Section 4: EXIT CRITERIA AND PROCEDURESSubmit one original and one copy of this form with original signature of the superintendent and plan narrative to: Date Received by FDOE
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DISTRICT PLAN FOR SERVICES TO ENGLISH LANGUAGE LEARNERS (ELLs)
(1) NAME OF THE DISTRICT: (2) CONTACT NAME/TITLE: (3) CONTACT PHONE:
Bureau of Academic Achievement through Language Acquisition Florida Department of Education 325 West Gaines Street 501 Turlington Building Tallahassee, Florida 32399-0400 Contact Person: Mark Drennan Phone: (850) 245-0893 Email: mark.drennan@fldoe.org
LEON Jo Marie Olk 850-487-7896
(4) MAILING ADDRESS: (5) PREPARED BY: (If different from contact person) 3955 W. Pensacola St., Tallahassee, FL 32301 Barbara Stansell
(6) CERTIFICATION BY SCHOOL DISTRICT The filing of this application has been authorized by the School Board and the undersigned representative has been duly authorized to submit this plan and act as the authorized representative of the district in connection with this plan. I, Jackie Pons , do hereby certify that all facts, figures, and representations made in this plan are true and correct. Furthermore, all applicable statutes, rules, regulations, and procedures for program and fiscal control and for records maintenance will be implemented to ensure proper accountability. __________________________________________________ _____________________ ________________________________________ Signature of Superintendent or Authorized Agency Head Date Signed Date of Governing Board Approval (7) District Parent Leadership Council Involvement Name of Chairperson representing the District ELL Parent Leadership Council (PLC): Contact Information for District PLC Chairperson: Mailing address: E-mail Address: Phone Number: Date final plan was discussed with PLC: PLC approved not approved _______________________________________________________ _________________________________ Signature of the Chairperson of the District PLC Date Signed by PLC Chairperson
Dr. Eric J. Smith, Commissioner Florida Department of Education
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DISTRICT ENGLISH LANGUAGE LEARNER PLAN ASSURANCES AND CERTIFICATION
School districts are required to abide by a set of assurances when developing and implementing programs and services to students classified as English Language Learners (ELLs), and are required to ensure school- and district- level personnel comply with all the requirements and provisions set forth in the laws, rules, regulations, and federal court orders listed below:
• The requirements set forth in Section 1003.56, Florida Statutes; • The requirements set forth in Rules 6A-6.0900 - 6A-6.0909; 6A; 6A-6.09091; 6A-1.09432, Florida Administrative Code (FAC.), and other applicable
State Board of Education Rules;
• The requirements of the No Child Left Behind Act of 2001;
• The requirements of the Consent Decree in the League of United Latin American Citizens et al. v. the State Board of Education, 1990;
• The requirements of the Florida Educational Equity Act, 1984;
• The requirements based on the Fifth Circuit Court decision in Castañeda v. Pickard, 1981; • The requirements based on the Supreme Court decision in Plyler v. DOE, 1980;
• The requirements based on the Supreme Court decision in Lau v. Nichols, 1974;
• The requirements of the equal Educational Opportunities Act of 1974;
• The Requirements of Section 504 Rehabilitation Act of 1973;
• The requirements of the Office of Civil Rights Memorandum of May 25, 1970;
• The requirements of the Title VI and VII Civil Rights Act of 1964; and
• The requirements of the Office of Civil Rights Standards for the Title VI Compliance.
By signature below, I, _________________________, do hereby certify that procedures, processes and services that are described herein shall be implemented in a manner consistent with the requirements and provisions of the requirements set forth above.
___________________________________ _____________________ Superintendent's Signature Date Signed
SECTION 1: IDENTIFICATION 1) Enrollment Procedures Describe the process or procedures that are followed to register ELLs and administer the Home Language Survey (HLS) and how these procedures compare to those that are followed for non-ELLs. The district offers parents the opportunity to register at their home/zone school through normal district registration procedures. The HLS is Part 2 of the Leon County Schools standard student registration form. All students are required to respond to the HLS as part of the registration procedure. The HLS is included in all registration materials and is available in Spanish or interpreters are provided by the school or district in another language. unless not clearly feasible. . 2) Administration of the Home Language Survey Describe how the HLS is administered at the schools in the district. Include in the description when this is done. The HLS is part of the Leon County Schools standard reqistration form. The form is completed upon the initial registration of each student. the original HLS form is maintained in the student's cumulative folder as a permanent record. 2a) Describe the procedures that are implemented for processing all affirmative responses to the HLS. If a student responds in the affirmative to any question on the HLS, the registrar notifies the School ESOL Administrator, whose responsibility it is to ensure that the English language proficiency test is given as soon as possible. Identify the title of the personnel responsible for processing all affirmative responses to HLS.
Registrar Guidance Counselor Other (Specify) School ESOL Administrator 3) Provision of Understandable Communication Describe the process to assist parents and students at the time of registration who do not speak English. If home language assistance is needed, qualified staff at the site level are asked to help. If language assistance is not available at the site, school staff contacts the district ESOL office who will in turn provide assistance by contacting a translator at another site, at Florida State University or through a network of community foreign language resources. 4) Student Data Collection Describe the procedures implemented for collecting and reporting student demographic data including, but not limited to, native language, country of birth, etc. At the time of registration, school staff enters the following demographic information into the district's student information system: the primary or home language; country of birth, and city of birth. This information is reviewed and revised as necessary by the district ESOL office. If any response to the HLS is affirmative, the data entry operator at each school site records the ELL status code LP on the student demographic screen, which remains until the IPT English language assessment is given. The school notifies the district ESOL office of the results. The district ESOL office is responsible for entering the appropriate code reflecting the student's ELL status at all non ESOL centers. During the 2008-2009 school year, four ESOL center school administrators will begin to enter their school's student data. The computer data collection and reporting required by the Department of Education are monitored by the Leon County
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Schools Office of Information Systems. The district ESOL office enters and reviews the required data elements for accuracy and updates the data at required intervals. Identify the title(s) of the personnel responsible for collecting and reporting student demographic data.
Registrar Data Entry Clerk Other (Specify) School ESOL Administrator; ESOL Developer SECTION 2: ENGLISH LANGUAGE PROFICIENCY ASSESSMENT (PLACEMENT) 5) English Language Proficiency (ELP) Assessment Indicate the title(s) of the personnel responsible for the English language assessment of potential ELLs in your district.
Registrar ESOL Coordinator/Administrator Other (Specify) Guidance counselor 6) Listening and Speaking Proficiency Assessment Indicate the Listening and Speaking (Aural-Oral) assessment(s) used in your school district to identify a student as an English Language Learner (ELL). Also, indicate the publisher’s cut- score by score type that determines the student eligible and in need of ESOL services.
INDICATE THE CUT SCORE USED FOR PLACEMENT (ENTRY) DETERMINATION BY TYPE OF SCORE Name of Listening and Speaking
Instrument(s): Grade Level Raw Score(1) Scale Score(2)
National Percentile(3)
K Publisher Cut Score
1st and 2nd Publisher Cut Score
Ballard and Tighe IPT IForms E & F
3rd - 5th Publisher Cut Score
Ballard and Tighe IPTII Forms C & D
6th Publisher Cut Score
7th-12th Publisher Cut Score
(1) A raw score represents the number of points a student received for correctly answering questions on a test. (2) A scale score is a raw score that has been converted to a scale. The conversion table provided by test publisher should be used to report the scale score, if the test results are not provided in terms of a scale score. (3) A national percentile is the percentile rank provided by a national norm-referenced test that indicates the percentage of a referenced group obtaining scores equal to or less than the score achieved by an individual. 6a) Describe the English Language Proficient (ELP) assessment procedures that have been implemented for K-12 ELLs to determine their oral skills levels [i.e. Non-English Speaking (NES), Limited English-Speaking (LES), and Fluent English-Speaking (FES)]. Include personnel responsible for testing students, grading the assessments, and recording the ELL data. Students who have an affirmative response to any question on the HLS are administered an Aural/Oral test within 20 school days. Personnel responsible for testing and grading the assessments are guidance counselors, testing coordinators, ESOL teachers and
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school ESOL administrators. Registrars for other trained data entry personnel enter data into the student system. 6b) What procedures and safeguards have been implemented to ensure that the Listening and Speaking test is administered within 20 school days of the completion of the HLS with affirmative responses? 1.) The district ESOL office distributes a monthly calendar indicating the 20 day testing window and deadline. 2.)The district office convenes an annual meeting in August to update ESOL school administrators on ESOL items and provides information on procedures and deadlines. A school ESOL Administrator's Guide indicating procedures is distributed at this time. 3.) An e-mail reminder is sent to all ESOL administrators one week prior to the 20 day deadline. 4.) As a follow up, the district ESOL office requests a student data report indicating which students' ELL status is LP (pending assessment), and contacts Schools ESOL Administrators who have students who fall into this category. 6c) Describe procedures that have been implemented when the Listening and Speaking test is not administered within 20 school days of the completion of the HLS with affirmative responses. If for any reason the test cannot be administered before the deadline, the school is required to send a letter to parents explaining the reason for the delay. A standardized form letter is printed on school letterhead and sent to parents. 6d) Describe the assessment procedures that have been implemented for students in grades K-2 who score as fluent English-speakers on the Listening and Speaking test. Students who score as fluent English speakers are placed in regular programs. 6e) Describe the assessment procedures that have been implemented for grades 3-12 ELLs who have scored limited English proficient (below the publisher’s cut scores) on the Listening and Speaking test. If students in grades 3-12 score as limited proficient , no further testing is administered and they are placed in ESOL programs. Parents are notified in writing in English and the home language when feasible. 7) Reading and Writing Indicate the Reading and Writing assessment(s) used in your school district to identify a student as an English language learner. A norm-referenced test may report a student’s score as a percentile. A score at or below the 32 percentile one the reading or writing portion of a norm-reference test would qualify a student for entry into the ESOL program.
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Ballard and Tighe Reading and Writing (IRW) CELLA Form 3
7a) What procedures and safeguards have been implemented to ensure that the Reading and Writing test is administered to students in grades 3-12 within one year of the Listening and Speaking test? Students who score as limited proficient on the Listening and Speaking
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assessment will be administered the CELLA reading and writing assessment in the spring of each year, within one year of entry. Students who score proficient on the Listening and Speaking assessment will be administered the Ballard and Tighe Reading and Writing assessment within 20 school days following the Listening and Speaking assessment administration. 7b) Describe the procedures that are followed when the Reading/Writing test is not administered to students in grades 3-12 within the required timelines. All students in Leon County Schools must participate in reading and writing assessments according to district policy and are tracked using a district-wide tracking system developed in conjunction with the Testing Director. Parents of students who do not take the assessements within prescribed times will be notified in writing. This written notification takes place in English and the home language when feasible. 8) ELL Committee Intervention Describe the procedures that have been implemented by which the ELL Committee makes entry (placement) decisions. Include Web links (URLs) to form(s) used to document ELL Committee meetings or attach forms when sending the plan. In making decisions the ELL Committee considers the following factors: 1.) extent and nature of prior educational and social experiences and student interview; 2.) written recommendation and observation by current and previous instructional and supportive services staff; 3.) level of mastery of basic competencies or skills in English and home language according to appropriate local, state, and national criterion-referenced standards; 4.) grades from the current or previous years; 5.) other test results. http://www.tandl.leon.k12.fl.us/esol/guide/guide.htm 9) Native Language Assessment Have procedures been developed and implemented to assess ELLs in their native language? (Rule 6A-6.0901, FAC., defines native language as the language used by an individual of limited English proficiency).
Yes No If yes, describe the procedures implemented and list the instrument(s) used. SECTION 3: PROGRAMMATIC ASSESSMENT 10) Academic/Programmatic Assessment Describe the procedures that have been implemented for determining the academic knowledge and abilities, and the prior academic experience of students identified as English language learners through the ELP assessments. Include Web links (URLs) to procedural documents as appropriate. A programmatic assessment process in in place to determine appropriate grade level placement and academic programs for ELLs. School personnel(guidance counselors, ESOL specialists, teachers and administrators) review the following data to the extent that it is available: parent interview regarding educational history, school paperwork and documentation, grade reports and transcripts, student interviews, assessment of current content area abilities and chronological age. The information is evaluated and a decision for placement is made.
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10a) Describe the procedures that have been implemented to address the placement of ELLs with limited or no prior school experience(s). Placement of students is initiated at each school site with the use of the information obtained from the programmatic assessment. Students are placed considering age appropriateness, educational background and parent interviews. 10b) Describe the procedures that have been implemented to address the placement of ELLs whose prior schooling records are incomplete or unobtainable. Include actions taken and/or methods used to locate student records. Placement of students is initiated at each school site with the use of the information obtained from the programmatic assessment. Students are placed considering age appropriateness, educational background and parent interviews. When students arrive without school records parents/guardians are interviewed in order to identify the former school. The former school is contacted when possible and the student is placed , primarily based on age appropriateness, until further documentation and information is received. 10c) Grade Level and Course Placement Procedures – Grades K-8 Describe the procedures that have been implemented and the personnel involved to determine appropriate grade level placement. A programmatic assessment process is in place to determine appropriate grade level placement and academic programs for ELLs. School personnel(guidance counselors, ESOL specialists, teachers and administrators) review the following data to the extent that it is available: parent interview regarding educatioanl history, school paperwork and documentation, grade reports and transcripts, student interviews and chronological age. After the information is compiled and reviewed a decision for placement is made. 10d) Grade Level and Course Placement Procedures – Grades 9-12 Describe the procedures that have been implemented to determine appropriate grade and course/class placement. Descriptions must include the process used for awarding credit to ELLs entering high school in 9th-12th grades who have completed credits in countries outside of the United States, but for which there is no documentation. Also, per Rule 6A-6.0902, FAC., include the process for awarding credit to students transferring from other countries for language arts classes taken in the student’s native language and for foreign languages the student may have taken (this may include English). Please provide a link if this information is explained in the Student Progression Plan. A programmatic assessment process is in place to determine appropriate grade level placement and academic programs for ELLs. School personnel(guidance counselors, ESOL specialists, teachers and administrators) review the following data to the extent that it is available: parent interview regarding educational history, school paperwork and documentation, grade reports and transcripts, student interviews and chronological age. After the information is compiled and reviewed a decision for placement is made.The district follows State Board Rule 6A-1.009941, State Uniform Transfer of High School Credits. 11) Re-evaluation of ELLs that Previously Withdrew from the School/District Describe the procedures that have been implemented for re-evaluating ELLs who withdraw (or leave) from the district and re-enroll after having been either in another district, state, or out of the country. Include the length of time between the ELLs’ withdrawal and re-enrollment after which a new English language proficiency assessment is to be administered. Students who withdraw or leave the district for more than one year are assessed upon entry. If
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returning students have documentation from the previous school that they have been served in an approved ESOL program that information will be taken into consideration upon reentry. 12) ELL Student Plan Development Describe the procedures that have been implemented for developing the Student ELL Plan (formerly known as the LEP Student Plan). Include the title of the person responsible for developing the plan and a description of when and how the plan is updated. The school ESOL administrator or his/her designee is responsible for developing an LEP Plan for each student in conjunction with parents and teachers. The plan is reviewed and revised once each semester that the student is in attendance. The plan lists the courses in which the student is enrolled as well as any special programs in which the student participates. The plan documents modifications offered to the student at the school for state assessments. Any change in the student's schedule requires a new plan, completed by the same personnel, and the procedures are the same. 12a) What procedures are used to ensure that the Student ELL Plans are updated to reflect a student’s current services? List the title of the person responsible and provide link to the Student ELL Plan form, as appropriate. Each school's ESOL Adminstrator is responsible for updating forms. To assist in compliance, district ESOL administrator holds an annual meeting in the beginning of each school year. At that meeting the updated ESOL guide is reviewed and monthly calendars are created and distributed that indicate the timeline of required tasks. Email reminders are sent at the beginning of each semester to update plans and mini audits of ESOL folders are conducted by district personnel to ensure compliance with procedures. 13) Parent Notification Indicate the process that has been implemented to notify parents/guardians of the placement of the ELL in the ESOL program.
Standard letter used by all schools in a language the parents/guardians understand, unless clearly not feasible.
Individual communication in a language the parents/guardians understand, unless clearly not feasible.
Other (Specify) 13a) List the languages used in the Parent Notification Letters (check all that apply):
English Spanish French Haitian Creole Portuguese Vietnamese Other (Specify)
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SECTION 4: COMPREHENSIVE PROGRAM REQUIREMENTS AND STUDENT INSTRUCTION 14) Instructional Models In addition to using ESOL strategies, which are required for use by teachers who have ELLs, indicate the instructional model(s) or approach(es) implemented in the district to ensure comprehensible instruction. Descriptions for each of these appear on page 50 of the 2008- 2009 English Language Learner Database and Program Handbook, http://www.fldoe.org/aala/pdf/08-09ELLDatabaseProg-handbook.pdf. (Check all that apply)
Sheltered English Language Arts Sheltered Core/Basic Subject Areas Mainstream-Inclusion English Language Arts Mainstream-Inclusion Core/Basic Subject Areas One-Way Development Bilingual Education Dual Language (Two-Way Developmental Bilingual Education)
14a) Describe how the instructional models are implemented in your district. Description should include the procedures that have been implemented to locally monitor fidelity of implementation for each instructional model at the school. Each school indicates the instructional models used at that site. District and school based personnel regularly monitor the programs for fidelity and implementation. District personnel collaborate with principals and administrators at each site to ensure that student schedules align with the school's program model. Each school ESOL site administrator monitors, by reviewing lesson plans, doing classroom walkthroughs, observations and conferences with teacherss that the instructional methods and strategies implemented at the school sit align with the school's program model School-based administrators meet regularly with district personnel to conference about fidelity of implementation. Elementary center school: The ESOL program at Pineview Elementary School is a sheltered program. This means that we "pull-out" our ESOL students from their regular homeroom during the day to teach them "English" in a separate classroom. We do this everyday for about 50--135 minutes, depending on the language proficiency or grade level of each student. We follow the same Sunshine State Standards/Language Arts curriculum as required by the Leon County School District. We also follow the standards established by the national TESOL organization. We use effective ESOL strategies to teach our students and we try to develop their vocabulary as quickly as possible. . ESOL center students receive language arts instruction in self-contained classrooms in middle and high schools and in a pull-out setting for elementary students. At the non- center schools, LEP students receive their primary language arts instruction from regular classroom teachers who are either already qualified with the appropriate ESOL training or in the process of obtaining the qualifications. These teachers use ESOL strategies to provide understandable instruction and, when requested, are assisted by the ESOL Resource Teachers in planning and implementing comprehensible instruction.
At the high school level, students at the ESOL center receive instruction in English I – IV through ESOL according to their need for credits and, ESOL Listening and Speaking, ESOL Reading and Writing, and combined skills courses as elective, and as needed according to their proficiency. 14b) As an attachment to this document, please list each school in your district and the instructional model(s) used in each. Please use Microsoft Word or Microsoft Excel to format the information. 14c) Describe the process that has been implemented to verify that instruction provided to ELLs throughout the district is equal in amount, sequence, quality, and scope to that provided to non-ELLs. In accordance with State Board rules, teachers who provide instruction to ELLs have been, or will be, trained to provide appropriate and comprehensible instruction using ESOL methodologies and strategies. Instruction provided to ELLs is equal in amount, sequence and scope to that provided to non- ELLs. School-based administrators observe and evaluate implementation of appropriate instruction. Evidence is provided through evaluation of lesson plans and classroom observation by the administration. Appropriate instruction is documented in teacher evaluation documents. Documentation of minutes of instruction are provided in the district's scheduling program, Genesis.These schedules are monitored by building level administrators as well as district administrators to insure that all students are scheduled in required courses for required periods. 14d) Describe the method implemented throughout the district for use by instructional personnel to document the use of ESOL instructional strategies and the school level monitoring process used to verify the delivery of comprehensible instruction. Instructional staff is required to document the use of ESOL instructional activities. Each school site administrative team has developed its own plan to access documentation of the delivery of comprehensible instruction to ELLs. Leon County Schools operates under a school-based management model and therefore principals comply with the ESOL Consent Decree Guidelines using a variety of approaches. 14e) Indicate the title of the person(s) responsible for ensuring that all ELLs are provided with comprehensible instruction in your district. (Check all that apply)
Region Administrator(s) District Administrator(s) School Level Administrator(s) Other (Specify)
14f) Indicate the progress monitoring tools that are being used to ensure all ELLs are mastering the grade level academic content standards and benchmarks, and the English Language Proficiency standards. (Check all that apply)
Student Portfolios FCAT Practice Tests Other Criterion Reference Test (Specify)
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Native Language Assessment (Specify) FCAT Other (Specify) CELLA, Progress Report grades, DIBELS, other district assessments,
Ballard and Tighe IPT and IRW, ACT, SAT 15) Student Progression Have the district’s standards and procedures for promotion, placement, and retention of ELLs been incorporated into the district’s Student Progression Plan?
Yes No If yes, indicate where in the Student Progression Plan these are described. The sections of the Leon County Schools Student Progression Plan that address promotion, placement and retention of ELLS are : Placement of foreign students, Grading Practices, Retention, State Uniform Transfer of High School Credits, Mandatory Retention Exemptions for Good Cause 15a) Describe the district’s Good Cause Policy(ies) and how these are implemented in your district when ELLs who have been enrolled in an approved ESOL program for 2 years or less are exempted from mandatory retention. English Language Learners (ELLs) who have had less than two years of instruction in an English for Speakers of Other Languages (ESOL) program(not including Pre-K) are eligible for Good Cause Exemption. The ELL committee must be convened and the recommendation to exempt the student from the promotion criteria must be included in the ELL Committee Report. 15b) Describe what role the ELL Committee has in the decision to recommend the retention or promotion of any ELL. Any time there is a recommendation for retention of an ELL the ELL Committee must be convened and the recommendation to exempt the student from the promotion criteria or to retain the student must be included in the ELL Committee Report. 15c) Describe the procedures that have been implemented to notify parents of ELLs regarding retention or promotion decisions. Parents must be invited, in writing, in the home language when feasible, prior to an ELL Committee meeting being held. SECTION 5: STATEWIDE ASSESSMENT 16) Statewide Assessment Describe the process that has been implemented to ensure that all ELLs participate in Florida statewide assessment program (FCAT, CELLA, etc), include the title of the person responsible for ensuring all ELLs are assessed. It is the policy of Leon County Schools to ensure that all ELLs participate in Statewide Assessment Programs, the Director of Student Assessment is the responsible person for ensuring that this policy is adhered to by all schools. A district-wide tracking system has been developed and implemented by the Director of Student Assessment to monitor this policy. If a school ESOL Administrator wishes to recommend a student for alternative assessment he/she must contact the District ESOL office for approval. 16a) Describe the process that has been implemented to ensure all eligible ELLs are provided with appropriate test accommodations. Description should indicate the title of the
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school-level person responsible and include a description of how schools maintain documentation that each eligible ELL was provided with appropriate test accommodations. In consultation with classroom teachers the school ESOL administrator is responsible for completing the FCAT Accomodations form indicating appropriate accommodations. This form is considered part of the student's ELL Student Plan, and as such, is updated annually. 16b) Do the current assessment policies adopted by the district allow for the implementation of alternative assessment of ELLs who have been enrolled in an approved ESOL program for 12 months or less?
Yes No If yes, describe the process for alternatively assessing ELL students. All ELLs are expected to participate in the FCAT, however, if the school ESOL Administrator and the school's ELL Committee believe a student's participation would be inappropriate then students enrolled in an approved ESOL program for 12 months or less may be alternatively assessed. Each student must be recommended by the ELL Committee and the parent must be invited to the ELL Committee meeting.The District ESOL Office and the District Testing Director must be notified. Indicate alternative assessments for each core subject area that apply. NOTE: If you would like to list multiple assessment instruments for a subject, separate each name with a comma. For each core subject area either indicate alternative assessment, or list “N/A.” Reading: CELLA Reading, IDEA Proficiency Tests IPT 2 Form 2B and Form 3B Math: Writing: IDEA Proficiency Tests 2 Form 2B and orm 3B Science: SECTION 6: ENGLISH LANGUAGE PROFICIENCY ASSESSMENT (EXIT) 17) Describe the procedures that have been implemented to determine ELLs are ready to exit the district’s ESOL program. Description should include exiting procedures for all language domains (listening speaking, reading and writing), grade-specific procedures, and required cut scores. An ELL student may be recommended to be tested for exit by parents, guardians, or instructional personnel directly involved with the student's education at any time following initial classification. At the ESOL Center Schools, ELL students who are attending from another school zone will be tested for exit at the end of the school year in order to avoid disrupting the student's educational setting by having to return to the home zone school. An exception to this is if the parent or guardian requests that the student be tested. At non ESOL center schools, an ELL student may be recommended to be tested for exit by parents, guardians, or instructional personnel directly involved with the student's education at any time following initial classification. The school ESOL Administrator or designee administers the IPT Form D or the IPT II Form D assessment instrument as appropriate for age and grade level. Students in grades K-2 who score in the fluent English (FES) or Mastery designation on the Listening and Speaking assessment may be exited from the ESOL program. Students in grades 3-12 who score as English proficient on the Listening and Speaking test are further assessed for reading and writing proficiency by the ESOL Resource Teacher or ESOL
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teacher using the IPT Reading and Writing Form 1A,2A or 3A as appropriate for age and grade level. Students who score at or below the 32nd percentile on either the reading or the writing subtests, or both, are referred to the ELL Committee to determine if the student should continue to be designated as ELL. 17a) Listening and Speaking Proficiency Assessment Indicate the Listening and Speaking (Aural-Oral) assessment instrument used in your district for determining whether or not a student is English proficient and ready for exit. Also, indicate the publisher’s cut-score by score type that determines that the student is ready for exit.
INDICATE THE CUT SCORE USED FOR EXIT DETERMINATION BY TYPE OF SCORE Name of Listening and Speaking
Instrument(s): Grade Level Raw Score(1) Scale Score(2)
National Percentile(3)
IPT 1 Oral Forms E and F K Publishers Cut Score
IPT 1 Oral Forms E and F 1st and 2nd Publishers Cut Score
IPT 1 Oral Forms E and F 3rd - 5th Publishers Cut Score
IPT 1 Oral Forms C and D 6th -12th Publishers Cut Score
(1) A raw score represents the number of points a student received for correctly answering questions on a test. (2) A scale score is a raw score that has been converted to a scale. The conversion table provided by test publisher should be used to report the scale score, if the test results are not provided in terms of a scale score. (3) A national percentile is the percentile rank provided by a national norm-referenced test that indicates the percentage of a referenced group obtaining scores equal to or less than the score achieved by an individual. 17b) Reading and Writing Proficiency Assessment Indicate the Reading and Writing assessment instrument(s) used in your district to determine whether or not a student is English proficient and ready for exit. A norm-referenced test may report a student’s score as a percentile. Per Rule 6A-6.0903, FAC., if a norm-referenced test is used, a score at or above the 33rd percentile qualifies a student for exit. For exit criteria, refer to ELL: Basis of Exit Data Element at this link: http://www.fldoe.org/eias/dataweb/database_0809/st105_1.pdf.
Name of Reading and Writing Instrument(s):
Ballard and Tighe Reading and Writing (IRW) CELLA FCAT
17c) Identify the title of the personnel responsible for conducting the exit assessments described above:
Registrar ESOL Teacher/Coordinator Other (Specify) School ESOL administrator or designee
17d) Describe the process by which the ELL Committee makes exit decisions. Parents/guardians are invited to participate in the ELL Committee meeting to determine whether the student continues to be classified as ELL or is exited. The parents'/guardians' wishes are always taken into consideration. The findings of the committee and their recommendations are kept on file. A student who has not scored FES on the IPT exit test may not be exited unless a psychological evaluation determines that the reason the student is not showing proficiency on the assessment is due to factors other than second language interference. An ELL Committee meeting would convene to review the conclusions of the psychologist who has completed the evaluation of the student and a written statement and recommendation from the psychologist is required and is filed in the student's cumulative record. Any exit is documented by either appropriate test scores and/or ELL Committee recommendations. 17e) Identify who is responsible for updating ELLs’ exit data in the Student ELL Plan and who is responsible for ensuring this process is completed. Provide titles of person(s) responsible & briefly describe process. The school ESOL Administrator, the ESOL teacher, teacher or guidance counselor is responsible or updating the ELL plan and the ESOL contact or FTE administrator is responsible for ensuring that this process is completed. The registrar is responsible for inputting the data into the student system. A copy of the exit data is maintained in the student's ESOL records. The District ESOL Office periodically reviews student folders to ensure plans are updated as needed. 17f) Identify the district policies in place for students who meet exit qualifications in the middle of a student grading period. Students who meet exit qualifications in the middle of a grading period remain in the same course until completion of the course. The ELL Committee recommends appropriate placement. Basis of Entry/Listening and Speaking: An LEP student may be recommended to be tested for exit by parents, guardians, or instructional personnel directly involved with the students education at any time following initial classification. At the ESOL Center Schools, LEP students who are attending from another school zone will be tested for exit at the end of the school year in order to avoid disrupting the student’s educational setting by having to return to the home zone school. An exception to this is if the parent or guardian requests that the student be tested. The ESOL Resource Teachers, the ESOL teachers, or the ESOL Developer administer the IPT I Form D or the IPT II form D assessment instrument as appropriate for age and grade level. Students in grades K-3 who score in the fluent English (FES) or Mastery designation on the Listening and Speaking assessment may be exited from the ESOL Program. Students in grades 4-12 who score as English proficient on the Listening and Speaking test are further assessed for reading and writing proficiency by the ESOL Resource Teachers or ESOL Teachers utilizing the IPT Reading & Writing Form 2A or Form 3A as appropriate for age and grade level. Students who score at or below the 32nd percentile on either the reading or the writing subtests, or both, are referred to the LEP Committee to determine if the student should continue to be classified as LEP or not. Basis of Entry/Reading and Writing: Students classified as LEP based on reading and writing are eligible to exit the program if they score above the 32nd percentile in both reading and writing on the reading and writing subtests of a norm-referenced test or on the IPT 2,
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Reading & Writing Form 2B or IPT 3, Reading & Writing form 3B. Students who score above the 32nd percentile and whose parents want them to continue in the ESOL program, may be referred to the LEP Committee for further review and will continue in the program only if the Committee determines that it is in the best interest of the student to remain in the ESOL program. This classification will be in effect for one semester. The committee will convene at the end of the semester to re-examine the student’s LEP classification. If students score at or below the 32nd percentile in either reading or writing, then the LEP Committee at the student’s school will convene to determine if the student should continue to be classified as LEP or should be exited. The student may continue in the ESOL Program as LEP in reading and writing and be referred to the LEP Committee for further review as needed. If ever there are scores available on a recent (no older than one year) norm-referenced test, the FCAT Writing Assessment, and the IPT Reading & Writing test, the scores will be compared and the higher of the scores will be used in making the determination about the student’s classification. Section 7: MONITORING PROCEDURES 18) Identify who is responsible for conducting the required two-year monitoring follow-up of former ELLs once they have exited the ESOL program. The District ESOL staff and the school ESOL Administrators are responsible for program monitoring and maintaining compliance with district, state and federal guidelines and statutes and in assuring that each FTE survey is accurate and up to date. The FTE administrator, ESOL teacher, ESOL contact and district personnel are among the possible personnel at each school who collaborate on how compliance is ensured. When a student exits the program, ESOL teachers adjust the Student Plan to reflect exit information and the ESOL office sends a notification to parents that the student was exited. All necessary data bases and documentation of the change of status is done by the ESOL office. ESOL personnel notify former students’ core academic teachers of the students’ LEP status and recommend that the teachers continue to use ESOL strategies in order to assist students in this transitional period. This ensures ongoing monitoring of students’ progress. In the written notification to the core academic teachers, they are advised to notify ESOL personnel if these students have academic or social problem during the monitoring period. The ESOL Resource Teachers and/or the ESOL Program Developer monitor student progress by reviewing grades and test scores during the prescribed monitoring period of two years (after the issuance of each student’s first report card, semi-annually during the first year after exiting, and at the end of the second year after exiting). This is documented on the Post Reclassification Monitoring form (see appendix) and is retained in the students folder at the ESOL office during the two year period at which time it is placed in the student’s cum folder. In addition, the above-mentioned personnel will consult with the teachers of the students having difficulty and/or will observe the student during class time to determine what assistance and/or intervention is needed. One possible intervention may be a convening of the LEP Committee. For secondary students, information on grades and test scores can be accessed through the Student Information System. For elementary students, copies of the report cards are requested from the schools and test scores are accessed through the SIS system. The monitoring focuses on grades, test scores, and parity of participation in educational
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programs. This information is used for post-reclassification recommendations, as well as for program evaluation purposes. T 18a) Explain how the ELLs’ progress is documented in the Student ELL Plan. The ESOL Resource Teachers and/or the ESOL Program Developer monitor student progress by reviewing grades and test scores during the prescribed monitoring period of two years The student's progress is documented ont Post-Dismissal Monitoring Form.The post- reclassification monitoring form is kept in the ESOL office until the monitoring period is completed and is, then, sent to the student’s school for the cumulative folder. 18b) Indicate what documentation is used to monitor the student's progress. Check all that apply.
Report Cards Test Scores Classroom Performance Other (Specify) Parent/Student Input, ELL Committee Reports, when applicable
19) Describe the procedure(s) followed when the academic performance of former ELLs is not on grade level. If the performance of a former ELL student is unsatisfactory, the school ESOL Administrator initials one of two statements: The student is having difficulties which are being addressed by:________ or I have reviewed the student's grades and test scores. The student is not making satisfaotry progress. The ELL Committee will convene to discuss the student's progress and appropriate alternatives for the student. These alternatives may include reclassification as an ESOL student or Intervention Team referral. 20) When former ELLs are reclassified as ELL and re-enter the ESOL program, who is responsible for initiating a new Student ELL Plan, updating the student data, and ensuring the appropriate placement? Include a description of the procedures/processes. When former ELL students are reclassified as ELL through a decision of the ELL Committee and re-enter the ESOL program, the school ESOL Administrator is responsible for recording the decision on the previous ELL student plan form in the space provided, initiating a new ELL student plan, updating the student data by informing the District ESOL office and ensuring the proper placement. 21) Describe the program delivery model and additional intervention strategies that will be implemented when former ELLs re-enter the ESOL program. A former ELL re-entering the ESOL Program will be placed in any one of the program models currently at his/her school site or if the student attends a non-ESOL center school, parents will be encouraged to consider the option of placing the reclassified student at their designated ESOL center school. The ELL Committee will address the remediation and academic interventions needed for each student and these interventions will be listed on the ELL plan. Section 8: PARENT/GUARDIAN/STUDENT NOTIFICATION AND RIGHTS
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22) Describe the procedures used by school personnel to provide assistance to parents/guardians of ELLs in their home language. If necessary, bilingual aides are on call to provide language assistance to parents in Spanish, Chinese and Korean at the time of registration, either in person or over the telephone. Registration forms are available in Spanish, Chinese and Korean. Asistance in other languages can be obtained through the district ESOL office on an as-needed basis. The district ESOL office considers it a serious responsibility to locate heritage language speakers within the larger community to assist newcomers to our school system. Language assistance is provided for ELL Committee Meetings and parent conferences as needed. Letters inviting parents to conferences or meetings offer parents the option of requesting language assistance. However, parents who need language assistance are encouraged to bring a translator if possible to any meeting. During group parent meetings at the ESOL Center Schools language assistance is provided by bilingual instructional assistants. 22a) Check the school-to-home communications that are sent by the district or school to parents/guardians of ELLs and that are in a language the parents/guardians understand:
Temporary placement Delay in language proficiency testing Results of language proficiency assessment Program placement Program delivery model options State and/or district testing Accommodations for testing (flexible setting) Annual testing for language development Growth in language proficiency (Listening, Speaking, Reading, Writing) Exemptions from statewide assessment for students classified as ELL for one year or less by date of test
Retention/Remediation Transition to regular classes Extension of ESOL instruction Exit from ESOL program Post-reclassification (LF) monitoring Reclassification of former ELL student Invitation to participate in an ELL Committee Meeting Invitation to participate in the Parent Leadership Council (PLC) Special programs such as Gifted, ESE, dual enrollment, Pre-K, adult secondary courses, vocational education, magnet, charter schools, SES programs, and student support activities
Free/reduced price lunch Parental choice options, school improvement status, and teacher out-of-field notices Registration forms and requirements Disciplinary forms
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Information about the Sunshine State Standards and the ELP Standards Information about statewide assessments Information about community services available to parents Information about opportunities for parental involvement (volunteering, PTA/PTO, SAC) Other
23) How does your district inform parents/guardians/ and ELLs of the Code of Student Conduct and students' rights and responsibilities? This document is translated into Spanish and Chinese. Is the Code of Student Conduct Available in a language other than English?
Yes No If No, describe how the Code of Student Conduct is explained to parent/guardians and students in a comprehensible format. Include title of personnel responsible. 24) What provision(s) does your district have to train parents/guardians in order to promote parental and community participation in programs for ELLs? Explain. All parents are encouraged to participate in district level ESOL meetings, to attend ESOL parent meetings at their children's schools, to attend ELL Committee meetings and to particpate in other parent groups at the school level. Parents are always encouraged to contact the teacher, the school or the District ESOL office with concerns, questions, or problems as they arise. 25) How does your district provide parents/guardians information on schools’ academic progress (school grade, AYP, etc.)? Explain. The district provides this information in the School Improvement Plan and the School Public Accountability Report.This information can be provided in other languages when needed. 26) How does your district provide parents/guardians information on the monitoring of program compliance (role of the Civil Rights Officer, complaint and appeal process, etc.)? Explain. Issues pertaining to the monitoring of progam compliance are discussed at parent meetings organized throughout the year at school sites. Parents and students are encouraged to inform the school or district ESOL administrators of concerns or problems. They are informed of the standard procedure of seeking a satisfactory solution by contacting individuals to remedy a particular problem, such as classroom teacher, the school ESOL administrator or the ESOL program administrator. If the issue cannot be resolved satisfactorily, parents may file a formal appeal as outlned in the Student Grievance Procedure in Policy 7.10 and in the Code of Student Conduct Handbook. Any interested personr or organization may file a complaint with the Florida Department of Education as indicated in the Consent Decree.
27) How are ELLs assured equal access to all programs and facilities that are available to non-ELLs? ELL students have equal access to categorical programs regardless of their limited English proficiency. Placement decisions are made cooperatively by the school and program staff with parent involvement. The appropriate personnel at each school and the specific program staff gather and review necessary information to determine eligibility. The ELL Committee may be called upon to serve in this capacity. ELL students are eligible if they
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meet the criteria of a specific program irrespective of English proficiency. Each program plan includes written program goals and objectives. ELL students have access to Title I, Title II, Student Support Services, including guidance and counseling, Adult and Vocational, Pre-K, Alternative Education, and Exceptional Student Education (for gifted and disabled students), etc. ELL students’ assignment to special programs or referral for special services is monitored by ESOL Program staff who participate in staffing meetings concerning the student, when possible. Once an ELL student has been placed in a special program, ESOL program staff determine the required ESOL in-service of teachers assigned to teach ELL students and notify teachers of the requirement.
Title I:
Two of Leon County’s ESOL center schools are Title I school wide schools. Title I funds are used to reduce class size and provide many types of extra support for all children who attend these Title I schools. ELL children automatically receive Title I services at the school wide projects that meet the Title I eligibility criteria for all students as described in the Title I application. Title I funds may be used to supplement educational services provided to ELL students but may not supplant any services that are already required in the Consent Decree. Currently there are no targeted assistance Title I programs in Leon County Schools.
Title II:
The Leon County Title II three-year application was approved by the Florida Department of Education. Title II funds are allocated to schools to plan for professional development activities which support school improvement objectives. Title II funded professional development is available and accessible to ELL students in the same manner as it is available to non-ELL students. The assurances guarantee strict compliance with all federal and fiscal program requirements.
Student Support Services:
ELL students are eligible for all types of Student Support Services such as: guidance services, psychological services, school social work services, occupational and placement services, health services, etc. ELL students are, also, eligible for all services available through community-based organizations. Services and assistance are provided upon the request of teachers, administrators, parents, or students. Guidance and other student services personnel work closely with the ESOL Program staff to assure ELL students’ needs are met. Communication takes place in the students’ and/or parents’ languages unless clearly not feasible.
Adult Education:
ELL students who are enrolled in regular high school classes are also eligible for enrollment in the Adult High School Credit Program with authorization from the principal or designee at the student’s high school. ELL students are not restricted in access by the imposition of any criteria or methods of program administration which deny or delay their being served. The aforementioned authorization to attend adult education classes contains a
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place to indicate if a student is ELL or not. If the letter indicates that this is a current ELL student, the guidance department at the adult education center assigns the student to teachers who have completed the appropriate ESOL in-service, if possible, to ensure the use of ESOL strategies.
Dropout Prevention:
ELL students considered at risk of failing in school or who are at risk of dropping out of school may be referred to alternative education or other dropout prevention programs. Referrals may be made by teachers, guidance counselors, school administrators, or parents, as stated in the Leon County Schools Comprehensive Dropout Prevention Plan.
Pre-Kindergarten:
ELL students have an equal opportunity to be served in all Leon County pre-K programs. Students who answer “yes” to any of the questions on the HLS are classified as ELL. Additional eligibility criteria include qualification for the free meals program (as determined by federal guidelines) and reaching the age of four on or prior to September 1 of the current school year. Title I Pre-K serves educationally disadvantaged four-year-old children who live in Title I eligible school zones at five sites throughout the county. Hours, staffing, and program content are consistent with the Early Intervention Program.
Pre-K ESE Programs are available at most elementary school sites. This program serves preschool children with different exceptionalities. The majority of the students are speech and language delayed. ELL students qualify if they can be assessed in their native language to establish a language delay or difficulty processing the dominant language.
Pre-K teachers either already have ESOL qualifications or are in the process of completing the required in-service training. ESOL Resource teachers are assigned to work with Pre-K teachers who have not yet become qualified upon request. Services are provided on the use of ESOL strategies to assure understandable instruction. Section 9: FUNCTIONS OF THE ELL COMMITTEE AND THE PLC 28) Specify the personnel required for an ELL Committee in your district. Members of the ELL Committee include the following: School ESOL Administrator Principal or Designee Guidance Counselor Testing Coordinator The ESOL teacher or the student's language arts teacher Parent/Guardian Psychologist, social worker or any other support personnel who may be deemed appropriate 29) Check the functions performed by the ELL Committees in your district. (Check all that apply)
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Concerns/decisions regarding initial placement of student in K-2 who scored as fluent English speaking on an aural/oral assessment, but progress in conventional class is viewed as insufficient
Reclassification of former ELLs Placement decisions for students in grades 3-12 scoring fluent English speaking on oral/aural and are at or below the 32nd percentile on reading and writing assessment
Review of instructional programs or progress (after one semester) Parental concerns Exempting students classified as ELL for one year or less from statewide assessment program
Review of instructional program of LF students during 2-year post-reclassification period with consistent pattern of academic underperformance
Consideration of exiting a student who scored as fluent English speaking on aural/oral assessment, but at or below the 32nd percentile on reading and writing assessment
Referring an LF student being considered for reclassification to appropriate compensatory, special and supportive services, evaluations, and programs, if necessary
Referring an LY student being considered for extension of services to appropriate compensatory, special and supportive services, evaluations, and programs, if necessary
Other (Specify) Recommendation of retention or Placement for Good Cause 30) Indicate the type(s) of Parent Leadership Councils (PLC) that exist in your district.
School Level District Level Describe the functions and composition of PLCs in your district. School sites hold meetings several times a year in order to inform parents of district policies and procedures, involve parents in School Advisory Council responsibilities, inform them of their rights and responsibilities as parents of ELLs. Members inclued parents of ELLs as well as school and district representation. 30a) According to Rule 6A-6.0904 FAC., the PLC is “composed in the majority of parents of limited English proficient students.” If any of the PLCs in your district do not meet this condition, explain why and when you expect the PLC(s) to comply with this rule. If the PLCs in your district comply with this rule, skip to question # 32. All schools do not currently have active PLCs that meet this requirement. This will be addressed at the school ESOL Administrators quarterly meeting and all schools will be expected to be in compliance the second semester of the school year. 31) Indicate how your district involves the PLC in district/school committees. Each school site invites parents of ELLs to join all committees at the school level such as SAC, PTO and School Improvement Plan committees. Parents are also encouraged to be involved and act as representatives on the District Advisory Council. 32) Indicate how your district PLC was involved in the development of the District ELL Plan. The District PLC reviews and makes recommendations for changes and improvements to the District ELL Plan.
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32a) Does the district PLC approve of the District ELL Plan? Yes No If no, then summarize in an attachment the concerns of the PLC, or attach a summary from the PLC itself. Section 10: PERSONNEL TRAINING Timelines for Completion of the ESOL Training Requirements may be accessed at http://www.fldoe.org/aala/timeline.asp 33) Describe how teachers who are required to obtain ESOL training or certification are notified of training requirements and opportunities. Include who is responsible for issuing the notifications and how the notification process is documented. Leon County Schools requires that all current personnel complete the appropriate level of professional development as required by law. District level ESOL personnel and certification specialists meet with school site administrators to review individual teacher certification and endorsement. Notification is provided to teachers who require further training. A schedule of ESOL courses and timeline for completion are supplied for all personnel. 34) Describe the process(es) implemented to track teachers' completion of ESOL training and/or certification requirements and include how documentation of completion is maintained. The Personnel Department, along with the Staff Development Office, is responsible for maintaining accurate records of ESOL certification and endorsement, submitting the teacher's completed application to the Florida Department of Education, reporting out of field teachers to the School Board, maintaining documentation of each school's compliance with the Requirement to Notify Parents of out of field Teachers, notifying principals prior to the annual hiring deadline as to which teachers are out of compliance for ESOL. The ESOL department will assist the Personnel Department in verilying each teacher's compliance. 35) Describe how the district provides the 60-hour ESOL training requirement for school- based administrators, and the tracking system that will be implemented. The District ESOL office and the Staff Development Office collaborate to identify the adminstrators who are in need of training. The office of Staff Development schedules the required classes that are offered online on a fee reimbursement basis through Canter Associates. A summer workshop is also offered in which administrators can obtain an additional 42 hours. Once the participants have completed the class their points are recorded in their inservice history. These records can be accessed through a report that is provided by TIS. 36) Describe how the district will provides the 60-hour ESOL training requirements for Guidance Counselors, and the tracking system that will be implemented. The District ESOL office and the Staff Development Office collaborate to identify the Guidance Counselors who are in need of training. The office of Staff Development schedules the required classes that are offered online on a fee reimbursement basis. A summer workshop is also offered in which guidance counselors can obtain an additional 42 hours. Once the participants have completed the class their points are recorded in their inservice history. These records can be accessed through a report that is provided by TIS.
37) If instruction is provided in a language other than English, describe the procedures that are used to assess teachers' proficiency in the other language and in English. N/A 38) According to Rule 6A-6.0904, FAC., a bilingual paraprofessional or teacher is required at schools having 15 or more ELLs who speak the same language. Describe the qualifications required by your district to serve as a bilingual paraprofessional. Also, describe in detail the job description and primary assignment, or provide the URL for your district’s bilingual paraprofessional job description. When required, the district provides, through FTE, a bilingual paraprofessional or teacher who can provide home language support. 39) Describe district procedures implemented for training bilingual paraprofessional in ESOL or home languages strategies, including how documentation of training is maintained. All paraprofessionals are under the direction of teachers or administrators and are trained at the school site to carry out their assigned duties. All paraprofessionals are paid for either by general funds, Title I or ESE. 40) Describe the procedures used to determine the bilingual paraprofessional’s proficiency in the target language. Each school site administrator has a team that is responsible for interviewing and hiring staff appropriate for their school. Section 11: TITLE III, PART A, NCLB - ACCOUNTABILITY 41) Describe how the district will hold elementary and secondary schools accountable for meeting the goals and objectives for increasing the English proficiency of current ELLs. The progress of all AYP groups is part of the annual evaluation of all schools and administrators. If the ELL group in the school did not meet AYP criteria, the school must include an objective for that group in its School Improvement Plan . The ESOL coordinator and instructional specialists from the district collaborate with schools on how to implement interventions to improve ELL outcomes. 42) Describe how the district will hold elementary and secondary schools accountable for meeting the goals and objectives for increasing academic achievement of all current ELLs and former ELLs. The progress of all AYP groups is part of the annual evaluation of all schools and administrators. If the ELL group in the school did not meet AYP criteria, the school must include an objective for that group in its School Improvement Plan . The ESOL coordinator and instructional specialists from the district collaborate with schools on how to implement interventions to improve ELL outcomes. 43) Describe the steps that will be taken and procedures implemented for schools that fail to meet the Annual Measurable Achievement Objectives (AMAO) for “Making Progress” and “Attaining Proficiency” (AMAO #1 and AMAO#2). N/A 44) Describe the system improvement plan that has been developed for schools and the district when the district has failed to meet the AMAOs for two years. As part of the district's plan to improve schools not making annual progress, school support teams comprised of school and district level personnel are assigned to each school. The Department of Education's Differentiated Accountability Model also addresses steps that the district will follow to support schools indentified as needing assistance.
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0441 Apalachee Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0401 Astoria Park Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
1181 Bond Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0521 Buck Lake Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
1161 Canopy Oaks Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0491 Chaires Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
1202 Conley Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0511 DeSoto Trail Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0561 Ft. Braden Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0381 Gilchrist Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0041 Hartsfield Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
1131 Hawks Rise Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0481 Killearn Lakes Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0421 Moore Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0171 Oak Ridge Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0311 Pineview Sheltered – English Lang. Arts Mainstream Inclusion – Core Subjects
0231 Riley Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
1171 Roberts Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0091 Ruediger Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0071 Sabal Palm Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0431 Sealey Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0501 Springwood Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0031 Sullivan Mainstream Inclusion – English Lang. Arts
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Mainstream Inclusion – Core Subjects Middle
1402 Arts and Sciences Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
N/A 0032 Cobb Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 0531 Deerlake Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 0451 Fairview Sheltered – English Lang. Arts
Mainstream Inclusion – Core Subjects 0561 Ft. Braden Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 0222 Griffin Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 1201 Montford Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 0291 Nims Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 0092 Raa Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 1417 Stars Middle School Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 1401 Steele Collins Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects 1151 Swift Creek Mainstream Inclusion – English Lang. Arts
Mainstream Inclusion – Core Subjects High
1141 Chiles Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0161 Godby Sheltered – English Lang. Arts Mainstream Inclusion – Core Subjects
0021 Leon Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
1091 Lincoln Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0051 Rickards Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
0204 SAIL Mainstream Inclusion – English Lang. Arts Mainstream Inclusion – Core Subjects
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