL services
-amount, frequency, and location of services
-person responsible for services
-Strategies/ materials for teachers for student’s participation in the regular curriculum
C. ELL services and textbook description by grade level:
School Grades Room By Service description
Clemens Primary School (CPS):
Picture Perfect K, 1st 141 ELL-IA ESL Pull-out (basic vocabulary, learning school routines)
Philomath Elementary School (PES):
English to a Beat 2nd – 5th Library Conference Room ELL-IA ESL Pull-out &
Small group instruction tied to literacy goals and other content area goals
Philomath Middle School (PMS):
English At Your Command 6th – 8th Room 10 ELL-IA ESL Pull-out & Content-based ESL
Philomath High School (PHS):
High Point 9th-12th Room 45 ELL
Bilingual Instructor Structured Immersion
Classroom instruction, with daily English instruction available in a small group. ELL Lab with bilingual instructor available for content area work.
V. Staffing & Professional Development
The program will provide instruction by authorized staff trained in instructional strategies for English Language Learners, or by qualified tutors/educational assistants supervised by such authorized and qualified staff.
A. When appropriate, provide small group and/or 1:1 guidance by district employee. This may include TitleI/ELL program personnel along with additional resources available throughout the district.
B. Under the direct supervision by qualified personnel, provide appropriate tutors for the students through use of educational assistants and community volunteers.
C. When available and appropriate, provide tutoring and mentoring opportunities through secondary students who freely volunteer, are not missing critical instruction time, are adequately fluent in English (especially in targeted content area), and always under the supervision by qualified ELL personnel.
D. Regular education licensed staff will work with ELL students in the regular classroom and provide time for specialized instruction by the ELL personnel. Placement of ELL students with staff having some degree of second language fluency in the student’s primary language is strongly recommended. The licensed teacher will also assist by providing appropriate materials for tutors, mentors, and other ELL personnel working with their students.
E. The district will make provision for continued professional development for ELL staff to maintain skills and meet qualification requirements through access to Title III Consortium training opportunities through State & Regional training opportunities. The district will support staff development opportunities for second language learning, such as on campus Spanish for Educators class and on line learning. The district will also support staff who take classes to earn an ESL/ESOL/Bilingual endorsement.
VI. Re-assessment & Exiting
A. All ELL students are re-tested using Oregon ELPA by May 15th each year. Scores are recorded in individual ELL records in student cumulative and ELL files. Results are compared with previous scores and a determination of reclassification or exiting is made at that time. When a student is determined through the assessment to meeting English proficiency (above Level 3), the student’s parents will be notified in writing of this progress and of the ending of ELL services.
B. Annual re-evaluation results are communicated to Principals and Teachers by completing an ELL Notification Slip, which summarizes test results and signals any changes of status (i.e. monitoring or exiting) and sending to the appropriate school. These notification slips will be placed in student cumulative files and ELL files.
C. In addition to testing, ELL staff will check grades and attendance records for students who are currently in monitoring status using the Power School reporting program. Students experiencing any academic problems will be assessed for re-admittance and/or referred to a building team for consideration for other building support services.
VII. Equal Access to Other District Programs
A. The district will follow established procedures for identification and referral to Special Education and TAG programs. Students can be referred to these programs by any staff member or parent request. Additionally, building counselors and the Student Services coordinator will review OSAT test scores and student progress to screen students for referral to either Special Education or TAG.
B. Testing for Special Education will only be recommended after careful review of student records to try and rule out lack of instruction and ESL factors. When referred for Special Education testing, the district will work with LBL-ESD Education Evaluation Center to select tests that are most appropriate for the ELL student. Results of Special Education testing, along with test planning and IEP planning are completed with qualified interpreters. ESD testing is also done in Spanish.
C. Parents are notified of extracurricular opportunities available in the district through regular parent newsletters from each school.
VIII. Parent & Community Involvement
A. Parent outreach will occur through individual contact by ELL staff, through organized community meetings. Major school events are translated into Spanish and sent home with students as part of the weekly newsletter at the Primary and Elementary levels.
B. Parents will have the opportunity to be involved in the annual review of Title programs through responding to requests for feedback/suggestions or by attending the annual interest group meeting charged with program review and goal development. ELL Report Cards, indicating level of English proficiency, are sent out in Spanish.
C. District Report Cards and NCLB information will be sent home in Spanish. Student Report Cards are sent home in Spanish at the Primary and Elementary levels.
D. Information to parents regarding their child’s placement, progress, and services will be provided in the parent’s native language whenever possible.
E. Special Kindergarten orientation takes place with administrator and parents at Clemens Primary School.
F. Annual Parenting class, taught in Spanish, discusses district structure.
G. The district will provide an annual Summer School class, taught in Spanish by a bilingual instructor, for the parents of our English Language Learners to explain the district policies and procedures.
IX. Program Evaluation, Review & Improvement
Oversight of the Philomath School District ELL Program will be administered by the district Student Services Coordinator, or the by the qualified designee of the Superintendent.
Oversight will include evaluation of program effectiveness, student progress, staffing, staff development needs, materials, and ELL program goals.
Oversight will also include determining program budget, maintaining financial and instructional records, and participate in ELL data collection as per state and federal guidelines.
During subsequent curriculum/materials adoptions, the district will include a review by ELL staff and/or Student Services Coordinator in order to consider the needs of our ELL students in that content area.
More in-depth review of all ELL program activities, policies, and effectiveness will occur as part of the district Continuous Improvement Planning process, where it will be reviewed by building Site Councils, building administrators and teachers, and the School Board every three years.
District ELL staff will meet at least 2 times peryear for the purpose of comprehensive program review, student progress monitoring (program effectiveness), and to identify needs/set new goals for the District ELL program.
This information will be incorporated into the overall school District performance review and integrated into the Continuous District Improvement planning process.