CESA 5 ELL Program Plan Template
This ELL Program Plan template is designed to assist your district in developing an ELL Program Plan—a requirement of Title III funding. The text in BLACK is designed to be category descriptions with a checklist of what to include.The text in RED is sample wording a district may adopt/edit to meet the specific district's needs. This “red” text was derived from sample plans of large and small districts serving ELLs. You should customize (add, delete, modify) this wording to meet the needs of your district.
Acknowledgement
□ List members of those participating in developing the ELL plan. (Administrators, ESL teachers, Mainstream teachers, pupil services personnel, ELL parents, etc.)
Non Discrimination Clause
No person may be denied admission to any public school or be denied participation in, be denied the benefits of or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the sex, color ancestry, sexual orientation, race, religion, national origin, creed, pregnancy, marital or parental status, physical, mental, emotional or learning disability.
Table of Contents
A. Identification & Assessment Process
B. Implementation Plans for Preschool, Regular School Year, and Summer School Programs
C. Goals, Objectives, Activities, and Evaluation
D. Parents and Parental Involvement
E. Staffing
F. Length of School Day to be allotted for ELL Program
G. Special Instructional Materials to be Used in the ELL Program
H. Local Means of Evaluating the ELL Program
ELL Program Plan
A. Identification and Assessment Process
1. Screening (Home Language Survey)
□ Describe process (who, timeframe, how) for how the district screens for native language background other than English;
□ Attach sample of home language survey
□ Describe what assessments are utilized and the domains assessed
□ Describe the district criteria for determining a need for support service
A Home Language Survey is a piece of our registration forms for all families enrolling in our school district. This survey is the starting point for determining the need for English Language Learner services. The flowchart in Appendix XX illustrates this process. A copy for each child can be found in each child’s Cum Folder located in the building main office. The home language survey is available in Spanish for families/parents to read.Phone interpretation is available for other languages as needed. When a student's home language survey indicates a potentialneed forEnglish Languageinstructional support services, a copy is provided within 24 hours to thedistrict English LanguageCoordinator for furtherinvestigation/screening. A copy of the Home Language Survey is attached to this plan in Appendix XX.
English Proficiency: A student's level of English proficiency will depend upon many factors, such as length of time in the United States, prior opportunities to study English, general educational background and life experiences. Natural ability to acquire new language skills has shown that LEP students with strong L1 skills acquire L2 more easily. English Language Proficiency assessment will be the responsibility ofthe district ELL coordinator using W-APT in reading, writing, speaking, and listening. Efforts will be made to assess students within two weeks of receipt of home language survey.
Achievement Test Scores: Language is learned through listening, speaking, reading, and writing. Consideration needs to be given to the student's functional level (Level 1 - Level 5) before deciding if a student will participate in achievement tests.The district follows the state requirements for participation in the state-wide achievement tests.
Educational Background: Educational history is helpful in making placement decisions. This information includes where and how long a student attended school, a description of the educational system, subjects that were studied, and whether interruptions occurred in the educational process.
Alternate Performance Indicators and MECCA rubric will be used to make placements decisions in classrooms and for large-scale assessments.
Performance assessments: Writing samples, oral interviews, storytelling/retelling, directed dialogues, teacher observation, teacher-developed assessments, check lists, student self-evaluation, district-wide assessment tools, and mid-year tests.
Students whoare assessed with anELP of 1-5 and academic achievement below proficient or a transferring "C" average will be referred for English language support services.
2.Classification of English Proficiency into one of five levels as per P1 13.08(1)-(5), Admin. Rule
□ List any ELP tests the district uses in addition to the WIDA-ACCESS Placement Test (W-APT), Model K, and ACCESS for ELLs®. Include cut off scores and procedures (who, when, how) for administering those tests.
□ List first/native language tests and domains tested used and procedures for administering those tests.
On an annual basis, the district ELL coordinator will ensure that all ELLs are assessed with the ACCESS for ELLs™ (reading, writing, speaking, listening) within the timeframe set by the State of Wisconsin. Each child’s ACCESS for ELLs™ Composite Score is recorded as their English proficiency level (1-6) as detailed by the WIDA performance definitions. Students who enter our district outside of the test window for ACCESS for ELLs™ and have notransferring ACCESS for ELLs™ scores are assessed with the W-APT or Model K to determine the child’s English proficiency level. This score is recorded in student management software.
Testing integrity is ensured through the certification of all district staff involved in administering these assessments. Test administrator training is available online at wida.us and through CESA 5.
The ACCESS for ELLs™ teacher reports are shared with the appropriate personnel. A copy of the report is placed in the student cum file and also available with the district ELL coordinator. The parent reports are sent home with the available translations for parental information. Parents are contacted to determine if there are any questions or concerns regarding these reports.
3.Placement into the appropriate learning experiences
ðDiscuss placement into appropriate learning experiences
Student placement is determined by a team (ELL coordinator, ESL staff, building principal, mainstream staff) who reviews multiple sources of data to determine the appropriate learning experience. At the team meeting an Individual Record Plan (IRP) is developed. The team determines goals for the student, appropriate educational placement, supplemental services, possible educational accommodations and modifications that need to be made for assignments and assessments, and any behavioral/emotional needs that should be addressed. A copy of the IRP is shared with all educational staff that works with the child throughout the school day. A copy of the IRP for each child can be found in the child’s cumulative folder and in the district ELL coordinator's office.
Parentsreceivewritten notification (or oralinterpretation ofwritten notification)of the placement into the appropriate learning experiences. Documentation of parental approval of services is kept in the student's cumulative file.
4.Monitoring Pupil Progress
□ List procedures used to determine pupil improvement in English language ability and readiness to perform ordinary classroom work in English.
□ Include a copy of the district’s policy for reclassification asfully English proficient (‘program exit”).
□ Describe how qualified personnel of the same linguistic background (if available) as the pupil are made available in the assessment process.
□ Describe the procedures for monitoring/supporting pupil progress after program exit.
The procedure for exiting an ELL is defined in the district policy. Students who have been exited from ELL services are monitored for a period of two years. Multiple measures are used to monitor student progress. The measures this district utilizes for monitoring student progress are ACCESS for ELLs™, WKCE results, teacher observations, bench mark performances, quarterly report card grades, and other formative or summative assessments as available. A copy of the district's exit form that documents studentexiting from services and records monitoring for two years is attached.
Weekly communication takes place between the ELL Coordinator and the classroom teachers regarding the ELL student’s progress. When necessary other staff (guidance, building principals, school psychologists) is brought into the conversation regarding the ELL student’s progress. Regular student progress reports are provided for parents.
On an annual basis student progress is analyzed and decisions are made about individual student needs. These needs are addressed through the IRP.
ELL student progress is also analyzed at our annual district data analysis retreats and also at the CESA 5 ELL data analysis meeting.
Our district maintains its monitoring records as part of the Individual Learning Plan.
B. Implementation of Plans for Preschool, Regular School Year and Summer School Programs
□ Describe the Type of Program: (If you have more than one, identify 1 being largest, 2 second largest, etc.)
□ Describe the support delivery model: (inclusionary support, pull-out, self-contained)
□ Describe the instructionalapproach for each language and the English Language Proficiency level; LEP with little or no schooling, newly arrived in the U.S.
□ Describe how the native language of pupils is used in various subject areas, and the time allotments for both native/home language and English instruction in the program by ELP level and grade grouping. (For grade groupings, use either K-3, 4-8, 9-12 or elementary, middle school, high school.)
□ Attach the district’s policy for serving LEP pupils. Describe the extent to which stakeholders are involved in developing this policy and providing input, including bilingual teachers, ESL teachers, bilingual teacher aides, and parents.
□ Include who is responsible for providing services to ELLs.
The district utilizes methods and services to ensure that ELLs can meaningful participate in the academic and special programs. With the low incident rate of ELLsattendingSchool District of (Your Town), the program type that serves ELLs is primarily structured English immersion. Classroom teachers design instruction based upon the WIDA Performance Indicators. Individual student instruction is detailed on the Individualized Student Record Plan (IRP).
Staff working with ELLs have received professional development in supporting ELLs in their classroom. This training includes foundational concepts, instructional strategies, and differentiation based on the WIDA language standards.
The district utilizes an RtI model to provide interventions to those students targeted for additional support. These interventions may include an increase in duration and intensity of core subjects and are outlined in the student IRP. The district does not separate ELLs beyond the extent necessary to achieve the goals of IRP.
Upper grade level ELLs are assigned a mentor to assist one-on-one and provide additional support during resource period.
Language development services are delivered within the regular classroom. ELLs assessed at an ELP level 1 will received additional language support through Rosetta Stone language software.
Elementary Late-Exit Bilingual Program Model: Based upon significant research in second language acquisition as well as successful programming models, we use a late-exit (developmental or maintenance) bilingual model. As we considered how best to implement programming, it became apparent that due to limited available resources (space, staff and available funding) we would initially develop a “center school” approach, an approach that is consistent with Wisconsin state law. All Spanish-speaking families have the option of enrolling their elementary–aged ELL child in the bilingual program if they live within the school district attendance area.
Although we are unable to offer our bilingual elementary program in all 17 elementary schools, we do provide transportation to all three sites mentioned above so that any student for whom Spanish language based education is appropriate will have that opportunity if the parents so choose.
Bilingual Assistants are available for all programs as needed. A parent partner is employed by the district to facilitate communication and parental involvement.
The support delivery model is instruction through inclusionary support with individualizedservices received through Title I, paraprofessional support, and At Risk programs. All levels 1-5 of ELLs are served with this model. Both language instruction and academic instruction are the responsibility of all staff serving ELLs. The district local ELL coordinator is assumes overall responsibility for overseeing the appropriate instruction to ELLs.
The district's offers a summer school program to further assist ELL language acquisition and academic development. While this program is also a Structured English Immersion, it is taught by a bilingual (not licensed bilingual,Spanish-speaking) educator.
A copy of the district's board-approved policy addressing the instruction of English Language Learners is attached.
C.Goals, Objectives, Activities, and Evaluation
1. Goals
□ List both the short-term and long-termacademic and languagegoals for LEP pupils in your program
□ Goals should be measureable and objective to be evaluated over time
□ List the Title III program improvement goals your district will be working toward.
Short-term goals:
ELLs will be expected to increase their ELP by the target percentages set for AMAO 1 & 2 as determined by the State of Wisconsin Department of Public Instruction.
ELLs will increase their reading level by at least ½ year as measured by local assessments.
ELLs will meet the individual academic goals as defined by the Individual Learning Plan.
Long-term goals:
ELLs attending the district will meetAnnualYearly Progress (AYP) as defined by No Child Left Behind.
Our district plans to target one of four elementary schools as an ELL magnet school to bring all ELL students together into one school. Changes have educational and cost benefits, including but not limited to: Increased teaching time for bilingual teacher (previously lost due to travel); increased support time from bilingual tutor (previously travel between schools); increased instruction for bilingual students (previously lost to bussing); pre-teaching done more effectively in bilingual classroom; timely face-to-face communication/collaboration between bilingual teacher/classroom teachers; ease of communication for bilingual parents/families as the bilingual teacher/tutor in building at all times; stronger home-school relationships because parents get to know the school well; stronger knowledge/understanding of ELL students by support staff due to contact with students/parents; easier access to L1 materials by all teachers; greater flexibility in student scheduling; positive effect on ELLs self-esteem/comfort level when speaking; eases administration of state testing (scheduling, environment, knowledge of procedures/protocols); fewer written translations; eliminates the need for multiple sets of textbooks/support materials ; annual ACCESS/state testing at central location, cutting down on sub costs; increased job-embedded staff development opportunities on site (meet during in-service time); eliminate bussing ELL students to/from bilingual classes during school day.
2. Program Objectives, Activities, and Evaluation