EL Advisory Committee SignaturesDr. Craig Pouncey, Superintendent

Dr. Shannon Stanley, Deputy Superintendent of Teaching and Learning

Dr. Anna Vacca, Deputy Superintendent

Dr. Rebecca Lee, Deputy Superintendent

Lari Valtierra, ESL Supervisor

Janet Hagood, Director of Federal Programs

Phyllis Montalto, Director of Curriculum & Instruction

Dr. Sherri Savage, Director of Guidance

Dr. Jennifer Maye, Director of Professional Learning

Kelli Yeager, Accountability Specialist

Betsy Sanchez, Supervisor of Gifted Programs

Dr. Pam Williams, Supervisor of Elementary Math

Michelle Landrum, Supervisor of Secondary English Language Arts

Juliana Coleman, Secondary Science Supervisor

Leslie Little, Exceptional Education Supervisor

Dr. Terrence Brown, Director of Fine Arts

Susan Slaney, Principal, Rudd Middle School

James McLeod, Principal, McAdory Middle School

Carita Venable, Principal, Irondale Middle School

Cindy Ponder, ESL Coach

Stephanie White, ESL Teacher

Dr. Susan Spezzini, University of Alabama at Birmingham

Mary Early, University of Alabama at Birmingham

Linda DeRoche, The Literacy Council of Central Alabama

Helen Rivas, Community Advocate

Comprehensive English Learner District PlanEach LEA in Alabama must develop and implement a Comprehensive EL District Plan, in accordance with Section 3116 of Title III of the No Child Left Behind Act of`2001, for serving students who are limited-English proficient and immigrant students, where one or more students are determined to need support. The LEA is required to have a Comprehensive EL District Plan whether or not the LEA currently has ELs enrolled and regardless of Title III eligibility.

The Comprehensive EL District Plan should address each aspect of the LEA’s program for all ELs, at all grade levels, and in all schools in the school system. The Comprehensive EL District Plan should contain sufficient detail and specificity so that each staff person can understand how the plan is to be implemented and should contain the procedural guidance and forms used to carry out responsibilities under the plan.

To facilitate LEA compliance and the Alabama State Department of Education (SDE) review of the plan, LEAs will develop the Comprehensive EL District Plan using the template included at the end of the checklist. LEAs are encouraged to use the EL Policy and Procedures Manual when developing and revising the plan for a clear understanding of the requirements for serving ELs. The EL Policy and Procedures Manual was developed by the Alabama State Department of Education and is available for downloading at www.alex.state.al.us/ell/ .

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Table of Contents

Section A: Introduction and Educational Theory and Goals I. Introduction to the ESL Program 5II. Definition of Limited English Proficient (LEP) 5III. Definition of Immigrant 5IV. Definition of Migrant 6V. Definition of Students with Interrupted Formal Education (SIFE) 6VI. Definition of Refugee 7VII. JEFCOED Policy 7

VIII. Legal Considerations for ESL Program 8IX. ESL Program Goals 9

X. Educational Theory of ESL Program 10

Section B: Identification and Placement Procedures I. EL Advisory Committee 11II. Overview of ESL Program Structure 12III. Registration of Non-English Language Background (NELB) Students 12IV. Identification of NELB Students 13V. Yellow NELB Folder 13VI. Initial Assessment of English Language Proficiency: WIDA-ACCESS Placement Test 14VII. Eligibility of ESL Services 14VIII. ELL Committee 15IX. Placement in the ESL Program 15X. Reevaluation & Continuation of ESL Services (I-ELP) 15XI. Exit from ESL Services 16XII. Parent Refusal of Title III Supplementary Services 16XIII. Monitor Status 16XIV. Track Status 16XV. ESL Students Who Reach Age 21, Graduate, or Earn a Certificate 16

Section C: Programs and Instruction I. District English Learner Plan 17II. Comprehensive Needs Assessment of Core ESL Program 17III. State Monitoring of ESL Program 17IV. Components & Rationale of Current Core ESL Program 18V. How the ESL Program Ensures ELs Develop English Proficiency 18VI. Specific Components of ESL Program 18VII. Grading & Retention Policy and Procedures for ELs 20VIII. Staffing of the ESL Program 22VIII. District Translator 22IX. Other Resources 23X. Process for Collecting and Submitting EL Data 23XI. State Codes for English Learners and Data Collection 23XII. Comparison of SDE and JEFCOED Codes for English Learners and Data Collection 24XIII. Annual Evaluation of the ESL Program 25XIV. Identification and Referral of ELs to Special Education 25

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Table of Contents

Section D: Assessment and Accountability I. Annual Assessment of English Language Proficiency 26II. State Mandated Assessment 27III. Statewide Assessment Participation Requirements for ELs 27IV. Coordination Between the Director of Student Assessments and the ESL Supervisor 28V. Communication of Assessment and Accountability Requirements to Schools 28VI. Description of AMAOs 28

Section E: Parent Involvement I. Parent Involvement Activities 29II. Parent Notifications 29

Section F: Supplemental Title III Services I. How Title III Funds Support the Core ESL Program 30II. Non-public Schools Participation 31

Section G: ESL Program FormsESL Flow Chart 1: Initial Identification and Assessment of NELB StudentsESL Flow Chart 2: ESL Placement and Parent NotificationESL Flow Chart 3: Exiting ESL Service and Monitoring FLEP StudentsHome Language Survey – EnglishHome Language Survey – Spanish Documentation for NELB Students (Yellow folder – cover)NELB Student Initial Evaluation FormIndividual English Learning Plan (I-ELP)Classroom Accommodations FormLEP Participation Documentation for Alabama Student Assessment ProgramParent Refusal of Supplemental Title III Services - EnglishParent Refusal of Supplemental Title III Services - SpanishParent Notification: Eligibility and Enrollment in ESL Program (Transact)Parent Notification: Change of Status in ESL Program – EnglishParent Notification: Change of Status in ESL Program – Spanish Interpreter Request FormJEFCOED ESL Quick Facts

Section III LEA Template

JEFFERSON COUNTY SCHOOLSCOMPREHENSIVE ENGLISH LEARNER DISTRICT PLAN SECTION A: Introduction and Educational Theory and GoalsI. Introduction of ESL ProgramStudents who are still learning English often require special instruction in order to be successful in school. In

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1974, the United States Supreme Court declared, “Students who do not understand the language of instruction are effectively foreclosed from learning. Simply providing the same classrooms, teachers, textbooks and materials does not ensure success” (Lau vs. Nichols). We understand that these students require a different approach to their education. The Jefferson County Board of Education English as a Second Language English Learner (EL) Plan is intended to assist all personnel who impact the education of Limited English Proficient (LEP) students in our district. The information contained here will help school staff address the unique needs of these students.

II. Definition of Limited English Proficient (LEP)The State of Alabama definition of limited-English proficient (LEP) is taken from the No Child Left Behind Act of 2001, S.9101, 25, of Title IX:

“(25) Limited English Proficient. – The term ‘limited English proficient’, when used with respect to an individual, means an individual –

(A) Who is aged three through 21; (B) Who is enrolled or preparing to enroll in an elementary school or secondary school; (C) (i) who was not born in the United States or whose native language is a language other than English;

(ii) (I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a

significant impact on the individual’s level of English proficiency; or (iii) who is migratory, whose native language is a language other than English, and

who comes from an environment where a language other than English is dominant; and (D) Whose difficulty is speaking, reading, writing, or understanding the English language may be sufficient to

deny the individual – (i) the ability to meet the State’s proficient level of achievement on State assessments described in

Section 1111(b)(3); (ii) the ability to successfully achieve in classrooms where the language of instruction

is English; or (iii) the opportunity to participate fully in society.”

In general terms, an English learner is a student who is in the process of acquiring English and has a first language other than or in addition to English. It is important to note that the laws governing LEP students do not place restrictions on the amount of time that is needed for an English learner to:

be able to listen, speak, read, and write in English; be successful in the classroom settings where English is the language of instruction; and be able to participate actively in his/her classroom, school, community, and beyond.

III. Definition of Immigrant The term “immigrant children and youth” which is defined in section 3301(6) of Title III, when used with respect to an individual student, means an individual –

(A) Who is aged three through 21; (B) Not born in any State; and(C) Not attending one or more schools in any one or more States for more than three (3) full academic

years.

An immigrant student may or may not be classified as limited English proficient (LEP).

All students identified as “immigrant” will have equal access to all Jefferson County programs on the same basis as non-immigrant students.

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IV. Definition of MigrantThe term “Migrant” when used with respect to an individual, means:

(A) The child is younger than 22 and has not graduated from high school or does not hold a high school equivalency certificate (this means that the child is entitled to free public education or is of an age below compulsory school attendance); and

(B) The child is a migrant agricultural worker or a migrant fisher or has a parent, spouse, or guardian who is a migrant agricultural worker or a migrant fisher; and

(C) The child has moved within the preceding 36 months in order to obtain (or seek) or to accompany (or join) a parent, spouse, or guardian to obtain (or seek), temporary or seasonal employment in qualifying agricultural or fishing work; and

(D) Such employment is a principal means of livelihood; and(E) Has moved from one school district to another; or(F) In a State that is comprised of a single school district, has moved from one administrative area to

another within such district; or(G) Resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or

more to a temporary residence to engage in a fishing activity. (This provision currently applies only to Alaska.)

Migrant students often face significant educational challenges resulting from a highly mobile lifestyle lived in poverty-level conditions. Many migrant workers move frequently to obtain temporary or seasonal employment in agriculture, fishing, meat processing, or dairy work, leading to high residential and school mobility for their children. With each school change, migrant students may:

Face difficulty enrolling in school; Experience inappropriate educational placement due to lack of school records and other documentation; Suffer educational disruption and loss of academic credit due to the varying curricula used in different

school districts; and Experience social isolation due to difficulties in adapting to new living and school environments.

The cultural and linguistic diversity of many migrant children and the financial strains faced by their families, resulting from low pay and inconsistent work, further compound the potentially devastating effects on a student’s education. In some instances, migrant students may experience homelessness and qualify for services provided by the McKinney-Vento Act (The National Center for Homeless Education, NCHE).

The Jefferson County Schools Comprehensive English Learner Plan serves as the district’s Migrant Education Plan (MEP). All students identified as “migrant” will have equal access to all Jefferson County programs on the same basis as non-migrant students.

V. Definition of Student with Interrupted Formal Education (SIFE)A Student with Interrupted Formal Education (SIFE) is defined as a student who comes from a home in which a language other than English is spoken, and:

1. Enters a United States school after the second grade; 2. Has had at least two years less schooling than their peers; 3. Functions at least two years below expected grade level in reading and mathematics; and 4. May be pre-literate in their first language.

SIFE students may also be classified as immigrants, migrants, and/or refugees. Special consideration must be taken when enrolling and creating an individualized learning pathway for SIFE students. Local schools must contact the ESL Office for guidance if a student is suspected to meet this definition.

All students identified as “SIFE” will have equal access to all Jefferson County programs on the same basis as non-SIFE students.

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VI. Definition of RefugeeAccording to the Refugee Act of 1980 the term “”refugee” is defined as: “someone who has fled his or her country because of a well-founded fear of persecution for reasons of race, religion, nationality, social group, or political opinion.”

According to the United Nations High Council for Refugees (UNHCR): By the end of 2013, 51.2 million individuals were forcibly

displaced worldwide as a result of persecution, conflict, generalized violence, or human rights violations.

Some 16.7 million of these persons were identified as refugees, 33.3 million were internally displaced persons (IDPs), and 1.2 million were asylum-seekers.

Projected resettlement needs for 2016 is over 1 million persons, a 50% increase since 2012, and a 22% increase since 2015.

51% of all displaced persons in 2014 were 18 years old or younger.

In the first half of 2014, the United States received an estimated 47,500 new asylum-seeking applications. Of these, 6,600 were from Mexico, 6,400 from China, 3,700 from Guatemala, and 3,700 from El Salvador.

(all data retrieved 9/2015 from www.unhcr.org)

Students identified as refugee students face many challenges in adapting to the U.S. educational system. A majority of refugee students have had little or no formal school experience or have had their schooling interrupted by the events and/or trauma that created the need to flee their home country. Many of these student have lost family members and have themselves been either a victim or witness to violence. These students and their families are in the process of adjusting to a new language and culture that may be vastly different from that of their country of origin or country of transition.

Jefferson County Board of Education is aware of the challenges these students face on a daily basis (such as the effects of trauma), and understand the students’ background and personal experiences that necessitate a different approach in meeting refugees’ educational needs.

All students identified as “refugee” will have equal access to all Jefferson County programs on the same basis as non-refugee students.

VII. JEFCOED Policy6.8 Equal Educational Opportunities: No student will be unlawfully excluded from participation in, be denied the benefits of, or subjected to discrimination in any program or activity offered or sponsored by the Board on the basis of race, ethnicity, color, disability, creed, national origin, sex, immigrant or migrant status, non-English speaking ability, or homeless status.

7.14.3 - Impediments to Parent Participation to be Identified: The Board will identify barriers to greater participation by parents in parental involvement activities, with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or whose racial or ethnic background may impede effective participation. To the extent practicable, all information required under Section 1111 of the Elementary and Secondary Education Act (“ESEA”), 20 U.S.C. §6301 et seq., will be provided to parents in a uniform, understandable format and upon request, in an alternative format and language that the parents understand.

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VIII. Legal Considerations for ESL ProgramBased on the Civil Rights Act of 1964 and federal court decisions, the Federal Office for Civil Rights (OCR) has outlined components of a successful program for students learning English. Programs are to be:

based on a sound education theory - school districts must meet the educational needs of English Learners with an effective, research-based instructional program;

adequately supported, with adequate and effective staff and resources, so that the program has a realistic chance of success; and

periodically evaluated and, if necessary, revised.(Castañeda vs. Pickard, 1981)

Other Legal Considerations: 1868 Constitution of the United States Fourteenth Amendment

"No state shall … deny to any person within its jurisdiction the equal protection of the laws."

1964 Civil Rights Act, Title VI“No person in the United States shall, on the grounds of race, color, or national origin…be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”

1970 May 25, 1970, Office of Civil Rights (OCR) Memorandum “The purpose of this memorandum is to clarify policy on issues concerning the responsibility of LEAs to provide equal educational opportunity to national origin minority group children deficient in English language skills.

1974 Equal Education Opportunities Act (EEOA)“No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex or national origin, by…the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.”

1974 Lau v. Nichols (U.S. Supreme Court decision)“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. Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the education program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful.”

1982 Plyer v. Doe (U.S. Supreme Court decision)States are prohibited from denying free public education to children of undocumented immigrants, regardless of the legal status. Schools are not agents for enforcing immigration laws.

2000 Presidential Executive Order 13166 “Entities receiving assistance from the federal government must take reasonable steps to ensure that persons with Limited English Proficiency (LEP) have meaningful access to the programs, services, and information those entities provide.”

2001 No Child Left Behind (NCLB)Federal legislation that among other things requires LEAs to meet the needs of English Language Learners. Title III becomes the Federal Program governing ESL instruction. Accountability for progress of ELLs is stressed.

2015 Every Student Succeeds Act (ESSA)

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Federal legislation replacing NCLB. Full implementation of ESSA will occur in the 2017-2018 school year.

IX. ESL Program Goals:Jefferson County Schools strives to create a learning environment that encourages students' pride in their cultural heritage and provides the cognitive and affective support to help all students achieve academic success. The goals of the Jefferson County Board of Education’s English as a Second Language Program (ESL) are to ensure that:

1. English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.

2. English learners, within a reasonable period of time, achieve the same rigorous College and Career Readiness Standards that are expected of all students.

3. Classroom teachers and administrators understand and accept the specific language acquisition needs of English learners and actively seek ways to better serve this population.

4. Non-English speaking parents are provided access to participate in their child’s education on an equal basis as their English-speaking peers, including, to the extent possible, providing communications in a language and format parents understand, timely notification of the progress of language acquisition of their child, and opportunities to participate in and advance their own learning.

These goals focus on providing equal educational opportunities to students who have a Non-English Language Background (NELB) and who are Limited-English Proficient. This includes helping all English Learners (ELs) develop listening, speaking, reading and writing skills in English to a level of proficiency that allows them to compete with their English-speaking peers academically, as well as facilitating access to participate in the mainstream activities of the school.

X. Educational Theory of ESL Program:The ESL Program of Jefferson County Schools is designed to help English learners (ELs) acquire fluency in English and to provide students with equal access to the academic core curriculum. In order to provide an ESL Program that supports academic and social achievement, and reduces the barriers to success as each student strives for English proficiency, Jefferson County Schools ESL Program employs educational approaches that are founded in effective practices of second language acquisition.

Experts have argued that the strongest Language Instruction Educational Programs (LIEPs) include both dedicated language instruction (ESL, ELD) and specialized content instruction (CALLA, Sheltered Instruction) (Saunders and Goldberg 2010). Researchers have also found that no single approach is effective at all times and under all circumstances (Williams, Hakuta, and Haertel 2007; Parrish et al. 2006; Howard and Christian 2002; August and Pease-Alvarez 1996). For this reason, Jefferson County Schools employs a variety of ESL service models – from pullout to content-based instruction, and scientifically-based researched pedagogical approaches, depending on the need of the individual student and school. Jefferson County’s ESL Program is based on the following educational theories of second language acquisition.

Stages of Second Language AcquisitionSecond language acquisition is a complex process. English learners are a tremendously heterogeneous and diverse group of students. This variability can be attributed to factors, such as the students’ varying ages, diagnoses (such as learning disabilities), varying linguistic and cultural backgrounds, as well as differences in their lives and educational experiences. Anyone who has been around children who are learning to talk knows that the process happens in stages—first understanding, then one-word utterances, then two-word phrases, and so on. Students learning a second language move through five predictable stages: Preproduction, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency (Krashen

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& Terrell, 1983). How quickly students progress through the stages depends on many factors, including level of formal education, family background, and length of time spent in the country.

It is important for classroom teachers to understand second language acquisition theory, as well as the individual level of the learner, and tie instruction for each student to his or her particular stage of language acquisition. Knowing this information about each student allows teachers to work within his or her zone of proximal development—that gap between what students can do on their own and what they can with the help of more knowledgeable individuals (Vygotsky, 1978).

Academic English Language Academic English Language (AEL) is defined as “the language that is used by teachers and students for the purpose of acquiring new knowledge and skills, imparting new information, describing abstract ideas, and developing students’ conceptual understanding” (Chamot and O’Malley 1994, Bailey 2007). Acquiring academic English is a critical component of academic success for English learners. Research indicates that the average ELs who receive ESL support will gain Basic Interpersonal Communication Skills (BICS) in one to two years. This includes what is termed as “survival language” or the language necessary to function in everyday life. Cognitive Academic Language Proficiency (CALP), or academic English language, is the language proficiency necessary to understand academic content, understand classroom instruction and lecture, take notes, read and understand textbooks and take academic tests. The average ELL will gain this type of proficiency in five to seven years (Cummins and Collier, 1987). ELLs can begin acquiring both types of language at the same time. The more comprehensible the language learning environment is for the student, the quicker the process will advance.

The Silent PeriodSome ELLs experience a “silent period” when they are unable or unwilling to risk speaking the new language. This can last up to six months and leave teachers wondering if the student is learning anything at all. A supportive environment and continued instruction will usually help the student move beyond this stage. ELLs should not be forced to interact verbally in English during this time. Instead, one-on-one support and encouragement should be offered (Krashen, 1982).

Content-based InstructionTeachers working with ELs should understand second-language oral and literacy development and know how to implement practices that enhance such development (Slavin et al. 2011; August and Shanahan 2008; Goldberg 2008; Ramirez, Yuen, and Ramey 1991). Research shows that the quality of instructional practices matter as well as the language of instruction (Irby et al. 2010; Slavin et al. 2011).

Content-based instruction is the means of teaching subject content in English in a way that fosters language development. Content-based Sheltered Instruction (SI) uses specific instructional practices and techniques designed to accommodate ELs’ needs as language learners. Sheltered Instruction “uses many of the strategies used in high quality instruction for native English speakers, but it is characterized by careful attention to ELs’ distinctive L2 development needs and to gaps in their educational background” (Genesee, p.9, 1999). SI helps students to access content delivered in English until they become fluent enough to participate without additional help (Genesee 1999). Sheltered Instruction components employed by both ESL teachers and classroom teachers include: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, and Review/Assessment - Sheltered Instruction Observation Protocol Model (Echevarria, Vogt, and Short, 2004).

In addition to sheltered instruction components, classroom teachers may also utilize the following scientifically-based research methods designed to facilitate second language acquisition:

CALLA-Cognitive Academic Language Learning Approach (Chamot and O’Malley 1987, Freeman and

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Freeman 1994); The Natural Approach (Richards and Rodgers 1986, Rodgers 2001); Communicative Language Teaching (Freeman and Freeman 1994, Rodgers 2001); Total Physical Response (Freeman and Freeman 1998, Rodgers 2001); and Reading instruction methods supported by the Alabama Reading Initiative (see Closing the Gap

available from A+ Education Foundation, 334-353-1389).

On-going, job-embedded Professional Development:Teacher attitudes are critical when it comes to serving ELs. Teachers’ frustrations with serving ELs often stem from lack of confidence or understanding of how to best serve this population. Teachers who understand and accept ELs’ special needs are likely to be better equipped to serve these students (Gersten 1996; Knight and Wiseman 2006; Manyak 2007; Saunders and Goldenberg 2010; Reeves 2004, 2006; Ray 2009; Aguirre-Munoz et al. 2001). Therefore, professional development for classroom teachers and administrators is a crucial component of our EL Plan. Professional development focuses on the second language acquisition process and how to recognize and support learners’ needs according to where they are in this process. PD that is on-going, collaborative and integrated into teachers’ experiences on a regular basis is more likely to help teachers serve ELs appropriately (Darling-Hammond 1997; Buysse, Castro, and Peisner-Feinberg 2010; Gonzalez and darling-Hammond 1997; Reyes 2002; Henze and Lucas 1993; Minaya-Rowe 2004; Zetlin, MacLeod, and Michener 1998).

Section B: Identification and Placement Procedures 1) Procedures for Implementing the EL Advisory CommitteeThe EL Advisory Committee is comprised of a diverse range of school and community members committed to monitoring the success of English Learners (ELs) in Jefferson County Schools. Classroom teachers, ESL teachers, school administrators, parents, community advocates and representatives from post-secondary education institutions are all represented to give a wide array of insights and perspectives from those whose support and efforts may be important to the success of the English language instruction educational program.

The EL Advisory Committee meets at least once annually to review assessment data, budgets and plans to provide for program development and evaluation of both the district’s core ESL program and its Title III supplementary ESL services. Some examples of committee responsibilities would be to make recommendations regarding:

The English language development program. High-quality professional development for staff. Parental involvement programs to further student success. Budgeting of state, local, and federal funds. The English language program evaluation.

2) Methods for identification and placement I. Overview of ESL Program StructureThe English as a Second Language (ESL) Program is implemented district-wide in a uniform manner. The purpose of the program is to ensure that in each school in the district the procedures and processes outlined below are followed.

1) Non-English Language Background (NELB) students are identified through the use of a Home Language Survey.

2) NELB students are assessed to determine if they need ESL services.

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3) NELB students found to need ESL services are entered into the ESL Program via the ELL Committee.4) ESL students’ English and academic progress are monitored and assessed on a regular basis to ensure their

needs are being met.5) ESL students who achieve fluency, which is defined as attaining a composite score of 4.8 or higher on the

ACCESS for ELLs, are exited from ESL services.6) NELB students who have been exited from ESL services are monitored for four years to ensure they will

continue to be successful in the mainstream.7) Monitored students who experience language-related difficulties may be re-screened using the W-APT to

see if they qualify for readmission to the ESL Program.8) Students who complete four years of monitoring are designated a Former Limited English Proficient (FLEP),

and are included in the ESL database for statistical reporting and program evaluation purposes only.

*See Section G: Appendix for JEFCOED’s Flow Charts 1-3 outlining these processes and procedures

II. Registration of NELB StudentsNon-English Background (NELB) students are those who have been identified as having the significant influence of a language other than English in their background. This includes, but is not limited to, having learned another language as the first language or having lived in a country where a language other than English was the primary language used by the student for a substantial amount of time. In order to ensure all NELB students and their families enroll in a timely manner, Jefferson County Schools continually reviews and revises its policies to remove barriers to the enrollment of students from special populations. The ESL office works collaboratively with community and area agencies to facilitate the school enrollment process. All questions regarding the enrollment of NELB students should be referred to the ESL office.

NELB students are to be registered in Jefferson County Schools under the guidelines below. All students of special populations, including NELBs, have the right to enroll in school immediately, even

if they do not have required documentation – such as school or medical records, proof of residency, proof of guardianship, or other documents. Jefferson County Schools must provide these families a reasonable amount of time to acquire and provide enrollment documentation. A reasonable amount of time is defined as no less than ten (10) working days.

The terms “enroll” and “enrollment” include attending classes and participating fully in school activities. If a student does not have immunizations or medical records, the school must assist in obtaining them,

and the student must be enrolled in the interim. A Social Security number is not required. Schools must contact Student Services for an identification

number for students not presenting a social security number. A driver’s license is not required. If a birth certificate is not available, alternate forms, such as a passport or a notarized statement by the

parent, may be accepted. It is unlawful to ask parents or students about their immigration status. It is unlawful to deny a student entry to the school based on race, religion, ethnic background, or

immigration status. Paperwork from the U.S. Department of Refugee Relocation Services (ORR) may serve as documentation

for residency verification and guardianship.

If a student does not provide sufficient documentation for residency verification, enroll the student and then contact the ESL office. The ESL office will provide assistance to families in obtaining documentation and/or verifying residency.

II. Registration of High School Age NELB Students in the Supplemental Newcomer ProgramJefferson County Schools created the ESL High School Newcomer Program to supplement the core ESL Program. The Supplemental Newcomer Program serves high school age non-English background (NELB) students who may

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have interrupted formal education (SIFE) and/or have earned no credits to apply towards graduation requirements. The Supplemental Newcomer Program is a pathway for ELs most at risk of not meeting college and/or career readiness benchmarks to attain the minimal literacy necessary to access the core ESL program effectively.

Newcomer Program participants must: Meet residency requirements of the Jefferson County Board of Education; Be under 21 years of age; Score a composite proficiency level (CPL) of 2.0 or less on the W-APT English language proficiency screener

(Students scoring a CPL of 2.1 – 2.5 may be eligible depending on their academic history); and Have parental/guardian permission to participate.

III. Identification of NELB Students The Home Language Survey is the federally required screener the district uses to identify NELB students. Every school in the district must administer a Home Language Survey (HLS) to every new student enrolling in a Jefferson County school. The Home Language Survey is completed during the online registration process. Each school is responsible for ensuring a copy of the Home Language Survey is printed and placed in every student’s cumulative record.

When all responses on the HLS indicate that English is the language used by all individuals in the home, the student is considered an English-only speaker.

If the Home Language Survey indicates a language other than English, this student will be classified as a NELB student. The school registrar or school designee should immediately notify a member of the ESL staff or the ESL Office. Notification must be made within three (3) days of enrollment. Each school must have a plan for notifying a member of the ESL staff or the ESL Office when a new NELB student enrolls. Identification of NELB Students plans must be submitted to the ESL Office annually.

*See Section G: Appendix for JEFCOED’s Home Language Survey form and sample of the Identification of NELB Students Plan

IV. Yellow NELB Folder The ESL staff will complete an educational review of all NELB students and document findings on JEFCOED’s Initial Identification form. This form is to be placed in a yellow Documentation for NELB Students folder, which will be maintained in the student’s cumulative file. All ESL-related documentation (Initial Identification form, I-ELPs, English language proficiency test results, etc.) is to be placed in the EL’s yellow NELB folder. The yellow NELB folder and all original ESL documentation are to remain in Jefferson County Schools. If the EL transfers to another school within the district, the yellow NELB folder should be sent to the new school. If the EL withdraws and transfers to a non-Jefferson County School, registrars are to send a copy of ESL documentation to the enrolling school pending receipt of official request.

*See Section G: Appendix for JEFCOED’s Initial Identification form and NELB yellow folder

V. Initial Assessment of English Proficiency - WIDA-ACCESS Placement Test (W-APT) The Alabama State Department of Education has adopted the World-Class Instructional Design and Assessment

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(WIDA)-ACCESS Placement Test (W-APT) to help determine eligibility for placement in Jefferson County’s English language development program. The W-APT assesses English language proficiency in all four domains of language development–listening, speaking, reading, and writing–as well as comprehension, to ensure that students' language needs are properly identified and addressed through Jefferson County’s ESL Program.

The W-APT yields an overall composite score based on the language domains tested. The following guidelines must be adhered to in determining eligibility for placement in the English language instruction educational program.

1. Any student scoring an overall composite score of 3.9 or below on the W-APT must be identified as limited-English proficient and will require placement in the ESL Program.

2. Any student scoring an overall composite score of 4.0 or above on the W-APT may be identified as limited-English proficient and may require placement in the ESL Program. Further assessment of the student’s English language proficiency is needed to determine placement.

3. Any Kindergarten student scoring an overall composite score of 24 or below must be identified as limited-English proficient and will require placement in the ESL Program.

4. Any Kindergarten student scoring an overall composite score of 25 or above on the W-APT may be identified as limited-English proficient and may require placement in the ESL Program. Further assessment of the student’s English language proficiency is needed to determine placement.

The W-APT is considered only one piece of evidence in the decision-making process regarding placement. Teacher judgment, other assessments, and extenuating circumstances, such as the student’s age and amount and quality of previous schooling, should be factored into the decision.

Language-minority students identified through the Home Language Survey during registration at the beginning of the school year must be assessed for English-language proficiency within thirty (30) days of enrollment. Language-minority students who register after the beginning of the school year must be assessed within ten (10) days of enrollment.

VI. Eligibility for ESL ServiceStudents are considered eligible for ESL service using multiple measures on the following basis:

A non-English language background; and A qualifying score on an English language proficiency test; Active enrollment in an ESL program in another school district; or Indications of limited English proficiency on other formal and informal assessments due to non-English

language background.

All students determined eligible for ESL service are referred to the ELL Committee for placement.

VII. ELL Committee All students entering Jefferson County Schools who are identified as English learners (ELs) will be referred to the ELL Committee. Each local school that has an EL must form an ELL Committee. It is suggested that the committee be comprised of an administrator, a classroom teacher, a counselor, an ESL teacher, and, if possible, a parent of the EL. The ELL Committee may also include other members as needed.

The ELL Committee is responsible for making all academic decisions regarding the ESL program for the EL, including, but not limited to, placement, accommodations, and retention. The ELL Committee must complete an Individual English Learning Plan (I-ELP) annually for all ELs at the school. Once complete, the ELL Committee must disseminate committee decisions to all stakeholders. The ESL teacher may guide the committee in

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procedure, but decisions regarding the EL’s academic program are committee decisions. Minimally, the ELL Committee decides:

if the student will enter the ESL program, what types of instructional accommodations and supports will be provided in the classroom, whether the student is to receive alternative grading, if the student will be exempted from/accommodated on standardized testing, how and in what language the school will communicate with the student’s family, if retention will be of greatest benefit to the student’s academic progress, and any other school-related situation involving the EL.

All ELL Committee decisions are to be documented in the EL’s Individual English Learning Plan (I-ELP). The ELL Committee will convene as needed to discuss changes or adjustments to the I-ELP. A copy of all documentation must be placed in the yellow NELB folder located in the individual EL’s cumulative folder.

*See Section G: Appendix for JEFCOED’s Individual English Learning Plan (I-ELP)

VIII. Placement in the ESL Program Upon completion of English language proficiency testing (W-APT), eligible students must be entered into the ESL Program according to the following:

If enrollment occurs at the beginning of the year, students must be assessed and placed into the ESL Program within thirty (30) days.

If enrollment occurs after the beginning of the year, students must be assessed and placed into the ESL Program within ten (10) school days.

The following steps must be taken to enter a student into the ESL Program:Action Responsible Party

1. Home Language Survey2. Assessment and determination of eligibility

RegistrarESL Teacher

3. Notification to parents of student eligibility ESL Teacher4. Convening of ELL Committee Principal /ESL Teacher5. Completion of ELL Committee Documentation (I-ELP)6. Communication of ELL Committee decisions to classroom teachers (accommodations, etc.)

7. Enter LEP Codes in Chalkable (Formerly INOW)

ELL CommitteeELL CommitteeRegistrar/ESL Staff

IX. Reevaluation & Continuation of ESL Services Students are reevaluated on an annual basis. The ELL Committee reviews multiple methods for evaluating progress such as ACCESS for ELLs results, state reading and math assessments results, portfolios, and anecdotal records, to name a few. ESL students remain eligible for ESL service until they meet all criteria for exit from the ESL Program.

*See Section G: Appendix for JEFCOED’s Flow Charts 1-3 outlining these processes and procedures

3) Procedures for exiting students from the ESL Program and monitoring progressI. Exit from ESL ServicesEnglish learners remain eligible for ESL service until they meet the criteria for exit from the ESL Program. The criterion for exit is a composite/overall score of 4.8 or higher on the ACCESS for ELLs English Language Proficiency Test. If a new EL enters Jefferson County Schools with an English language proficiency test score (i.e. IPT, LAS, TELPAS, ELDA) from a non-WIDA state, the ESL office will make a determination as to whether the reported score qualifies as exit criterion. LEP students who are exited from ESL services are automatically moved to monitor status FLEP1 (Former Limited English Proficient, Monitor Year 1). The ESL office ensures all

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LEP codes in CHALKABLE (FORMERLY INOW) are updated.

*See Section G: Appendix for JEFCOED’s Individual English Learning Plan (I-ELP) for exit information

II. Parent Refusal of Title III Supplementary Service Parents have the right to refuse supplemental Title III services for their children. Every effort should be made to explain to parents the need for service for a student who is eligible. If, after consultation, a parent still wishes to refuse supplemental Title III services, a parental refusal form must be signed annually by the parents and placed in the yellow NELB folder in the student’s cumulative record. Students whose parents/guardians refuse Title III services are still required by federal law to participate in the annual state-adopted English language proficiency test.

*See Section G: Appendix for JEFCOED’s Parent Refusal of Title III Supplementary Service form

III. Monitor Status Students who are exited from ESL service are placed on monitor status (FLEP1, FLEP2, FLEP3, and FLEP4) for four academic years. During the monitoring time, the ESL teacher and the classroom teacher(s) communicate regularly-no less than once each nine weeks for FLEP1 and FLEP2 students, and no less than once a semester for FLEP3 and FLEP4 students. Upon successful completion of four years of monitoring, ESL students are moved to track status (FLEP).

Students that demonstrate academic or other difficulties during the monitor years will be referred to the ELL Committee for supplemental support and instruction. The ELL Committee is responsible for determining whether or not a monitor student should be reassessed for ESL service. If the ELL Committee decides to reassess for ESL services, the student will be rescreened using the W-APT. In this case, the student must receive a qualifying score on the W-APT to be eligible for ESL services. If the student does not qualify for ESL services, he/she will remain on monitor status. If he/she does qualify for ESL, the student would be considered LEP2 and required to meet all program exit criteria before being placed back on monitor. The ESL office ensures LEP codes are updated in CHALKABLE (FORMERLY INOW).

*See Section G: Appendix for JEFCOED’s Monitoring Form (Part of I-ELP)

IV. Track StatusESL students who are placed on track status (FLEP – Former Limited English Proficient) have been exited from ESL service and have successfully completed four years of monitoring. Information regarding this student’s ESL history remains in the cumulative record and the student’s data at time of exit remains in the central ESL database with a designation of track. This ensures that a record of the student’s ESL history remains easily accessible. The ESL office ensures LEP codes are updated in CHALKABLE (FORMERLY INOW). V. ESL Students Who Reach Age 21, Graduate, or Earn a CertificateOnce ESL students graduate, earn a certificate of attendance, or choose to leave school for other reasons, their names are moved to a secondary database for reference and data collection purposes. This database is maintained in the ESL office.Section C: Programs and Instruction1) Programs and activities that will be developed, implemented, and administered to ensure ELs

acquire academic language as part of the core ESL programI. District English Learner PlanThe Comprehensive EL District Plan, in accordance with Section 3116 of Title III of the No Child Left Behind Act of`2001, is the approved plan for each of the district’s schools for serving students who are limited-English proficient and immigrant students, where one or more students are determined to need support. Jefferson

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County Schools EL Plan outlines the processes and procedures of the district’s ESL program in sufficient detail and specificity so that each staff person can understand how the plan is to be implemented.

Jefferson County Schools English Learner Plan is developed each year based on results of data analysis from comprehensive needs assessment. The plan is updated annually based on these results. The ESL staff creates the plan and then submits it to the ESL Advisory Committee for review and recommendations. It is then presented to the district superintendent for approval. Any and all changes are referred back to the ESL Advisory Counsel for review.

II. Comprehensive Needs Assessment of Core ESL ProgramThe ESL office informally evaluates the ESL program on an on-going basis. The ESL office conducts a formal, systematic evaluation of the ESL Program each summer, as required by federal law (Castañeda vs. Pickard). Qualitative and quantitative results from the annual program evaluation, along with recommendations from the ESL Advisory Committee, become the data that drive the needs assessment for the upcoming year. Program changes and improvements are made based on the annual evaluation.

Needs assessment data includes, but is not limited to, data collection and a review of: the progress made by ELs in grades K-12 based on formal and informal assessments; ELs’ grades and work samples; state-mandated assessment scores of ELs; the number of ELs who drop-out of school; the number of ELs retained; the number of ELs who graduate; the number of long-term ELs (in the ESL program five years or more); the number of ELs who exit ESL service; the number of ELs who successfully complete the four-year monitor period; the percentage of ELS who made APLA on the ACCESS for ELLs; the number of ELs who are referred or placed in Exceptional Education service; the number of ELs who qualify for gifted and talented services; the number of parents needing translation/interpretation services; the number of parents participating in parental involvement programs; anecdotal information from interviews with parents and students; and data from professional development provided to classroom and ESL teachers, administrators, and support

personnel, including the numbers of participants in those training sessions.

III. State Monitoring of ESL ProgramAll programs of local schools are subject to state monitoring. As ELs are included in programs of the school, the monitoring of those programs ensures that the academic proficiency and achievement objectives of those programs are met by ELs. In this way, local schools are held accountable for the progress of ELs.

IV. Components & Rationale of Current Core ESL ProgramELs are a diverse group of students whose personal, cultural, and educational backgrounds differ significantly, and thus require instruction that meets their particular needs. Like all students in Alabama, ELs must be provided with access to Alabama’s College and Career Readiness Standards (CCRS) and district curriculum, but require different instructional pathways to master those standards. Jefferson County Schools Core ESL Program is designed to ensure such instructional pathways are effective and sufficient for ELs to be successful in the classroom settings where English is the language of instruction. Components of the Core ESL Program include:

Identifying language minority students for participation in the ESL program;

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Annually assessing the English language proficiency levels of all ELs; Creating an Individual English Learning Plan (I-ELP) for all ELs; Exiting and monitoring students according to state and federal requirements; Understanding and Integrating Alabama Course of Study/College & Career Readiness Standards and the

WIDA English Language Proficiency Standards; Providing job-embedded, on-going professional development; Coaching/mentoring of content teachers by ESL specialists; Annual training on processes, policies, and procedures of the ESL program; Implementing content-based instruction designed to promote English language development; Maintaining communication with non-English speaking parents to promote both schools and community

involvement; Evaluating the strengths and weaknesses of the program on an on-going basis; and Involving all stakeholders in decision-making and governing of the ESL Program.

2) How the ESL program will ensure that ELs develop English proficiencyIn order to ensure English learners enrolled in the Jefferson County ESL Program develop English language proficiency, the ESL office is dedicated to:

Providing sustained professional learning of best practices to classroom teachers and administrators through the district PLCs (e.g. PBL, LDC, MDC, SREB);

Training ESL staff and teachers on how to integrate the World-class Instructional Design and Assessment English language development (WIDA ELD) standards with the curriculum;

Providing ESL Teacher/Specialists to assist classroom teachers integrate the WIDA ELP Standards into their lesson plans;

Supporting schools in the practice of continuous improvement by collaborating in the development of the ASSIT - Continuous Improvement Plan;

Providing in-depth training to ESL staff, school administrators, Central Office staff, and school improvement teams on the use of data to improve the rate of language acquisition for ELs;

Providing I-ELPs for each EL that take into account the individual learner’s needs; Maintaining an ESL database of all NELB students as to monitor academic and language acquisition progress

of ELs; Improving home-to-school-connections by facilitating parent engagement in their child’s learning; Systematically evaluating the ESL program to identify areas of needed change and improvement; and Collaborating with classroom teachers, ESL teachers, school administrators, parents, students,

community advocates and representatives from post-secondary education institutions to ensure the success of the English language instruction educational program.

3) Specific components of the LEA’s ESL programSpecific components of Jefferson County’s ESL program include:

Identifying and placing language minority students in the ESL program; Annually assessing all ELs on ACCESS for ELLs and Alternate ACCESS for ELLs; Creating an Individual English Learning Plan (I-ELP) for all ELs; Exiting and monitoring students according to state and federal requirements; Understanding and Integrating Alabama Course of Study/College & Career Readiness Standards and the

WIDA English Language Proficiency Standards; Sharing second language acquisition quick facts with classroom teachers and administrators; Providing job-embedded, on-going professional development; Coaching/mentoring of content teachers by trained personnel; Annual training on processes, policies, and procedures of the ESL program; and Implementing content-based instruction designed to promote English language development.

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Maintaining communication with non-English speaking parents to promote both schools and community involvement; and

Providing opportunities to non-English speaking parents based on identified need.

Listed below are more detailed descriptions of some of the specific components of Jefferson County’s ESL Program.

Help! My Student Doesn’t Speak English TrainingAll Jefferson County School teachers, counselors, and administrators are required to know the processes, procedures, and policies of the district’s ESL program. This information is communicated to school personnel through the Help! My Student Doesn’t Speak English training. This training is available on-line at www.jefcoed.com.

Integration of Alabama College and Career Readiness Standards and the WIDA ELP StandardsThe Alabama Department of Education has adopted the WIDA English Language Proficiency (ELP) Standards to facilitate the design of language development objectives that support, guide, and develop content knowledge and skills at the appropriate level of English proficiency. By implementing the WIDA ELP Standards in the classroom, teachers are able to provide ELs with meaningful access to curriculum as they pass through the five (5) stages of language acquisition. All Jefferson County teachers are required to be familiar with and incorporate WIDA ELP Standards in the instruction of English language learners.

Digital Tools focusing on Second Language Acquisition and WIDA ELP StandardsIt is important for classroom teachers to understand second language acquisition theory, as well as the individual level of the learner, and tie instruction for each student to his or her particular stage of language acquisition. Knowing this information about each student allows you to work within his or her zone of proximal development—that gap between what students can do on their own and what they can with the help of more knowledgeable individuals (Vygotsky, 1978). For this reason, the ESL Office provides digital tools (emails, bulletins, links, etc.) to classroom teachers, counselors, and administrators on second language acquisition theory and incorporating WIDA English Language Proficiency Standards into daily lessons.

Collaborative Professional Development:Jefferson County’s EL Plan includes job embedded, collaborative professional development opportunities to schools through the district’s professional learning communities.

Content-based Instruction (Sheltered Instruction)English learners spend a majority of the day in the mainstream classroom. For this reason, all classroom teachers must understand the specific learning needs of ELs. Implement content-based instruction – sheltered instruction. Classroom teachers learn the importance of incorporating into their daily lessons:

Content and language objectives, supplementary materials, and meaningful learning activities; Content adapted to all levels of language proficiency; Ways to build background knowledge by explicitly linking concepts to past experiences and past

learning; Strategies for highlighting key vocabulary; Making content comprehensible through appropriate speech, modeled explanations, and a variety of

instructional techniques; Allowing interactions and grouping configurations that support language development; Opportunities for ELs to use academic English in all four language domains (listening, speaking, reading,

and writing).

Pull-out English Language DevelopmentEnglish language development is provided to all ELs in Jefferson County Schools through content-based

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instruction delivered in the mainstream classrooms. This is not sufficient for all learners. ELs identified to need additional services may receive “pull-out ELD” where the student is “pulled out” of the regular class setting to receive additional English services. The amount of additional “pull-out” service a student receives is determined by the ELL Committee.

Outreach for Non-English Speaking ParentsJefferson County Schools is committed to maintaining open communications with all non-English speaking parents, whether or not their child is enrolled in the ESL program. Currently there are 51 different languages/dialects spoken in our schools, with Spanish being the predominate language. In order to effectively maintain open communications with all parents, Jefferson County Schools:

Employs a full-time bilingual (Spanish-English) translator; Provides ELSA translation devices for 180 languages/dialects; Provides the Student Code of Conduct in English and Spanish; Provides training on using TransAct; and Provides multilingual translations on School Messenger’s Parent Communication System.

In all settings, the ESL staff and the mainstream teachers work together to provide the most appropriate instruction and setting to meet the individual language and academic needs of all English learners.

4) Grading and retention policy and procedures

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I. Accommodations for ELs“Any modification of instruction that depends on supports to bolster the students’ access to meaning” (Gottlieb, 2006) is considered a classroom accommodation. Effective accommodations for ELs:

reduce the linguistic load necessary to access the content of the curriculum or assessment; address the unique linguistic and sociocultural needs of the student by reducing barriers caused by

language, rather than by the content being assessed. This ensures student instruction and assessment are more likely to focus on the content being taught and assessed, not on English language proficiency; and

do not alter the content being assessed. (Acosta, Rivera, & Shafer Willner, 2008, p. 38)

As an EL attains fluency in English, fewer accommodations in classroom activities and assessments will be necessary. ELs must receive accommodations of classwork that suit their particular educational needs. Teachers are provided a copy of the student’s accommodation check sheet completed by the ELL Committee. This check sheet is part of the I-ELP and located in the cumulative record. Teachers who are unsure of how to best accommodate ESL students in the classroom should ask their principal or the ESL staff for additional training and support.

*See Section G: Appendix for JEFCOED’s Classroom Accommodations for ELs form

II. Grading of ELsFederal law (Lau vs. Nichols, 1981) states that “students who do not understand the language of instruction are effectively foreclosed from learning. Simply providing the same classrooms, teachers, textbooks and materials does not ensure success.” In order to comply with federal law, we must ensure that grading practices take language-minority students’ needs into consideration. The following guidelines must be followed when assigning grades for English learners (ELs):

1. Teachers must implement the instructional accommodations/supports as determined by the student’s ELL committee and documented in the Individual English Learning Plan (I-ELP). These accommodations must be used in both instruction and assessment.

2. Instructional accommodations/supports must be appropriate for the student’s level of English proficiency.3. Grading of ELs should therefore reflect daily instructional accommodations, as well as testing

accommodations, and should not penalize the student for not yet being fully fluent in English.4. ELs will receive grades based on accommodations or alternative assignments appropriate to the

student’s language proficiency level, and receive the same report card that is used in general education.5. ELs in grades K-8th may be eligible for the alternate grading system (G,S,N,U,I).6. ELs cannot be penalized for missing work in the general education class room during the time they are

receiving “pull-out” ESL services. Teachers must grade students on the components for which they are present and derive the class grade based on the elements that the student completed.

7. Comments on progress reports/report cards should be used to explain that grades are based on instructional accommodations/alternative assignments (when applicable).

8. Documentation of accommodations (lesson plans, work samples, assessments, etc.) must be maintained by the classroom teacher.

When content is appropriately accommodated, ELs should be able to demonstrate mastery/non-mastery of the content standards. ELs who fail to master content standards must receive additional support though the RtI process. Teachers may grade students using a numerical grade on accommodated work.

If a teacher believes s/he is justified in assigning an EL a failing grade, it must be clearly documented: what accommodations were provided, what steps were taken to support the student, that the ESL teacher, parents, and/or the school counselor were involved in attempts to support the

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student, and that the lack of English language proficiency was NOT the sole reason for the low/failing grade.

If ELs are failing to make progress or are unable to make progress in content classes, general education teachers should consult with the ESL staff.

*See Section G: Appendix for JEFCOED’s Classroom Accommodations for ELs form

III. Retention of ELsIn accordance with federal law (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols), ELs cannot be retained solely due to low English language proficiency. “If an ELL is retained in a grade, the LEA must be able to demonstrate that all appropriate modifications were made to instruction and assessment in order to allow ELLs meaningful access to the general curriculum as well as to promote second language learning.” (Lau v Nichols, 414 U.S. 563, 1981). It is understood that while students are learning English, they may miss some of the objectives and concepts presented in the regular classroom. However, the appropriate use of accommodations will ensure that the LEP student gains maximum access to the content for his English proficiency level. As the student gains proficiency in English, classroom and ESL teachers can scaffold any missed information. Mainstream teachers must make appropriate accommodations and provide adequate differentiated lessons, assignments and assessments to meet the unique cultural and linguistic needs of the student.

If a classroom teacher is considering retention of an EL, the teacher must notify the ELL Committee and the ELL Committee must convene BEFORE the parents are notified. Minimally, the following points regarding retention must be addressed by the ELL Committee:

1. How long has the student been enrolled in the ESL Program?2. What is the student’s level of English language proficiency?3. Has the Individual English Language Plan (I-ELP) been sufficiently implemented to document classroom

accommodations and student progress?4. Are classroom teachers ensuring meaningful participation by providing appropriate accommodations in the

areas of teacher lesson delivery, activities and assignments, homework, and formal and informal assessments (e.g., quizzes and tests)?

5. Was the student referred for the RtI process prior to a retention decision? If so, were interventions provided scientifically research-based and appropriate for the student’s level of proficiency?

6. How much individual English language development instruction is the student receiving during the school day?

7. Has an alternate grading strategy been implemented (e.g., a portfolio, checklist, teacher observation, or rubric assessment on content and language objectives)?

8. Has the student’s classroom teacher been adequately trained with instruction and assessment strategies specifically designed for students learning English?

9. Does the report card indicate that student was graded according to his I-ELP?

After answering these questions, the ELL Committee will then decide if retention will be of greatest benefit to the student’s academic progress. If retention is recommended by the ELL Committee, notification of the proposed retention must be communicated to parents in a language that they understand and an interpreter should be provided for the retention meeting. Notification of retention should be made to the ESL Office.

5) Specific staffing and other resources to be provided to ELs through the ESL programI. Staffing of the ESL ProgramJefferson County Schools employs teachers meeting the ALSDE criteria of being qualified to teach ESL.

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ESL teacher units and placement are made based on the:1. Number of ELs in a school, 2. Level of need of each EL, 3. Proximity of the schools (if itinerant),4. School improvement status (State Assessment Results & AMAOs), 5. Number of immigrant ELs, and6. Number of ELs with limited, interrupted, or no formal schooling.

II. District TranslatorJefferson County Schools employs a full-time bilingual translator/interpreter (Spanish-English) to ensure non-English speaking parents have equitable access to school communications and processes. The District translator is available to all Jefferson County Schools to translate for a variety of events, including, but not limited to, parent-teacher conferences, special education meetings (IEPs, MEDCs, etc.), parent meetings, and disciplinary hearings. Jefferson County Schools ensures the district translator is fluent in both English and Spanish.

*See Section G: Appendix for JEFCOED’s Interpreter Request Form

III. Other ResourcesIn addition to providing ESL staff and a district translator, Jefferson County Schools provides the following to the ESL program:

Translation ServicesJefferson County Schools is committed to providing access to school and community communications for parents in a language they understand.

The Code of Student Conduct is available in English and Spanish. A list of bilingual community volunteers is maintained in the ESL office. Transact ELSA translation devices

Staff DevelopmentAll school staff that impact the education of ELs are encouraged to seek training in how to best support English learners. There are several options available for training.

ESL training sessions are provided through the University of Alabama at Birmingham (UAB); Graduate level classes in ESL are offered at the University of Alabama and UAB; SAMUEL workshops are provided by ALSDE ESL Coaches; Nation-wide seminars in ESL are offered regularly; and Principals can request training from the ESL office.

All certified employees – classroom teachers and school administrators – in Jefferson County are presented district-level opportunities to engage in ESL-focused professional development. Classroom teachers may elect to participate in a faculty-wide training session or view an on-line video. ESL staff work with school personnel to individualize ESL-training based on school and personnel needs. Samples of professional development sessions offered include:

Understanding the WIDA Standards Why Do ELs Need Language ObjectivesAcademic Vocabulary Development of ELs Building Background

Stages of Language Acquisition What Strategies Work with ELsStudent Goal Setting for Success How to Make Content Comprehensible

Language Difference vs. Learning Disability Adapting Assessments to Measure Content Knowledge

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ACCESS Testing Interactions as a Language SupportGrading & Retention of ELs CIP & Accountability

6) Method for collecting and submitting dataI. Process for Collecting and Submitting EL DataThe ESL office maintains an ESL database of all non-English language background (NELB) students in Jefferson County Schools. ESL teachers collect NELB data at each of their assigned schools and submit this data to the ESL office. This data is then recorded into the ESL database and updated in CHALKABLE (FORMERLY INOW). The ESL database is archived monthly as to maintain a “snapshot” of the students served throughout the year. The ESL office collects the following data on all NELB students:

EL Name Date of Birth Gender School US Entry JEFCOED Entry LEP Code Grade W-APT ACCESS for ELLsExtra-

curricular data

State ID Number

Immigrant Yr

Language Country of Birth

State Testing Data

Other ELP data

Honors Career Tech

Previous schooling

SPED data Attendance Refusal Retention Monitor Withdrawal Drop Out ReEntry SIFE

II. State Codes for English Learners and Data Collection Upon identification and placement, students should be given a code in the Chalkable (formerly INOW) Program. The table below contains codes used by State Student Assessment and Chalkable along with a definition of codes. For state assessment and accountability purposes, the SDE uses one coding system for ELs. Similar codes are also used by the SDE for data collection from Chalkable.

SDE Code for State

Assessment

Chalkable (Formerly

INOW) Code

Definition of Code

Non-EL 0 Students whose home language surveys do not indicate a language other than English spoken in the home. These are not students classified as NOMPHLOTE.

LEP Year 1 1 Limited-English Proficient students who are in their first year in a U.S. school. These students take the ACCESS for ELLs English Language Proficiency Test

LEP Year 2 or more

2 Limited-English Proficient students who are in their second year or more in a U.S. school. These students take the ACCESS for ELLs English Language Proficiency Test

FLEP Monitoring

Year 1

3 Students who have exited the ESL program and are in their first year of systematic monitoring. These students no longer take ACCESS for ELLs English Language Proficiency Test.

FLEP Monitoring

Year 2

4 Students who have exited the ESL program and are in their second year of systematic monitoring. These students no longer take ACCESS for ELL English Language Proficiency Test.

FLEP Monitoring

Year 3

5 Students who have exited the ESL program and are in their third year of systematic monitoring. These students no longer take ACCESS for ELLs English Language Proficiency Test.

FLEP Monitoring

Year 4

6 Students who have exited the ESL program and are in their fourth year of systematic monitoring. These students no longer take ACCESS for ELL English Language Proficiency Test.

FLEP 7 Former Limited-English Proficient students who have successfully completed two years of monitoring and are no longer LEP.

LEP Waived Services

8 Students who are LEP yet parents have refused supplemental Title III services. These students take the ACCESS for ELLs English Language Proficiency Test. Students are coded on the ACCESS for ELLs® test as having waived services.

NOMPHLOTE 9 National Origin Minority Student Whose Primary Home Language is Other Than English. These students have a non-English language background but are fluent in English and do not require ESL services. Parents, however, may need information in their home language.

III. Comparison of SDE and JEFCOED Codes for English Learners and Data Collection

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In addition to the SDE EL codes, the ESL office uses a unique coding system in the ESL database. This chart shows a comparison of SDE codes and JEFCOED codes.

7) Method for evaluating the effectiveness of the ESL programIn order to provide the most effective learning environment and support to ELs, the ESL office is committed to a continuous cycle of school learning and improvement. To ensure the ESL Program is successfully attaining identified goals, the ESL staff:

1. Partner with targeted schools in the creation of continuous improvement plans (A-CIPs);2. Participate in data meetings, walkthroughs, and PST meetings at targeted schools;3. Participate in district Feeder Pattern Meetings;4. Conduct an annual program evaluation.

The ESL office collects data pertinent to the ESL Program evaluation on an on-going basis throughout the school year. This data is analyzed in the months of June and July to evaluate the effectiveness of the district’s ESL program. Qualitative and quantitative results from the annual program evaluation are presented to the EL Advisory Committee for review. These results, along with recommendations from the ESL Advisory Committee, become the data that drive the needs assessment for the upcoming year. Program changes and improvements are made based on the annual evaluation.

8) Method of identification and referral of ELs to the Special Education ProgramI. ELs and Special EducationReferral of an English Learner to Special Education is something that needs careful consideration. It is critically important not to confuse language development with learning difficulties. It is essential that the process be carefully planned and implemented. No ESL student may be referred for Exceptional Education without the knowledge and input of a member of the ESL staff.

Key Points to Remember: English learners (ELs) suspected of having a disability must be identified and evaluated in a timely manner. ELs may not be determined eligible for special education if the determinant factor is their limited-English

proficiency. ELs may not be denied special education services because of their limited-English proficiency. ELs’ levels of proficiency must be considered when determining appropriate assessments and evaluation

materials. Special education evaluations must be provided and administered in the student’s native language, unless

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SDE EL Codes JEFCOED EL Codes Explanation of JEFCOED CodesLEP1 x – active Active ELLEP2 x – active Active ELLEP – Waived Services x-ref Active EL – Refusal of supplementary Title IIIFLEP1 mon1 Monitor Year 1FLEP2 mon2 Monitor Year 2FLEP3 mon3 Monitor Year 3FLEP4 mon4 Monitor Year 4FLEP track Track – exited, track till graduationNOMPHLOTE nenelb Not entered (into ESL program)

non-English background student

it is clearly not feasible to do so, to ensure a student’s language needs can be distinguished from a student’s disability-related needs.

ELs identified as having one or more disabilities are entitled by law to receive both ESL and special education services (see students’ I-ELP and IEP/504 Plan).

The following procedures will guide school personnel in this process.

If an EL is suspected of having one or more disabilities, a member of the ESL staff should be notified immediately.

If a student enters the district and is identified as both an ESL student and a Special Education student, both programs should be notified immediately. Both programs will work together to carry out the student’s IEP.

The ELL Committee will suggest appropriate accommodations and interventions to the school’s Problem Solving Team (PST). If interventions have not been educationally successful after a reasonable time, a Special Education referral may be considered.

Before a referral may be made, information must be gathered from parents regarding the student’s physical development, first language development and any situation that may affect the student’s abilities or progress. This may necessitate the use of a translator.

Assessments used to evaluate ESL students for Special Education must be administered in the student’s dominant language when available. Assessment of the student’s linguistic ability should also be done in the student’s dominant language. A qualified individual fluent in the language of the assessment must administer these assessments. In instances where there is any question as to which language to administer the evaluation, the ESL office, with input from the student’s parents/guardians, will make the final determination.

Translating assessments invalidates them. Translated assessments can only be used as informal measures. Test manuals or testing companies should always be consulted for information about translation of the test before attempting to administer the test in this way.

The ESL Program and the Special Education Department must work closely together throughout the referral, evaluation and placement process. Once an ESL student has been placed in Special Education, the ESL Program should continue to work with the student and Special Education teacher. The Individual Education Plan (IEP) must include a description for communicating with non-English speaking students and/or parent. If a translator is needed to communicate with parents of the student, a program-approved translator should be used. Other parents in the community, siblings of the student or peers of the student are not appropriate choices to translate for IEP and other meetings concerning the student’s needs.

For more information on Serving ELs in Special Education Programs, please read the English Learner Tool Kit, Chapter 6: Addressing English Learners with Disabilities http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap6.pdf

II. ELs and Gifted EducationEnglish Learners are eligible for Gifted Education under the same criteria as general education students. Gifted students are defined as those students who perform at high levels in academic or creative fields when compared with others of their age, experience, or environment.

Section D: Assessment and Accountability

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1) Method for holding schools accountable for annually measuring the English proficiency of ELs and for participating in the state-administered testing program

DISCLAIMER – Information in this section may not be accurate due to ESSA replacing NCLB. This section will be updated once the new accountability guidelines for ELs under ESSA have been established and communicated to the LEA.

I. Annual Assessment of English Language ProficiencyAll English language learners coded LEP1 and LEP2 in Chalkable (formerly INOW) must participate in the state-adopted English language proficiency test – the ACCESS for ELLs English language proficiency test. This includes those students whose parents have waived supplemental Title III services. Assessment includes the area of listening, speaking, reading, and writing. Dates for the ELP test are scheduled on the state’s assessment calendar.

ELs in Grades 1-12 identified as having significant cognitive disabilities will participate in the Alternate ACCESS for ELLs English Language Proficiency test

ACCESS for ELLs and Alternate ACCESS for ELLs test administrators must be certified employees who complete the required on-line WIDA training and mandatory district training. The ESL office ensures that all test administrators for the ACCESS for ELLS complete all test administration requirements.

II. State Mandated AssessmentAll English language learners (ELs) must participate in all state mandated assessments, with or without accommodations, regardless of their level of English language proficiency or time in school. An exception is allowed for limited-English proficient students on most assessments in their first academic year of enrollment in U.S. schools. An academic year cannot exceed 12 months or allow more than one exemption from the state reading assessment – regardless of the date of enrollment. The decision to exempt is to be made on an individual basis by the student’s ELL Committee. Proper documentation is required. Those ELLs who are exempt from certain reading/language arts portion of State tests must participate in the English language proficiency test and in the appropriate mathematics and science portion of all state tests.

III. Statewide Assessment Participation Requirements for ELsAn “EL student during his/her first 12 months of enrollment in U.S. schools” is defined as an EL student who has attended schools in the United States (not including Puerto Rico) for 12 months or less. This definition provides a window within which time an English learner is entitled to an exemption from academic content assessments in reading/language arts for accountability purposes.

For the purpose of participation in the assessment program, ELs during their first academic year of enrollment in US schools (LEP1) will not be required to participate in:

The reading test of ACT Aspire The reading and English test of ACT Plan

ELs during their first academic year of enrollment in US schools (LEP1) will be required to participate in: ACT Plus Writing (all subjects: reading, English, writing, mathematics, and science) ACT WorkKeys (all subjects: applied mathematics, locating information, and reading for information) ACT QualityCore End-of-Course assessments for any courses they are enrolled and receiving credit

(Algebra I, Algebra IB, Algebraic Essentials B, Algebraic Explorations II, English 10, and English Essentials 10)

The mathematics test of ACT Aspire The science test of ACT Aspire (grades 5 and 7 only)

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The mathematics test of ACT Plan The science test of ACT Plan

State Assessment Subtest LEP1 May Exempt Subtest LEP1 MUST Participate

ACT Aspire Reading only Mathematics, scienceACT Plan Reading only Mathematics, science

ACT Plus Writing -- MUST participate in all subject testsACT WorkKeys -- Must participate in all subject tests

ACCESS for ELLs -- MUST participateAlternate ACCESS for ELLs -- Must participate, if eligible

AAA -- Must participate, if eligible

Participation in the reading and language arts tests, though not required, is also not prohibited. The ELL committee will determine whether or not an LEP1 student will participate in non-required testing.

IV. Coordination Between the Director of Student Assessments and the ESL SupervisorIn order to ensure all schools with English learners are kept up-to-date regarding EL assessment and accountability issues, the Assessment and Accountability Specialist and the ESL Supervisor collaborate on all issues involving EL assessments and accountability. This includes, but is not limited to,:

Planning for and scheduling the ACCESS for ELLs English language proficiency testing; Communicating expectations for ACCESS for ELLs to schools; Providing training to Building test Coordinators on ACCESS for ELLs; Providing training to test administrators for ACCESS for ELLs; Ensuring all test administrators for ACCESS for ELLs have been WIDA-certified; Distributing and collecting ACCESS for ELLs; Analyzing ACCESS for ELLs results to project AMAOs for schools; Communicating ACCESS for ELLs results to schools and district-level administrators; and Providing training to schools and district-level administrators on AMAOs.

V. Communication of Assessment and Accountability Requirements to Schools The Assessment and Accountability Specialist and the ESL Supervisor communicate the assessment and accountability requirements to schools through a variety of methods, such as:

Workshops for school and district-level administrators; Trainings for schools counselors and ESL teachers; Trainings to school continuous improvement leadership teams; Emails to principals; and The ESL Handbook.

In addition, the ESL office is available to work with all schools creating their Continuous Improvement Plans (CIP). ESL teachers and Staff help schools review accountability requirements (AMAOs) and ACCESS for ELLs results to develop effective strategies and action steps for meeting the needs of ELs. The ESL Supervisor and ESL teachers participate in formal and informal walkthroughs at targeted schools to help monitor implementation of the CIP.

2) Method for holding schools accountable for meeting proficiency in academic achievement (AMOs) and Annual Measurable Achievement Objectives (AMAOs)

DISCLAIMER – Information in this section may not be accurate due to ESSA replacing NCLB. This section

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will be updated once the new accountability guidelines for ELs under ESSA have been established and communicated to the LEA.

Annual Measurable Achievement Objectives (AMAOs) for accountability purposes of English Learners (ELs) are divided into three parts:

AMAO-A: Defined as making annual increases in the number or percent of children making progress in learning English. This is known as APLA – Adequate Progress in Language Acquisition. APLA is measured using the ACCESS for ELLs English Language Proficiency Test. Two data points are needed to calculate APLA. A student is considered to have made APLA if there is a minimum of a 0.5 increase in the composite score on the two most recent ACCESS for ELLs test results. For 2016-2017, 57% of students must make APLA in order to meet AMAO-A.

AMAO-B: Defined as making annual increases in the number or percent of children in the ESL Program who have scored proficient (4.8 or above) on the ACCESS for ELLs. AMAO-B is measured using the ACCESS for ELLs English Language Proficiency Test. For 2016-2017, 22% of students must attain a composite score a 4.8 or higher on the ACCESS for ELLs test in order to meet AMAO-B.

AMAO-C: Defined as the AMO status of the LEP subgroup in Reading and Mathematics in both achievement and participation for the following: Grades 3-9 ACT Aspire, Grade 10 ACT Plan, Grade 11 ACT Plus Writing, and Grade 12 ACT WorkKeys.

A subgroup for AMAO accountability is set at ten (10) at the local level and one (1) at the district level.AMAOs apply to all districts that receive Title I and Title III funds. If either the district or a local school fails to make AMAOs for two consecutive years, a district-wide or school-wide ELL Improvement Plan must be implemented to ensure AMAOs are met. All ELL Improvement Plans must specifically address the factors that prevented the district or school from making AMAOs.

Jefferson County Schools ESL office, along with the assistance of the Central Office Collaborative (COC), will assist in the development of the ELL Improvement Plan for any school not making AMAOs for two consecutive years. Throughout implementation of the plan, the ESL office will:

Provide technical assistance to the school. Develop professional development strategies and activities, based on scientifically-based research, that the

schools will use to meet the plan’s objectives. Require the school to implement and utilize such activities and strategies to improve the instruction

provided to ELLs.

If AMAOs are not met for four consecutive years, Jefferson County Schools will: Require the school not making AMAOs to modify curriculum, program, and method of instruction. Make a determination whether or not the school shall continue to receive funds related to the failure to

meet AMAOs. Require the school to replace educational personnel relevant to the failure to make AMAOs.

Section E: Parent Involvement1) Methods for promoting parent involvement activities to help improve student achievementThe ESL Program provides an on-going parent engagement program for non-English speaking parents, including providing access to bilingual resources and parenting classes designed to address the needs of the parents (i.e. adult ESL classes, computer class). Annual parent meetings are held to inform parents of their rights and to answer any questions they might have about the US educational system, graduation requirements, programs and activities available in district schools.

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ESL teachers are involved in the Parental Involvement Program in various ways, such as by making home visits; attending parent meetings and providing translation support both in writing and at parent conferences; contacting parents who do not speak English for schools, and helping parents obtain needed information and documents for school registration and/or community involvement. ESL teachers also assist in organizing family literacy nights for non-English speaking families, as well as cultural heritage celebrations at their local school(s).

The ESL Office provides training for ESL teachers and staff on ways to connect non-English speaking families to community assistance and support organizations.

2) Methods (in a language they can understand) for notification requirements for ELs students regarding

EL identification and placement and Separate notification for the LEA or school’s failure to meet AMAOs

The ESL staff makes every attempt to keep parents/guardians informed of important information regarding their child’s academic progress and English language development. All parental notifications are made in English and, if available, a language that the parents can understand. Jefferson County Schools employs a fulltime Spanish interpreter and relies on other outside programs and agencies, such as Transact, to assist with translations in other languages. Minimally, appropriate notification is made to parents regarding:

1. Eligibility and placement in ESL Program2. Status Change within the ESL Program

Eligibility and Placement in ESL ProgramAppropriate notification is made to parents that their child is eligible for and will be placed in the district’s ELD program prior to the placement and within 30 days of the beginning of the school year. If enrollment occurs after the beginning of school, parent notification is made within ten (10) days. This notification is made in writing and includes the following information:

The reason the child was identified for the ELD program The need for the child’s participation in the ELD program The child’s level of English language proficiency and how it was assessed The level of the student’s academic achievement The method of instruction to be used in the ELD program How the program will meet the strengths and needs of the student How the program will help the child learn English How the program will support the child’s academic progress Program support for students with IEPs Exit requirements for the program Rights related to the student’s participation in the program

*See Section G: Appendix for JEFCOED’s Parent Notification: ESL Program Eligibility and Placement

Status Change within the ESL ProgramAppropriate notification is made to parents when their child changes status within the ESL Program. Changes in status include:

Exiting the ESL Program Successful completion of each monitor year Reentry into ESL Program Annual eligibility of services for parents who have waived Title III supplemental services

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*See Section G: Appendix for JEFCOED’s Parent Notification: ESL Program Status Change, Parent Refusal for Supplementary Title III Services

Section F: Title III (To be completed if the LEA receives Title III supplemental funds)1) Use of Title III funds to supplement the core ESL programTitle III (Elementary and Secondary Education Act of 1965, as amended, Title III, Secs. 3111–3141; 20 U.S.C. 6821–6871) is a federally-funded program that provides eligible school districts with funding to supplement the core language acquisition program. The purpose of Title III is to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. Schools must use these funds to implement language instruction educational programs designed to help LEP students achieve these standards. Title III holds students accountable for progress in, and attainment of, English language proficiency. Upon attainment of English language proficiency, students exit from supplemental language services.

Jefferson County Schools utilizes Title III funds to supplement and support the core ESL Program.The chart below outlines how Jefferson County Schools will use Title III funds for the 2016-2017 school year.

2) Method the LEA uses to initiate contact with non-public school officials to engage in timely and meaningful consultation regarding services available to ELs in non-public schools that are located within the geographic boundaries of the LEA (if applicable)

Jefferson County Schools contacts all non-public schools located within our district’s geographical boundaries each February/March to inquire if they would like to participate in Title III services. Responses from non-public schools are documented and maintained in the federal programs office. If a non-public school fails to respond, further steps to communicate are attempted.

In the event a non-public school wishes to participate in Title III services, the ESL Supervisor, in consult with the Director of Federal Programs, will establish a time to begin consultation. The consultation will include, but is not limited to, issues such as:

How ELs will be identified. How the needs of ELs will be identified. How, when, where, and what services will be provided. How the services will be assessed. Rights and responsibilities of the non-public schools, including the complaint process.

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Description of how Title III funds will be allocatedSummer ESL Programs:Providing tutoring and other focused supplemental supports for children most at risk in reading and math. Transportation will be provided.Transportation for ESL to participate in summer ESL Programs:On-line tutorial Programs and other SBR support materials:Classroom resources, technology, and other supplemental SBR materials to support math and reading instruction.Professional Development:For classroom teachers, administrators, and/or other school staff.Parent Involvement:Provide workshops, materials, etc. to support and build parental capacity.

Section G: Appendix (Required documents are Home Language Survey, Parent Notification Letters, and Title III Supplemental Services Waiver Letter; the LEA may include any other related documents)

ESL Flow Chart 1: Initial Identification and Assessment of NELB Students ESL Flow Chart 2: ESL Placement and Parent Notification ESL Flow Chart 3: Exiting ESL Service and Monitoring FLEP Students Documentation for NELB Students (Yellow folder – cover)Home Language Survey – EnglishHome Language Survey – Spanish NELB Student Initial Evaluation FormIndividual English Learning Plan (I-ELP) Exit/Monitor Documentation - Individual English Learning Plan (I-ELP) Classroom Accommodations FormLEP Participation Documentation for Alabama Student Assessment Program (online @ www.alsde.edu) Parent Refusal of Supplemental Title III Services - EnglishParent Refusal of Supplemental Title III Services - SpanishParent Notification: Eligibility and Enrollment in ESL Program (Transact)Parent Notification: Change of Status in ESL Program – EnglishParent Notification: Change of Status in ESL Program – Spanish Interpreter Request FormJEFCOED ESL Quick Facts

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JEFCOED EL PLAN 2016-2017: Flow Chart 1

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JEFCOED EL PLAN 2016-2017: Flow Chart 2

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JEFCOED EL PLAN 2016-2017: Flow Chart 3

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JEFCOED EL PLAN 2016-2017: Documentation for NELB Student

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JEFCOED EL PLAN 2016-2017: Home Language Survey (HLS)- English

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JEFCOED EL PLAN 2016-2017: Home Language Survey (HLS)- Spanish

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JEFCOED EL PLAN 2016-2017: NELB Student Initial Evaluation

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JEFCOED EL PLAN 2016-2017: I-ELP: Individual English Learning Plan- Page 1

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JEFCOED EL PLAN 2016-2017: I-ELP: Individual English Learning Plan- Monitor Documentation

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JEFCOED EL PLAN 2016-2017: Classroom Accommodations Form

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JEFCOED EL PLAN 2016-2017: Parent Refusal of Title III Supplementary Service - English

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JEFCOED EL PLAN 2016-2017: Parent Refusal of Title III Supplementary Service - Spanish

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JEFCOED EL PLAN 2016-2017: Parent Notification (TransAct) – Page 1

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JEFCOED EL PLAN 2016-2017: Parent Notification (TransAct) – Page 2

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JEFCOED EL PLAN 2016-2017: Parent Notification – Change in Status - English

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JEFCOED EL PLAN 2016-2017: Parent Notification – Change in Status - Spanish

JEFCOED EL PLAN 2016-2017: Interpreter Request Form

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JEFCOED EL PLAN 2016-2017: ESL Quick Facts

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