INSTRUCTIONAL PROGRAMMING FOR ELL STUDENTS                                         


Each school will adopt one or more program delivery models that ensure ELL students within the district are receiving the instruction that is outlined in the Program Services Plan.   The district is responsible for designing a program that ensures an ELL student is progressing through the proficiency levels and achieving the ESL content standards in a timely manner.   Within this framework, schools may choose among the four delivery models described below:

1.  Pull-out Program (K - 6th grades) - ELL students are pulled out of their regular classroom and served by the ESL teacher or ESL aide under supervision of an ESL teacher for a specific number of hours per day according to their proficiency level and PSP plan.  The ESL teacher or ESL aide is responsible for developing the ESL students’ academic, cognitive, and linguistic abilities simultaneously as outlined in the ESL content standards.

2.  Scheduled ESL Classes (7th - 12th grades) - ELL students are placed into ESL classes as part of their instructional day.  The ESL teacher is responsible for developing the ESL students’ academic, cognitive, and linguistic abilities simultaneously as outlined in the ESL content standards.

3.  Inclusion - Inclusion is a planned philosophy of instruction for ELL students in which the regular classroom teacher and ESL teacher work together in one of three distinct ways - co-teaching, consultation, or classroom support.   Inclusion should not be confused with submersion - the dated practice of placing students in mainstream classes without a planned program of instruction designed by an ESL teacher.  Submersion is not a program model and is not in compliance with U.S. federal standards (Collier & Thomas:  1997).

4.  Intensive English classroom (gr.4 - 12) - ELL students who enter school with a Proficiency score of 0 and/or interrupted schooling may be placed in an Intensive English classroom.    This is a full day program that integrates content standards, English  language acquisition, and acculturation into the program, based on individual student need.    Students may remain in an Intensive English classroom until their overall proficiency level reaches Level 2 on a Tier A or higher assessment.   This should occur after about one year of instruction.
    
    Several planned instructional programs can offer practical ways for implementing the philosophy of inclusion.  These programs require time for planning and are described in more detail below.

Co-Teaching:  The ESL teacher and the general educator share the responsibility for planning and teaching both the ELL students and the students in the regular curriculum.   Co-teaching can be accomplished in many different ways.  One way is where the regular education teacher generally takes responsibility for delivery of the content while the ESL teacher takes responsibility for instructional strategies.   Another co-teaching method is called parallel teaching in which the ESL teacher and the general education teacher divide the class into two groups.  Each teacher assumes responsibility for teaching one group.  A third method of co-teaching is called shadow teaching.  This involves the ESL teacher reteaching the concepts taught by the general education teacher to the LEP students.  A final approach to co-teaching involves dividing the students into skills groups;  the ESL teacher and the general education teacher work with various groups according to skill level.

Consultation:  The ESL teacher consults with the general education teacher on a regular basis to assist the general education teacher in planning instruction for the ESL students in his/her classroom.  The ESL teacher models strategies, presents demonstration lessons, provides resources, and monitors LEP student achievement.  

Classroom Support:  A paraprofessional works under the supervision of the ESL teacher and a certified teacher to provide assistance to identified ELL students.



Content Standards:

    Warren County will establish instructional programs that are based on sound research and best practices.  The goal of the ESL program is to develop students’ listening, speaking, reading, and writing proficiency so that ELL student performance is equivalent to that of their comparable native English-speaking peers.   ESL curriculum and standards are based on the model in WIDA Consortium English Language Proficiency Standards for English Language Learners in Pre-Kindergarten through Grade 12 (2007) and TESOL PreK-12 English Language Proficiency Standards (2006).

    The Language Proficiency model contains three major components that drive language acquisition in a school setting:  sociocultural, linguistic, cognitive processes.  Three sides of the prism represent the interdependent nature of the three processes:  linguistic, sociocultural, and cognitive.  This model requires that ESL programs develop students’ English language skills in social and academic content areas  simultaneously in a supportive school environment.  The ESL content standards for Warren County reflect this conceptual framework. 


INCLUSION IN SCHOOL PROGRAMS                                                                                      
                                                                                                                                                                                
                           

The school staff will work to develop a program for every ELL student that will address the language needs and overall school academic program.  The program recommendations will be developed with or shared with the parents or sponsor.  This program will be documented on the Program Services Plan.  Parents are invited to attend a meeting to explain this Plan.  Those who do not attend receive a copy of this document, and assessment results.

In setting up an educational program for the child, the language assessment test information will be considered in conjunction with the academic performance and social adjustment in school and informal screening information.  Standardized achievement tests in reading, languages, and math, progress reports and teacher observations will be used to help determine individual student needs.

Participation in School Instructional Programs:

Student programs will be determined and implemented with consideration for each of the following areas that pertain to the particular child and his/her need.

A.  Regular Classroom Considerations:  The assigned classroom teacher(s) will set up a developmental program for each student which may include individual or group language instruction and/or remedial instruction.  The primary focus will be full inclusion in the regular education program as much as possible with English skills taught as a supplement to the regular program.  Students will be enrolled in regular classrooms with adjustment in the curriculum to provide support to their basic instruction in English.   Social language patterns that familiarize students with pronunciation, grammar and vocabulary will be taught in the natural classroom setting as much as possible.

Classroom teachers will select members in the class to take turns in serving as buddies to aid the ELL students in acquiring skills in basic reading, math, and writing.  Materials and assessments will be adapted to the individual’s level.  Because social adjustment is critical, peers will be encouraged to promote informal learning, especially during recess, lunch hour and other free time so that learning can be “caught” rather than taught.

B.    Referral to Other District Programs:  English Language Learners may be considered for referral to Special Education,  Gifted/Talented, Extended School Service or other special programs based on meeting the established placement criteria for these programs.  None of these programs will be used to take the place of the diagnostic/prescriptive teaching plan set up through the regular classroom setting.
                           


                                                                                                   
                                                                                                           
STUDENT GRADING POLICY

For grades K – 6, the ESL teacher will work in conjunction with the classroom teacher to evaluate ELL student performance.  For Primary students, the grading and reporting system will be the same as for all Primary students.   For grades 4 – 6, the letter grade of “E” may be awarded for up to two consecutive semesters for Level 1 proficiency students.  The letter grade of “E” is reserved for Level 1 students who have not gained enough proficiency in English to be evaluated. For students above Level 1 proficiency, the grading scale will be modified in keeping with modifications on the Program Services Plan.   ESL teachers will include a progress report of each ELL student’s performance along with the standard report card.

For grades 7 – 12, ESL teachers will work with regular classroom teachers to ensure they understand the use of the letter grade of “E” as it applies to ESL students.  The letter grade “E” reflects the weight of the “D” grade and receives the weight of 1 point toward graduation requirements.  The “E” grade indicates passing on the basis of effort.  The letter grade of “E” may be used for ELL students for up to two consecutive semesters for Level 1 proficiency students.  In the case of classes that are prerequisites, the grade of “audit” may be used in place of an “E”.   For those ELL students who are not assigned to ESL in grades 7 – 12, but for whom the ESL teacher and the content teacher share responsibility for student achievement, the ESL teacher shall work in conjunction with the content teacher to determine a letter grade.  For students above Level 1 proficiency, the grading scale will be modified in keeping with modifications on the Program Services Plan.  ESL teachers will include a progress report of ELL student performance along with the standard report card.

All students involved in ESL classes will receive a grade or anecdotal report for progress in learning English quarterly as part of the reporting system used with all students.

                                                                                                                   

     
STATE MANDATED ASSESSMENT

There are two components to CATS assessment.   
1)   ACCESS for ELL’s is the Kentucky assessment used for determining English proficiency and progress in attaining full English proficiency.   This manual details its administration in detail.
2)   KCCT assessment - All ELL students are included.  Participation is documented in the Program Services Plan.  Participation with or without accommodations or modifications is determined by the school, using the W-APT screener scores or ACCESS for ELLs scores.   Any ELL students who have a written Program Services Plan may use the instructional modifications on that teaching plan in the KCCT assessments.  This is done with the understanding that the instructional modifications are made on a regular basis in the child’s instructional program.    Students will count as ELL for the purposes of KCCT assessment for two years after attaining scores as Fully English Proficient (Level 5 or Level 6).  These students receive no modifications on the assessment, and a Program Services Plan is not maintained on them.   

KCCT Key Points for ELL students:  The Building Assessment Coordinator will work with the District Assessment Coordinator to determine the level of participation in CATS assessment for each ELL student.    As a foundation to that determination, a “full academic year” for computing ELL students’ participation in CATS is defined as one year from date of entry.  Once a student is in an English-speaking school for one year from date of entry, s/he is no longer a first year ELL student.   Writing portfolios are not required of ELL students until they have completed 2 full academic years in an English speaking school.   For ELL students who have completed more than 2 full years in an English speaking school, the same rule for all students applies.   Refer to the Building Assessment Coordinator for further information.

District Optional Testing:  Participation of English Language Learners in any district optional testing is up to the discretion of the building level administrator.  Any questions regarding the appropriateness of administering optional district standardized tests may be referred to the District Assessment Coordinator, District ESL Assessment Coordinator or the ESL coordinator.  The key issue in administering a district standardized test to English Language Learners would be, “What benefit would that type of test setting and test information provide to the student or his/her family.”


HIGH SCHOOL GRADUATION REQUIREMENTS

 ELL students within Warren County may substitute up to 2 ESL credits toward the 4-credit language arts requirement for graduation.  The ESL credits must be earned through successful completion of 9th - 12th grade ESL courses.  Additionally, ELL students may apply credits earned in ESL courses toward the 4 to 6 elective credit requirement beginning with the class of 2002.   All other requirements for graduation as stipulated in district regulations and procedures must be achieved.  

RETENTION IN GRADE LEVEL

ELL students are a high risk for retention because of the unfounded beliefs that "giving ELLs an additional year" to develop English language proficiency and adjust to the US school environment could only be a helpful thing.  As educators, we should keep in mind that the majority of ELLs enter our schools with age-appropriate receptive and expressive language abilities in their native language.   Even with our youngest ELLs, the conceptual knowledge that underlies reading and math development can be readily accessed with appropriate instructional accommodations.   Many of our older immigrants and refugees come with significant educational experiences in their native countries and with content knowledge in all academic disciplines in their native language.  Students who struggle in content areas require instructional and curricular intervention.  Retention is not an intervention.   It is critical that consistent, explicit and high quality instruction is provided in all content areas and English language skills are taught explicitly and consistently.    The Response to Intervention process implemented in all schools in Warren County is intended to provide the structure assistance for students to achieve.   

Educators are urged to address academic, social and behavior difficulties with research-based interventions.  ELL students need high quality research-based instruction in content areas and English language skills.   Retention will not ensure that students will have access to sound research-based instruction.