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ESOL Resource Guide2016-2017

Dr. Monica Henson, Superintendent

Gale Stein, Chief Academic Officer

Gerda Louizi, Director of Federal Funds

Martina Harrison, ESOL Coordinator

Vision

Graduation Achievement Charter High School’s English learners will be able to equip to succeed in academic and social settings.

Mission

The purpose of the ESOL Program is to ensure that all students matriculated in GACHS are provided an equitable and appropriate education. The federal and state support for the program rests on the premise that no student in the United States “can be discriminated against on the basis of national origin, race or gender” (1964 Civil Rights Act, Title VI). Students in the ESOL program are required to meet the same curriculum standards as non-ELs in English/Language Arts and content area instruction. The content of the curriculum is established by the Georgia Department of Education. The EL strategies, supplementary materials, and native language assistance are used to ensure that comprehensible instruction is being provided to every English learner.

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Table of Contents

Terminology ..................................................................................3

Identification and Placement of English Learners .........................4

Language Assistance Services ........................................................9

The ESOL Program for English Learners ......................................10

Assessment and Accommodations ..............................................11

ESOL Program and AMAOs...........................................................14

Additional Services for English Learners......................................17

GACHS District Wide Teams’ Responsibilities .............................21

Additional Resources ...................................................................24

Appendix ……………………………….…………………………………………..…...25

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Terminology

English Learner (EL): a student whose primary or home language is other than English and who is eligible to receive services based on an English language proficiency test.

English to Speakers of Other Languages (ESOL): a supplemental language assistance program provided to English learners to overcome language barriers and to participate meaningfully in classrooms.

Home Language Survey: a questionnaire administered upon enrollment to each student's parent or guardian to determine if a language other than English is used at the student's home.

State-adopted English proficiency measure: an English language proficiency test administered annually to all English learners (ELs) in Georgia. Georgia uses the state-adopted Assessing Comprehension and Communication in English State to State (ACCESS) test to measure English learners' social and academic proficiency in English.

State-adopted English proficiency screening measure: a formal measure of social and academic English language proficiency for the child's initial placement in the ESOL program. Georgia uses the WIDA-ACCESS Placement Test (W-APT) or WIDA Screener to assist educators in identification and placement of English learners in supplemental language assistance services.

WIDA Consortium: a group of 39 State Education Agencies working with the Wisconsin Center for Education Research, the Center for Applied Linguistics and MetriTech to provide reliable and valid assessment (W-APT or WIDA screeners and ACCESS for ELLs) and to develop K-12 ESOL teaching standards (English Language Development Standards) for English learners.

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WIDA Link:

https://www.wida.us/

Identification and Placement of English Learners

Under the Title III federal law, the GACHS must identify and educate all students who have a primary or home language other than English and are identified as English learners. GaDOE’s Link:

https://www.youtube.com/watch?v=sw-nFaAMgeI&feature=youtu.be

The GACHS uses a Home Language Survey as a part of the enrollment packet. The Home Language Survey includes following questions:

Which language does your child most frequently speak at home? Which languages(s) do adults in your home most frequently use

when speaking with your child? Which language(s) does your child currently understand or speak?

If the answer of any of the questions shows a language other than English, the student must be screened with the W-APT or WIDA Screener to determine eligibility to participate in the ESOL program.

If a student is identified as English learner eligible for the ESOL services, the GACHS sends Notification of ESOL Services to the child's parent or guardian in the language that the parent or guardian understands.

If a student has been eligible for ESOL services prior to the beginning of the school year, the GACHS sends Notification of ESOL Services to the parent or guardian within 30 days after the school year

https://www.youtube.com/watch?v=sw-nFaAMgeI&feature=youtu.be

https://www.wida.us/

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begins. Otherwise, the GACHS sends Notification of ESOL Services to the parent or guardian within two weeks of a child being placed in the ESOL program.

A student who transfers from another district within the United States or from a Department of Defense's school with official records about the child's eligibility for the ESOL services within the past year, the GACHS will accept the records and place the child in the ESOL program. If there is no official record available or cannot be obtained, the GACHS will identify and screen these transferred students.

Also, if a newly registered student exited the language assistance program in another U.S state or private school, the GACHS accepts the student’s status as exited.

Georgia is a member of the World-Class Instructional Design and Assessment (WIDA) Consortium. All members of the WIDA Consortium use same screeners to assess eligibility for the ESOL services. Therefore, the GACHS uses WIDA-ACCESS Placement Test (W-APT) or WIDA Screener to assesses child's language ability in four domains such as Listening, Speaking, Writing, and Reading and determines proficiency in Social and Instructional English as well as academic language of Mathematics, Language Arts, Science, and Social Studies.

The W-APT or WIDA Screener results provide scores for each domain and specified Composite Proficiency Level (CPL) that will determine the child's eligibility for the ESOL services.

If a student receives a grade level adjusted score of 5.0 or higher on the W-APT or WIDA Screener, the student does not qualify for language assistance services.

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If a student receives a grade level adjusted score less than 5.0 on the W-APT or WIDA screener, the student qualifies for language assistance services. Eligibility Criteria Link:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/ESOL/ESOL%20Eligibility%20Flow%20Chart%20Grades%201-12.pdf

Thus, the GACHS will follow the guidelines based on the Civil Rights Division, Educational Opportunities Section of the United States Department of Justice, such as:

Providing an ESOL program and adequate language services to English learners

Providing recourses to effectively develop the ESOL program (e.g. ESOL teachers and ESOL materials)

Communication with non-English or limited-English speaking parents in the language they understand (e.g. providing oral and written translations of important documents or notices)

Providing ESOL services to English learners who also qualify for special education services

Including English learners in gifted programs regardless of their limited English proficiencies

When a student is identified as English learner eligible for ESOL services, the GACHS will notify parents about:

Child’s eligibility for ESOL services Child’s level of proficiency on W-APT or WIDA Screener and

ACCESS Method of ESOL delivery of instruction



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How the ESOL program will help the child learn English and meet the academic standards for grade promotion and graduation

Requirements for exiting the ESOL program Rights to have their child removed from the ESOL program

upon request or to decline to enroll their child in the ESOL program

If an English learner’s parent or guardian waives the ESOL services for the child, however, the GACHS will be providing alternative language support under Office for Civil Rights. Even though the parents or guardians decline the ESOL services, the student will continue being coded as an EL until the child exits the ESOL program based on the state’s requirements for exiting. GaDOE link:

https://www.youtube.com/watch?v=zFZwQfxck0M&feature=youtu.be

For an English learner to exit the ESOL program, the child must participate in ACCESS for ELLs 2.0 assessing social and instructional English as well as language of Mathematics, Language Arts, Science, and Social Studies across the four domains of speaking, listening, reading, and writing. The ACCESS for ELLs 2.0 also measures the students’ yearly progress in English. Only certified personnel, who successfully completed the required WIDA training, can administer the ACCESS for ELLs 2.0. The student must take all components of the ACCESS for ELLs2.0 to receive the Overall or Composite Proficiency Level (CPL) and Literacy subscore to exit the program based on following criteria:

If a student scores on CPL of 5.0 or higher, and the Literacy subscore is 4.8 or higher, the student will exit from the ESOL

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https://www.youtube.com/watch?v=zFZwQfxck0M&feature=youtu.be

program. The student will be coded EL-M, and his or her academic progress will be monitored for two years.

If a student scores on CPL of 5.0 or higher but with Literacy subscore of less than 4.8 or scores on CPL of 4.0-4.9 and Literacy subscore of 4.8 or higher, the student may be referred for a Language Assessment Conference (LAC) that the committee can review English learner’s language proficiency, classroom performance, teacher’s recommendations, scores from state-mandated tests, and writing samples to determine child’s eligibility to exit the ESOL program or to remain in the ESOL program. However, students who exit from the ESOL program meeting all criteria cannot receive ESOL services.

Exit Criteria Link:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/ESOL/Grades%201-12%20Exit%20criteria%20May%202013%20final.pdf

Under the No Child Left Behind Act (NCLB; 2001) requirement, all English learners must be annually assessed for English language proficiency including students who receive special education services. The Individuals with Disabilities Education Act (IDEA; 2004) also mandates that students with disabilities might participate in state-wide and district-wide alternate assessments with appropriate accommodations as stated in the students’ Individualized Education Programs (IEP).

The WIDA Consortium created the Alternate ACCESS for ELLs to provide educators with an appropriate measurement for English learners grades 1-12 with significant cognitive disabilities. However, English learners assessed with the Alternate ACCESS for ELLs are not eligible to exit from the ESOL program.



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Language Assistance Services to English Learners

The English learners at the GGCHS will receive instruction through the ESOL program that offers following approved instructional delivery models:

Pull-out – English learners are pulled out from a general education class to receive small group language instruction by the ESOL teacher

Push-in – English learners remain in the classroom to receive content instruction in reading, language arts, mathematics, science, and/or social studies from the content teacher along with language instruction from the ESOL teacher

Resource center/laboratory – English learners receive language assistance in a group with the usage of multimedia materials

Scheduled class period – English learners receive language assistance and/or content in a class composed only of English learners

The state regulates the maximum class sizes for ESOL Classes (Rule 160-5-1-.08 Class Size)

Grade/Subject Funding Class Size Average Class Size w/No Paraprofessional

Average Class Size w/ Paraprofessional

9-12 7 18 20

Also, the SBOE Rule 160-5-1.02 states the minimum segment lengths that English learners must receive from the ESOL program. English learners in grades 9-12 must be served 55-minute daily segment(s) or a minimum of 275 minutes weekly and can be served up to

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5 segments daily. A 4X4 daily block consists of minimum of 90 minutes will count as 2 segments.

The ESOL Program for English Learners

English to Speakers of Other Languages (ESOL) is a state funded instructional program only available to eligible English learners. The ESOL program offers standards-based curriculum based on the WIDA Consortium English Language Development (ELD) standards. “Classroom teachers integrate these ELD standards with the Georgia Performance Standards to enable ELs to both communicate in English and demonstrate their academic, social, and cultural proficiency. Instructional approaches, both in ESOL and general education classes, ensure that the needs of Georgia’s ELs are accommodated.”

(Excerpt from 2016-17 ESOL Resource Guide)

GaDOE Link:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/English-to-Speakers-of-Other-Languages-(ESOL)-and-Title-III.aspx.

The WIDA ELD standards are:

English learners communicate for Social and Instructional purposes within the school setting.

English learners communicate information, idea, and concepts necessary for academic success in the content area of Language Arts.

English learners communicate information, idea, and concepts necessary for academic success in the content area of Mathematics.

English learners communicate information, idea, and concepts necessary for academic success in the content of Science.

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/English-to-Speakers-of-Other-Languages-(ESOL)-and-Title-III.aspx

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/English-to-Speakers-of-Other-Languages-(ESOL)-and-Title-III.aspx

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English learners communicate information, idea, and concepts necessary for academic success in the content of Social Studies.

ELD Standards Link:

https://www.wida.us/standards/eld.aspx

WIDA’s Model Performance Indicator (MPI) is the smallest topic that describes a specific level of English proficiency. Each strand of MPIs consists of five levels of English language proficiency for a specific theme and language domain. MPI Link:


WIDA’s Can Do Descriptors provide educators examples of English learners’ proficiencies in each domain and what is expected for them to do. The Can Do Descriptors help teachers differentiate instruction for each English learner’s individual needs. Can Do Descriptors Link:

https://www.wida.us/standards/CAN_DOs/

Assessment and Accommodations

“Federal and state laws require that all students participate in the state-mandated assessment program, including... English learners (EL)”.

(Excerpt from the Student Assessment Handbook 2016-17)

The GACHS will offer accommodations consistent with current instructional and assessment accommodations provided in the classroom. The GACHS Testing Participation Committee for English learners (TPC) will determine accommodations for each student and will complete

https://www.wida.us/standards/CAN_DOs/



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appropriate documentation. The GACHS TPC for English learners will review students’ documentation at least once a year to determine proper accommodations.

The GaDOE’s Student Assessment Handbook 2016-17 states approved accommodations for English learners. The GACHS follows the Student Assessment Handbook 2016-17 guidelines when determining English learners’ accommodations.

Student Assessment Handbook 2016-17 Link:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Documents/Student%20Assessment%20Handbook%202016-2017%20FINAL%20v2Posted%208.4.16.pdf

Accommodation Template for GACHS

Setting GA Milestones EOC

ELA Math Science SS

EOCT NAEP (12th)

Reading Math Science

Small Group S

Presentation Explain or paraphrase directions for clarity (in English only)

S

Oral reading of test questions in English only

S

Oral reading of ELA passages in English only

C

Repetition of directions in English only

S

Response Word-to-word dictionary S

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Scheduling

Frequent monitored breaks S

Extended time S

Some English learners can be deferred from taking some portion(s) of standardized tests. For English learners to be deferred, the following conditions must be met:

Assessment administration must occur during the first twelve months of the student’s initial entry into a U.S. school.

Student must participate in ACCESS for ELs. Students who enter after ACCESS testing window closes cannot be deferred.

Student’s limited proficiency in English indicates assessment in content areas other than mathematics and science is NOT in the best educational interest of the student.

Standard and Conditional Administration

Standard administration (S) refers to testing conditions in which the procedures and directions included in the administration manual are followed exactly.

Conditional administration (C) administration refers to testing conditions in which more expansive accommodations are used to provide access for students with very limited English language proficiency and who would not be able to access the assessment without such assistance. The use of any conditional accommodation must be considered in light of the student’s language proficiency and must

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be required by the student to access the test because of his/her proficiency.

ESOL Program: AMAOs

Under the Elementary and Secondary Education Act, the GACHS is required to annually report the progress and English proficiencies of English learners. The Title III Annual Measurable Academic Objectives (AMAOs) are reported to the GaDOE Title III/ESOL Program. The minimum number of English learners subgroup is ten for all public data.

The LEAs reporting less than ten ELs are members of the Georgia Title III Consortium. The Consortium and non-Consortium LEAs are held accountable for achieving the AMAOs. The GACHS is a member of the Georgia Title III Consortium based on the last year’s number of English learners reported on FTE.

AMAO-1: PROGRESS

English learners are expected to move annually from one cohort performance band to the next measured by ACCESS for ELLs.

Georgia has established performance bands as follows:

Table 1: Performance Bands for PROGRESS

Performance Band ACCESS-Composite Score Performance Point Range

I 1.0-2.2 1.3

II 2.3-3.3 1.1

III 3.4-3.9 0.6

IV 4.0-4.3 0.4

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V 4.4-4.6 0.3

VI 4.7-4.9 0.3

VII 5.0-5.2 0.3

VIII 5.3-5.5 0.3

IX 5.6+ NA

Table 2: PROGRESS Baseline for All EL Students and Annual Targets

School Year Annual Target

Baseline 2006-07 47.0%

2007-08 47%

2008-09 48%

2009-10 49.0%

2012-13 52.0%

2013-14 53.0%

2014-15 54.0%

2015-16 55.0%

2016-17 56.0%

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2) AMAO-2: ATTAINMENT of PROFICIENCY

The GaDOE refers to the Attainment of Proficiency to the percentage of English learners who receive 5.0 or higher on an ACCESS composite score with the Tier B or C version of the test in grades 1-12.

Also, the Title III Consortium with less than 10 English learners and non-Consortium LEAs are held accountable for achieving the AMAO Attainment of Proficiency. The GACHS is a member of the Consortium based on the last year’s number of English learners reported on FTE.

Table 3: ATTAINMENT of PROFICIENCY Baseline for All EL Students and Annual Targets

School Year Annual Targets

Baseline 2006-07 5.0%

2007-08 5.0%

2008-09 5.5%

2009-10 6.0%

2010-11 6.25%

2011-12 6.75%

2012-13 7.25%

2013-14 7.75%

2014-15 8.25%

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2015-16

8.75%

2016-17 9.25%

3. AMAO-3: LEA SUBGROUP MADE ANNUAL PROFICIENCY TARGETS

The AMAO-3 reflects the accountability measures implemented in the College and Career Readiness Performance Index (CCRPI). The English learners must participate in state-mandated tests to measure the academic content goals set for EL subgroup.

The academic content areas for English learners in grades 9-12 are the Georgia Milestones American Literature and Composition and Analytic Geometry/Math II End of Course assessments.

Additional Services for English Learners

Response to Intervention (RTI) and GA’s Student Achievement Pyramid of Interventions

Georgia implemented a four-tier Response to Intervention (RTI) model in to identify and to address all students' academic and/or behavioral needs. English learners eligible for ESOL services are automatically considered in Tier 4 with the main focus on specialized language instructional delivery and methodology.

All students including English learners should receive Tier 1 interventions in a general education class, and the students often require

Tier 2 and 3 interventions to access and to comprehend instruction. With

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the ESOL services and appropriate interventions, students’ language and academic support gradually degreases as the students progress in language and academic proficiency increases. Therefore, the Pyramid of Interventions for English learners serves as a regressive model rather than as a model of progressive interventions.

RTI Document Link:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/RTI%20document%20Full%20Text.pdf

Some English learners can struggle during their monitoring period after their exited from the ESOL program. Monitored English learners still might still require instructional accommodations. If a monitored English learner continues to struggle in one or more content areas, the GACHS RTI team should meet to determine additional instructional support. If the student does not show adequate academic progress with interventions, the GACHS RTI team, ESOL teacher, and ESOL Coordinator will meet to determine whether the student struggles because of a lack of language or because of lack of content knowledge.

The GACHS RTI team and ESOL specialists will review all documentation related to the ACCESS, Milestone, interrupted schooling if applicable, differentiated instruction, student’s language background, and interventions. If the GACHS RTI team and ESOL specialists determine the problem is a lack of language proficiency, the GACHS Language Assessment Committee and RTI team meet to place the child back in the ESOL program. The student will be coded as EL-Y again until he or she meets the criteria for exit, and the student will be monitored for two full calendar years as required.

ELs with Disabilities



Students eligible for the ESOL services come to schools with different cultural and linguistic background. Teachers must provide

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differentiated strategies and must accommodate the instructional pace for English learners. English learners who have difficulties mastering some skills do not necessary have disabilities.

If an English learner continues to struggle after receiving consistent language accommodations and instructional interventions for a reasonable amount of time, and the Tier 1, 2, and 3 interventions have not improved the student’s progress, the GACHS RTI team should review all data to determine next steps. It is essential that the ESOL teacher and/or ESOL Coordinator are a part of the RTI team when reviewing the data.

The GACHS ESOL professionals have the knowledge in second language acquisition and can provide critical information if the English learner needs different interventions, or if the students need referrals for additional services. The GACHS RTI and ESOL specialists should review following documentation:

Place of birth Entry date into the U.S. Number of years in U.S. schools Student’s educational history (schooling in home language,

interrupted schooling, etc.) Data from local and state assessments (W-APT or WIDA Screener,

ACCESS, Milestones, benchmarks, pre- & post-tests, etc.) Physical conditions (needing glasses, hearing aid, etc.) Frequent absence or tardiness Other supportive documents (formative assessment, observations,

anecdotal notes, etc.) Parent input

After the GACHS RTI and ESOL teams review all required documentation, the English learner can be referred for special education

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testing for a specific disability, or the student can receive additional interventions and accommodations in the general education classroom. If the additional interventions and accommodations are not successful, the GACHS RTI and ESOL teams will reconvene to discuss whether a referral for special education testing is appropriate for the English learner.

If the English learner qualifies for the special education services, general education teachers, ESOL teacher, and special education teacher work together collaboratively to meet the student’s needs. The English learner continues receiving ESOL services in addition to special education services.

The language assistance and support are delineated in the English learner’s Individual Education Plan (IEP). The plan will include following information:

ESOL delivery model Number of segments and lengths of segments Name of ESOL teacher providing services Plan for language assistance

In some cases, a different support might be beneficial to the English learner, the GACHS Special Education and ESOL teams will determine the most effective instructional plan and will provide support to implement the instructional plan. However, the GACHS ESOL and special education teachers will consult the English learner’s progress on a regular basis and will maintain records of consultations as documentation of language support efforts.

To determine if an English learner’s challenges are based on language development of language disorder, please, refer to the table Policy and Alternative Assessment Guidelines in GaDOE ESOL/Title III

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Resource Guide on page 48. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/ESOL/Not-highlighted%20%202016-2017%20ESOL%20Title%20III%20Resource%20Guide%20web.pdf

ELs and Gifted Education

English learners must have the equal opportunity to develop their giftedness and talents as their native English peers. To ensure that English learners have access to the referral process for Education Program for Gifted Students, all parents will be informed about the district’s gifted program, referral process, and the requirements to qualify for services.

Link to Gifted Education:

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Gifted-Education.aspx

GACHS District Wide Teams’ Responsibilities

1. To identify potential ELs through the Home Language Survey (HLS) or by referral.

2. To assess students identified by the HLS or referral.

3. To provide an instructional plan for each ELs in order to develop his/her communicative and cognitive skills and content area knowledge



https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Documents/ESOL/Not-highlighted%20%202016-2017%20ESOL%20Title%20III%20Resource%20Guide%20web.pdf



by providing appropriate instruction and support so that he or she can function with English reach the highest personal learning potential.

4. To provide instructional activities for ELs to advance their understanding of the cultural norms and appropriate social behaviors necessary for effective interaction with peers and teachers.

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5. To have an assessment plan that informs how ELL students are taught, monitored, and later re-assessed.

6. To develop and implement a program process which incorporates:

a) Participation by and cooperation among ESOL teachers, administrators, and support personnel.

b) EL/ESOL professional learning

c) A coordination team and plan

d) Parental/guardian involvement

ESOL District-Wide Team

District-Wide Team Composition

* Title III director (serves as ESOL supervising administrator)

* ESOL Coordinator

* Special Education Administrator

* GACHS Coordinators

* Two teachers

District-Wide Team Member Roles and Responsibilities

* To update the ESOL plan annually

* To advocate for English learners and the ESOL program

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* To guide the development of protocols for ESOL programming, transitions and continuity of service District-wide

* To provide input about ESOL training needs

* To provide input for ESOL program self-evaluation

District-Wide Team Meeting Schedule

* Two regular semiannual District-wide team meeting will take place early fall (August-October) and early spring (March-April)

* ESOL Personalized Learning Team

ESOL Personalized Learning Team Composition

At least 3 of the following:

* ESOL Coordinator

* Classroom teacher

* Parent/Guardian

* Other staff members who work with the student (as needed): School counselors, Title III director, Title I teacher, etc.

ESOL Personalized Learning Team Roles and Responsibilities

* To advocate for the individual English learner

* To review ELs achievement data

* To provide input to the EL’s personalized learning plan

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* To assist in the development of goals and provide input about the delivery of service

* To determine reclassification status

* To assist in planning for transitions between grades

* To assist in planning for post high school readiness

Communication and Meeting protocols

Parents/guardians, school personnel, and/or the ESOL Coordinator may request a meeting. This meeting will be scheduled at the discretion of the ESOL coordinator. For students receiving direct services and end-of-year meeting will be held to facilitate transition.

Additional Resources

GaDOE ESOL/Title III Link:

http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Curriculum-and-Instruction/Pages/English-to-Speakers-of-Other-Languages- (ESOL)-and-Title-III.aspx

WIDA Consortium Link for Language Curriculum:

http://www.wida.us/

GaDOE Assessment Link for Testing Accommodations:

http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Pages/default.aspx

GaDOE Curriculum Link for RTI:

http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Curriculum-and-Instruction/Pages/default.aspx

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Appendix

Home Language Survey

Student's Name: Date of Birth:

Was the student born in the United States?Yes, list state:

No, list country: Date first entered to U.S. School:

Did the student attend school in his/her country? Yes, how many years? No

Did the student study English before coming to U.S.? Yes, how many years? No

Has the student attended school in U.S. in the past 3 years? If yes:Name of School: State: Dates Attended:

Name of School: State: Dates Attended:

Name of School: State: Dates Attended: Language Minority Eligibility: The GACHS is required to determine the need for language assistance. If a language other than English is indicated for any of the questions below, the GACHS will test the student's English language proficiency to determine eligibility for placement in an English language development program. You will be notified about the results of this testing.

Which language does your child most frequently speak at home?

Which language(s) do adults in your home most frequently use when speaking with your child?

Which language(s) does your child currently understand or speak?

Do you need school communications translated? If yes, what language?

_____________________________________________________Parent/Legal Guardian/Adult Student's Signature (REQUIRED)

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Home Language Survey

Nombre del estudiante: Fecha de nacimiento:

¿Nació el/la estudiante en Estados Unidos?Sí, nombre el estado:

No, nombre el país:Fecha de entrada por primera vez a la escuela en EE.UU:

¿Asistió el/la estudiante a la escuela en su país? Sí, ¿Cuántos años?No

¿Estudió inglés el/la estudiante a la escuela en su país? Sí, ¿Cuántos años? No

¿Asistió el/la estudiante a la escuela en EE.UU. en los últimos tres años? Sí:Nombre de Escuela: Estado: Fechas de asistencia:

Nombre de Escuela: Estado: Fechas de asistencia:

Nombre de Escuela: Estado: Fechas de asistencia: Elegibilidad del Idioma Minoritario: El GACHS está obligado a determinar la necesidad de asistencia de idioma. Si se nombra otro idioma además del inglés en cualquiera de las preguntas abajo, el GACHS evaluará el nivel de inglés de su hijo/a para determinar la elegibilidad para la asignación en un programa para el desarrollo del idioma inglés. Ud. será notificado de los resultados de estas pruebas. ¿Qué idioma su hijo/a habla con más frecuencia en el hogar?

¿Qué idioma(s) los adultos usan con su hijo/a con más frecuencia en el hogar?

¿Qué idioma(s) su hijo/a comprende o habla actualmente?

¿Necesita Ud. las comunicaciones de la escuela traducidas? Sí, ¿Qué idioma?

_______________________________________________________________Firma del padre/tutor/estudiante adulto (REQUERIDA)

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Graduation Achievement Charter High School

Eligibility Criteria for Language Assistance Services

If all three responses are “English,” screening is not required.

Administer the Home Language Survey to Determine the Student’s Home Language

Which language does your child most frequently speak at home? Which language(s) do adults in your home most frequently use when

speaking with your child? Which language(s) does your child currently understand or speak?

If the student scores a grade level adjusted score of 5.0 or higher on the W-APT, the student is not eligible for language assistance services.

If the student’s grade level adjusted score is less than

5.0 on the W-APT, the student requires English language assistance services.

If one or more responses indicate a language other than English, administer the W-APT.

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Exit Criteria Language Assistance Services for English Learners

Any Score in Tier Aor

Tier B or C = CPL 1.0-3.9

Tier B or CCPL 4.0-4.9

OR

Step 1: Administer ACCESS for ELLs

Below 4.8 Literacy Sub-

Score on ACCESS for

ELLs

At or above 4.8 Literacy Sub-

Score on ACCESS for

ELLs

If it is determined that the student’s learning is inhibited primarily by a lack of English language skills…

If, when mainstreamed, the student is likely to be successful with only limited English language support…

Student is coded EL-Y. Provide

ESOL/Language Assistance services.

Assess annually with ACCESS.

May Refer for Language Assessment Conference (LAC)

Review: language proficiency classroom performance

and achievement teacher recommendations criterion-referenced tests writing samples

Below 4.8 Literacy Sub-

Score on ACCESS for

ELLs









































Tier B or CCPL ≥ 5.0

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Classroom Testing Accommodations and Instructional Strategies for English Learners

Student's Name:

ESOL Teacher/Coordinator:

Date:

Testing Accommodations

All accommodations must be consistent with instructional and assessment accommodations in the class. Small group setting for testingIndividual setting for testingPreferential seating for class/testingExplain or paraphrase directions for clarity in English on tests and classroom workRead questions aloud on tests and classroom workRead passages aloud on classroom reading testsRepeat directions as needed on tests and classroom workAllow use of word to word dictionary on tests and classroom workExtend time for completion of tests and classroom work

No accommodations needed after reviewing students' assessment data

Instructional Strategies for ELs

Allow longer wait time for oral responses Shorten or reduce number of assignments Use lower grade level or alternative materials to support instruction When appropriate, grade for effort and progress Allow a student to retake test if test performance is out of line with classroom

performance Repeat key concepts

Student is coded EL-M. Exit student from

ESOL/Language Assistance services.

Monitor and review student’s academic

progress in the mainstream for two years.

At or above 4.8 Literacy Sub-Score

on ACCESS for ELLs

Introduce new vocabulary in context instead of in isolation Use graphic organizers (KWL charts, vocabulary preview, etc.) Use hands-on activities to build students' prior knowledge Model for students (step by step directions) Provide opportunity for students to make class notes Provide visual clues to accompany text/lecture

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Testing Participation Committee Documentation for English Learners

Testing Participation Committee Meeting Date(s):

Student's Name: Grade: DOB:

Date of Entry in US School (MM/YYYY): ***Eligible for Deferral:

Student's ID: GTID:

In addition to this EL testing document, the student has he following plans on file:

____ IEP

____ 504

*************************************************************************************

In order to receive testing accommodations, the student must be coded as EL-Y or EL-M. The student qualifies based on W-APT or ACCESS proficiency levels.

W-APT Proficiency Levels: Test Date:

Listening: Speaking: Reading: Writing: Composite:

ACCESS Proficiency Levels: Test Date:

Tier: Listening: Speaking: Reading: Writing: Composite:

Out of State Eligibility:

State: Entry Date in GA:

____ No Accommodations Needed: The Testing Participation Committee for English Learners met and determined student does not need testing accommodations.

***To be deferred the following conditions must be met: 1. Assessment administration must occur during the first twelve months of the student’s initial entry into a U.S. school. 2. Student must participate in ACCESS for ELs. (Students who enter after

ACCESS testing window closes cannot be deferred.) 3. Student’s limited proficiency in English indicates assessment in content areas other than mathematics and science is NOT in the best educational interest of the student.

Standard administration (S) refers to testing conditions in which the procedures and directions included in the administration manual are followed exactly.

Conditional (C) administration refers to testing conditions in which more expansive accommodations are used to provide access for students with very limited English language proficiency and who would not be able to access the assessment without such assistance. The use of any accommodation must be considered in light of the student’s language proficiency and must be required by the student to access the test because of his/her proficiency.

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Parent Notification of Testing Recommendations

____ No Accommodations Needed: The Testing Participation Committee for English Learners met and determined student does not need testing accommodations.

Approved Accommodations for English Learners

S = Standard Accommodation C = Conditional Accommodation

Setting GA Milestones EOCELA Math Science SS

EOCT NAEP (12th)Reading Math Science

Small Group SPreferential seating SIndividual administration S

PresentationExplain or paraphrase directions for clarity (in English only)

SOral reading of test questions in English only SOral reading of ELA passages in English only CRepetition of directions in English only S

ResponseWord-to-word dictionary S

Scheduling

Frequent monitored breaksS

Extended time S

Signatures

Date: Parent/Guardian:

ESOL Teacher: Student (18 years of older):

ESOL Coordinator: Administrator:

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Notificación para los Padres sobre las Recomendaciones en los Exámenes

____ El/la estudiante participará en el examen (los exámenes) sin adecuaciones.

Adecuaciones en los Exámenes

S = Standard Accommodation C = Conditional Accommodation

LugarGA Milestones EOC

ELA Math Science SSEOCT NAEP (12th)

Reading Math Science

Grupo pequeño SAsiento preferencial SAdministración individual S

Presentation Explicar o parafrasear las instrucciones para más claridad (en inglés únicamente)

S

Lectura oral de las preguntas del examen(en inglés únicamente)

S

Lectura oral de los pasajes literarios (en inglés únicamente)

C

Repetición de las instrucciones (en inglés únicamente)

S

ResponseDiccionario de palabras S

Scheduling

Descansos frecuentes supervisados S

Tiempo adicional S

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Parent Notification of Student Eligibility for Language Support Services

___ Initial Eligibility or Date:

___Continuing Eligibility

Student Name:

Dear Parents:

As required by law, based on information provided in school registration documents your child has been assessed for eligibility for the school’s English to Speakers of Other Languages (ESOL) program. The language test administered was the: ___ W-APT (WIDA-ACCESS Placement Test) ___ MODEL (Measure of Developing English Language) ___ ACCESS for ELLs®. Your child’s score of , in addition to other academic information (when available), indicates that he/she qualifies for ESOL support. Federal law requires that the language skills of all ESOL-qualified students be annually assessed until they reach the level of proficiency. The exit criteria for the ESOL program are a score of 4.8 in Literacy skills and 5.0 Composite (overall) score on the ACCESS for ELLs® test. A minimum of a 5.0 score on each ACCESS for ELLs language domain is required for Kindergarten students to exit language services.

The method of instruction in the program selected below is designed to support your child’s listening, speaking, reading and writing skills in English as well as academic needs. This will help him/her become proficient in English as quickly as possible, allowing him/her to meet age-appropriate academic achievement standards. The high school graduation rate for students having participated in the high school ESOL program is N/A. Please note that if your child has a disability, his/her language services are developed collaboratively with special education staff and in accordance with and in support of the Individualized Education Program (IEP).

(1) ____ Pull-out ESOL: The student leaves the English-only classroom for a specified time during the day for ESOL instruction.

(2) Push-in ESOL: The student remains in the English-only classroom and the ESOL teacher provides support during a specified time.

(3) _____ ESOL Cluster Center: Student is in a half- or full-day intensive English language program, often at a central location.

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(4) _____ Resource Center/Laboratory: Student receives English support in a group setting supplemented by multi-media materials.

(5) _____ A Scheduled ESOL Class: Student has one or more ESOL class periods scheduled during the day.

(6) _____ Dual Language: Student enrolled in a dual language immersion program receives specialized English language support during the English portion of the school day.

(7) _____ A District-Developed Program formally approved by the Georgia Department of Education (description is attached)

You have the right to waive direct ESOL services for your child. If you are interested in exercising this right or would like to discuss your child’s options in the ESOL program, please contact the following individual in our school district. Thank you.

Name:

Title:

Telephone Number: E-mail:

________________________________Note: Parent Notification of Student Eligibility for Language Support Services form is available in multiple languages if needed.

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Notificación a los padres de la elegibilidad del estudiante para recibir servicios de apoyo al aprendizaje del idioma inglés

___ Elegibilidad inicial o Fecha:

___ Elegibilidad continua

Nombre del estudiante:

Estimados padres:

Como se requiere por ley y basado en la información que se proporcionó en los documentos de inscripación a la escuela, se ha evaluado y determinado que su hijo reúne los requisitos para participar en el programa Inglés para Personas que Hablan Otros Idiomas (conocido en inglés como English for Speakers of Other Languages o ESOL) de la escuela. La prueba de idioma que se aplicó fue:

____W-APT (WIDA-ACCESS Placement Test) ___ MODEL (Measure of Developing English Language) ACCESS for ELLs®. La calificación de su hijo de, además de otra información académica (si está disponible), indican que reúne los requisitos para recibir apoyo de ESOL. La ley federal exige que se evalúe anualmente las habilidades lingüísticas de todos los estudiantes que reúnen los requisitos para participar en el programa ESOL hasta que alcancen el nivel de competente. Los criterios de egreso del programa ESOL son una puntuación de 4.8 en alfabetización y 5.0 de puntuación compuesta (total) en la prueba ACCESS for ELLs®. Se requiere un puntaje mínimo de 5.0 en cada dominio del idioma de "ACCESS for ELLs" para que los alumnos de kínder ya no requieran servicios de idiomas.

El método de enseñanza, seleccionado a continuación, del programa está diseñado para apoyar a su hijo en sus habilidades para escuchar, hablar, leer y escribir en inglés, así como en sus

necesidades académicas. Esto lo ayudará a ser competente en inglés lo más rápido posible permitiéndole que cumpla con los estándares de rendimiento académico adecuados a su edad. El índice de graduación para estudiantes que participaron en el programa ESOL de la escuela preparatoria es de N/A. Tenga en cuenta que si su hijo tiene una discapacidad, los servicios lingüísticos se elaboran conjuntamente con el personal de educación especial y de acuerdo con, y para apoyar, el programa de educación individualizado (IEP).

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(1) X ESOL fuera del aula (Pull-out ESOL): El estudiante abandona el aula donde se habla inglés solamente durante un tiempo especificado durante el día para recibir enseñanza en ESOL.

(2) ____ ESOL en el aula (Push-in ESOL): El estudiante permanece en el aula donde se habla inglés solamente y el maestro de ESOL brinda apoyo durante un tiempo especificado.

(3) _____ Centro grupal de ESOL (ESOL Cluster Center): El estudiante está en un programa de inglés intensivo de todo el día o de medio día, a menudo impartido en una ubicación central.

(4) _____ Centro de recursos/laboratorio (Resource Center/Laboratory): El estudiante recibe apoyo en el aprendizaje del inglés en un entorno de grupo complementado con materiales multimedia.

(5) _____ Clases de ESOL programadas (Scheduled ESOL Class): El estudiante tiene una o más clases de ESOL programadas durante el día.

(6) _____ Dos idiomas: el estudiante inscripto en un programa de inmersión de dos idiomas recibe soporte de idioma inglés especializado durante la porción del día escolar que sea en inglés.

(7) _____ Un programa elaborado por el distrito (District-Developed Program) formalmente aprobado por el Departamento de Educación de Georgia (se adjunta descripción)

Usted tiene derecho a renunciar a los servicios de ESOL directos para su hijo. Si está interesado en ejercer este derecho o si desea platicar acerca de las opciones de su hijo en el programa ESOL, póngase en contacto con la siguiente persona de nuestro distrito escolar. Gracias.

Nombre:

Cargo:

Número de teléfono:

Correo electrónico:

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Graduation Achievement Charter High School ESOL NOTIFICATION SERVICES NO LONGER NECESSARY

Dear Parent or Guardian: __________________________________________ has been enrolled in the English for Speakers of Other Languages (ESOL) Program in order to improve English language skills. Our testing and evaluation data show that your child no longer requires additional help. Your child should be able to perform satisfactorily in the regular classroom. I will continue to monitor his/her progress in the classroom throughout the year to make sure that your child does not experience great difficulty in this transition. Please let me know if you have any questions or concerns about your child’s progress.

ESOL Teacher:Campus Location:Date:

NOTIFICACIÓN DE ESOL – Los servicios ya no son necesarios Estimado padre/tutor: _____________________________________ ha sido admitido/a en el programa de inglés como segunda lengua (ESOL por sus siglas en inglés) para mejorar sus habilidades del idioma inglés. Los exámenes y evaluaciones nos muestran que su hijo/a ya no necesita esta asistencia adicional. Al pie de esta carta están los resultados de estas pruebas. Su hijo/a puede rendir satisfactoriamente en el salón de clases regular. En el transcurso del año continuaré vigilando el progreso de su hijo/a en el aula para asegurarme que él/ella no esté experimentando gran dificultad con esta transición. Por favor, comuníquese conmigo si tiene preguntas acerca del progreso de su hijo/a.

Maestro/a de ESOL:

Escuela: Fecha:

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Maintenance of ELs’ Records

Physical Storage of ESOL Records

The 2016-17 records of EL-Y and EL-M are divided into 2 parts: Active EL-Y and EL-M1, M2 and Inactive/Withdrew EL-Y and EL-M1, M2 for students. The records of active and inactive students are stored in locked file cabinet in the Student Records Room (only authorized personnel is allowed to enter the room) in the alphabetical based students' last names. The students' records are properly labelled with: student's name, grade level, date of birth, district ID number, and location (Atlanta, Marietta, Virtual). The previous records are stored in the same file cabinet with the label: Previous Years. Records are in the alphabetical order based on students' last names.

Each student has following documents on file: Testing Participation Committee Document for English Learners, W-APT and/or ACCESS score sheets, Student EL & ESOL Status 2016-17 document. Also, W-APT and/or ACCESS score sheets, Student EL & ESOL Status 2016-17 document are placed in each student's permanent record file.

Electronic Data The students' records are created and maintained on Outlook Office 360 under following sections: ESOL Accommodations, ESOL Schedule 2016-17, Monitoring Report for EL-Y and EL-M1, M2, Newly Registered, EL-Y, ESOL-Y or N, EL-M1, EL-M2, Student's EL & ESOL Status 2016-17, Withdrew/Transfer EL-Y, Withdrew EL-M, Missing HLS, Notification of Services, Notification of Services No Longer Necessary, Parent Involvement, Professional Development

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Students are coded on Infinite Campus based on their status: EL-Y, EL-M1, EL-M2, EL-F, Immigrant Some documents are uploaded on: Infinite Campus: Testing Participation Committee Document for English Learners, W-APT and/or ACCESS score sheets, Student EL & ESOL Status 2016-17 document Edgenuity: Testing Participation Committee Document for English Learners, Student EL & ESOL Status 2016-17 document

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Academic and Assessment Records for EL-Y and EL-M Students The GACHS uses WIDA-ACCESS Placement Test (W-APT) or WIDA Screener to assesses child's language ability. The original W-APT score sheet is kept in each student's physical ESOL folder and his or her permanent record folder. The copy of the W-APT score sheet is downloaded on Infinite Campus. Same procedure applies to the ACCESS reports. To monitor the EL's academic progress in courses, the ESOL teacher completes weekly the 2016-17 ESOL Communication & Activity Log document on and share the folder with the ESOL Coordinator on One Drive (Outlook Office 360). The ESOL teacher uploads the document on Infinite Campus/LEP/Assessment and on Edgenuity for each EL. To monitor the EL's language progress in listening, speaking, reading, and writing, the ESOL teacher completes the 2016-17 CAN-DO Quarterly Monitoring Progress document and share the folder with the ESOL Coordinator on One Drive (Outlook Office 360). The ESOL teacher uploads the document on Infinite Campus/LEP/Assessment and on Edgenuity for each EL. The copy in English and Spanish of the CAN-DO Quarterly Monitoring Progress is mailed to parents.

To monitor academic progress of EL-M and EL on waivers, the ESOL teacher quarterly completes the ESOL Monitoring Report 2016-17. The ESOL teacher uploads the document on Infinite Campus/LEP/Assessment and on Edgenuity for each EL-M1/M2 and EL on waiver.

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Professional Development for ESOL Staff Members ESOL Coordinator The ESOL Coordinator will participate in professional development sessions related to:

Improvement of Leadership Skills (how to become effective team leader, strategic priorities affecting academics, core values at work, improving communication skills among colleagues, improving problem-solving skills, TKES/LKES training) DATA (SLDS, Assessment Data, 2017 Data Conference in Athens)

WIDA (academic and language differentiation, Can-Do philosophy, ELD standards, performance definitions, features of academic language in the WIDA standards, resources, WIDA Screener online webinars, GaDOE ACCESS training webinars)

Instruction and Assessment (iLit, newcomer academies, scoring of ACCESS, Can-Do reports, accommodations, rubrics, checklists, 2016 GaTESOL Conference)

College and Career Reading Performance

Coding EL, EL-M, EL-F, Immigrant on Infinite Campus

GACHS Professional Learning (GACHS staff members provide professional learning related to SPED, ACCESS testing, RTI, homeless student, family engagement, instructional strategies, preventions of high school drop out, state and federal guidelines for Title I, II, III, IV).

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ESOL Teacher

WIDA curriculum, instruction, and assessment, research-based strategies, differentiation, iLit, effective collaboration (2017 ESOL Conference at Kennesaw State University, iLit Conference, Collaborative Minutes with ESOL Coordinator)

Other Staff Members working with ELs :

WIDA curriculum, instruction, and assessment, research-based strategies, differentiation, effective collaboration (WIDA Differentiation For Linguistically Diverse Students, 2017 ESOL Conference at Kennesaw State University, TESOL Conference)

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Parental Involvement Plan

When a student is identified as English learner eligible for ESOL services, the GACHS will send a Parent Notification of Student Eligibility for Language Support Services (English and child's home language) with information about child's level of proficiency on W-APT/WIDA Screener or ACCESS, method of ESOL delivery of instruction, and ACCESS child's eligibility for ESOL services.

Also, a copy of US Department of Education Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs (English and child's home language) and Parent Notification of Testing Recommendations (English and Spanish) are attached to Parent Notification of Student Eligibility for Language Support Services. All three documents are sent to parents via mail.

Parents of English learners who exit out the ESOL program with qualifying scores are notified about their children no needing any additional support from the ESOL program. The ESOL Notification of Services No Longer Necessary (English and Spanish) is sent to parents via mail.

The ESOL teacher sends parents a quarterly progress report, 2016-17 CAN-DO Quarterly Monitoring Progress, related to their child's listening, speaking, reading, and writing skills.

The ESOL Coordinator sends ACCESS reports to parents in English and in the child's home language.

If a parent/guardian waives the rights for the child to participate in the ESOL program, the ESOL Coordinator sends 2016-17 Parent Waiver of Direct ESOL Services for a parent/guardian to sign and to send back to the ESOL Coordinator in the pre-paid envelope.

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If an English learner is eligible for ESOL/SPED Consultative Model, the ESOL Coordinator will notify a parent to participate in the meeting with ESOL and SPED team members.

In certain cases, the ESOL Coordinator sends an invite to parents to participate in the Language Assessment Conference. Professional Learning Offered to ParentsThe ESOL Coordinator and/or ESOL teacher will provide a minimum of 4 family engagement meetings per year on the following ESOL topics:

Identifying ELs Assessing ELs Providing language assistance to ELs Access to curriculum & extra-curricular programs Meeting the needs of ELs WIDA standards ACCESS testing

The ESOL Coordinator will schedule home visits to increase parents' knowledge about the ESOL program and to find out how the ESOL team can support their children's education. The GACHS will offer free English classes every week at the Marietta's site to all parents/guardians (a survey will be sent home via mail).

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Purchases and Requisition Process

1. Each school budget is developed and reviewed by Federal Programs Director. 2. The ESOL Coordinator sends a Purchase Requisition form to the Federal Programs Director of the items needed. 3. The Federal Programs Director reviews the Requisition Form to ensure it is allowable and documented in the school improvement plan. 4. The Federal Programs Director reviews the Requisition Form to ensure it contains all completed sections:

Vendor information including phone number and fax number if applicable. Detailed description of the item Ship to information including the address for the school Department must say which Federal Program (ex. Title I, Title I SIG, Title II, Title III) Assigns the appropriate account number based on the budget sheets and GaDOE approved list of function/object codes

5. The Federal Programs Director signs off on the Requisition Form after verifying the materials/equipment being requested are a part of the SWP

and forwards the Requisition Form to the Finance Director for review. The appropriate documentation to support the expenditure for all federal programs is maintained in the office of the Director of Federal Programs and the Finance Director’s office 6. The Finance Director then reviews the requisition and signs off to verify appropriate budget amounts and account numbers on the requisition. 7. The Finance Director forwards the Requisition Form to the Purchase Order Clerk. 8. The Purchase Order Clerk assigns a P.O. number, logs the purchase order (P.O.), and orders the merchandise.

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9. The Purchase Order Clerk returns two copies of the P.O. to the ESOL Coordinator that made the requisition and keeps a copy at Finance Director’ office. 10. When the merchandise arrives, the ESOL Coordinator signs the approved Requisition Form to verify the merchandise is accounted for and returns the receiving copy of the P.O. and invoice to Accounts Payable for payment. Both the receiving copy of the P.O. and the invoice must be signed and dated. All school bookkeepers are given a copy of the “School Bookkeeping Reference Guide”. This guide is a reference for school based accounts. It is also located on the district webpage (www.gradgeorgia.com) under Finance Department content page. The “School Bookkeeping Reference Guide” details the procedures used by the district to ensure separation of duties and corresponding approval in order to prevent errors and fraud.