District Plan and Handbook Title III

September 2009

Rapides Parish School Board

District Plan and Handbook

Title III

English Language Learners Program

(ESL/ELL)

Table of Contents

Introduction

Program Specifics A. Identification and Assessment Process Page 3 Assessment Screening Classification Placement High Stakes Testing Waiver for LEP Students Page 5 Exiting the ESL Program Flowchart of ELL Program Page 6 B. Implementation Plans for Regular School Year and Summer School Programs

Page 7

Goals of the ELL Program Program Objectives Page 8 Special Education Migrant Program Page 9 C. Parent and Community Involvement D. Staffing Page 9 E. Local Means of Evaluating the ESL Program Page 10

Appendices Appendix A Acceptable Testing Accommodations for ELL Students

Appendix B Louisiana Bulletin 111 Chapter 40 Definitions Related to English Proficiency

Appendix C Monitoring Transitioned Students Appendix D Home Language Survey Appendix E Compliance

Forms

ELL Student Information, ELL Student Accommodations, Sample Parental Notification Letter, Refusal of ESL Services Form

ESL Acronyms and Abbreviations

Introduction

Title III of the No Child Left Behind Act of 2001 Louisiana created educational policies and mandates that addressed English Language Learner (ELL) and bilingual programming. Title III Part A, was written to help ensure that children and youth who are limited English proficient, Native American and/or immigrants, attain English language proficiency, develop high levels of academic attainment in English and meet the same challenging state academic standard tests all children are expected to meet. Funds are directed to states and eligible local districts or consortia through a formula grant allocation to:

Develop high-quality language instruction educational programs To assist State Educational Authorities and Local Educational Authorities

(SEA's,LEA's) and schools to build their capacity to establish, implement and sustain language instruction and development programs

Promote parental and community involvement Hold State Educational Authorities and Local Educational Authorities

(SEA's,LEA's) and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by:

o demonstrated improvement in the English proficiency of limited English proficient children each fiscal year; and

o Adequate yearly progress for limited English proficient children, including immigrant children and youth.

Since 1996 the Rapides Parish School District has been serving English Language Learner (ELL) students. The majority of ELL students attend the elementary school. Rapides Parish ELL services are delivered in different formats. Some students’ services are provided through a pull-out model; these students are pulled out of their regular classrooms for short periods of time for small group or one on one instruction, to enhance their English language skills or support classroom lessons and content. Other students are supported through a content-based model; this approach teaching English as a second language makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction. Delivery of services is based upon the students’ academic and instructional needs with input from parents and teachers and with the consent of the child's' parents.

If you have any questions about the English as a Second Language Program (ESL) here at the district please contact Faith R. Washington – Title III Coordinator at 318.449.3159 or [email protected].

Program Specifics A. Identification and Assessment Process The criteria and procedures used to determine eligibility and program placement through each of the following four types of assessment. Assessment 1. Screening of native language background other than English: Each parent/guardian within the Rapides Parish School District completes a Home Language Survey in their native language, if possible, upon enrollment of their children in a Rapides Parish School. The Home Language Survey forms are kept on file in every student’s cumulative folder until Grade 12. (Appendix D)

All (LEP) students are to be enrolled and served in school, regardless of documentation or visa status. (Plyler v. Doe, 1982.)

Foreign Exchange Students may or may not meet the definition of “limited English proficient.” [NCLB, §9101(25).] Exchange students who meet the legal definition of LEP as determined by a fair and valid screening process, must be identified as LEP and served accordingly.

2. Classification of English Proficiency into one of five levels: Rapides Parish School

District will utilize the Universal Screening processes supported by the district for LEP students

entering the Rapides Parish School System. (Appendix B) 3. Placement into the appropriate learning experiences: The following instruments may be used to determine proper placement:

Standardized achievement, diagnostic test data or universal screening tool in place by the district.

Louisiana Alternate Assessment for LAA 1 or LAA 2 if a child is also receiving Special Education services to make placements decisions in classrooms and for large-scale assessments.

Performance assessments: 1. Writing samples 2. Oral interviews 3. Story telling/retelling 4. Directed dialogs 5. Teacher observation/teacher-developed assessments 6. Check lists 7. Student self-evaluation 8. District-wide assessments

4. High Stakes Testing. All LEP students must annually participate in the English Language Development Assessment (ELDA) and statewide assessments. (Statewide Assessment Standards and Practices, Bulletin 118, §2301.) Statewide assessment scores of students who have been in school in the United States for less than 12 months will be exempted from State Accountability System calculations if the school correctly codes their test documents (“81” is the

code for students meeting this criterion.). [LA School, District, and State Accountability System, Bulletin 111, §515(F) and §703 (A) (3).] (Appendix A-Acceptable Accommodations) 5. Waiver for Limited English Proficient (LEP) Students LEP students shall participate in statewide assessment. The SBLC shall be granted the authority to waive the State’s grade promotion policy for a LEP student. A LEP student

who was granted a waiver at the 4th

grade level is ineligible for a waiver at the 8th

grade level. 6. Exiting the ESL Program (Bulletin 111) To be considered English proficient and exit LEP status, a LEP student in Kindergarten-Grade 2 must score:

A. Two years at composite level 5 on ELDA; or

One year at composite level 5 on ELDA; and One year at grade-level/benchmark/low-risk on a standardized reading

assessment, such as DRA or DIBELS.

To be considered English proficient and exit LEP status, a LEP student in Grades 3-12 must score:

A. Composite level 5 on ELDA; or

One year at composite level 4 on ELDA; and One year at proficient on English language arts portion of I-LEAP, LEAP,

GEE, LAA 1, or LAA 2.

Once students are exited from the ESL program, they will be monitored for two years. The monitoring process will include ongoing monitoring of classroom performance through teacher reports/referrals, the Progress Monitoring Checklist for ELL students, report card grades, and during parent/teacher conferences. If a parent and/or teacher express concerns a team will be convened to review the academic progress of the student and a decision will be made as to whether or not the child needs to re-enter the program. (Appendix C)

Staff responsible for monitoring exited ELLs must be provided with clear, detailed instructions in order to:

Ensure that students formerly classified as LEP can meaningfully participate in the district’s general education program.

Monitor students who seem unable to participate meaningfully in the district’s general educational program in order to determine the reasons for this.

Possibly reclassify students to LEP status if a review of academic achievement or referral by teacher indicates a need to do so.

Provide parental notification if a student is reclassified as LEP.

See flowchart for ELL Program on next page.

B. Implementation Plans for Regular School Year and Summer School Programs

1. Rapides Parish has the following ELL/Content Base programs in place for ELL Students:

Pull-out Program/ Content-based Program

The ELL student population at Rapides Parish consists of Hispanic, Vietnamese, Ukrainian, Chinese, Arabic, Indo-Aryan and Burmese native language speakers. Rapides Parish has two types of ESL programs. The Content-Based ESL program is an approach to teaching English as a second language that makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction. The other program is Pull-out ESL. In this program, LEP students are “pulled out” of regular, mainstream classrooms for special instruction in English as a second language. To support the various language proficiency levels of ELL students, classroom teachers scaffold the content and the language of the content with various instructional strategies and supplement the classroom materials with ELL supplements. The native language of ELL students is used supportively during reading instruction. For students at more proficient levels [i.e. Levels 3-5] English is also supported in math, social studies and science when newly introduced vocabulary is taught in individual and small group basis. For those students who are new immigrants and are at Levels 1-2 English proficiency, the ELL Instructor uses a pull-out program for a portion of the day to reinforce skill development, language development, and classroom content learning. The Rosetta Stone computer program is also utilized as support for ELL students based on need. . Classroom teachers are provided with supplemental materials for ELL students in their classrooms. The ESL Instructor provides modeling and technical support for those students that are mainstreamed. Students are placed with teachers who have training and experience working with ELL populations. Certified ESL teachers are hired to provide summer remediation in summer school sites with the greatest concentration of English Language Learners. Summer remediation is focused on improving academic language and preparing the students for the next school year. 2. Goals for the ELL program in the district:

Short-term goals: 90% of students will gain a 0 .5 level on the State English proficiency scale on an

annual basis. All ESL teachers will participate in at least two professional development

opportunities during the school year that will support the individual instructional needs of each ELL student.

Long-term goals: All ELL students will be provided with appropriate educational opportunities that

will afford them the opportunity to perform at grade level or beyond. The Rapides Parish School District will continue to provide a full-time Title III/ESL

Coordinator to best serve the increasing number of students in the district. Improvement goals the district is working toward: 1. Provide a structured language support program with available resources, in a time

allocation that will most benefit the ELL student.

2. Provide effective and appropriate services to the student so that he/she may benefit fully from and succeed in an education conducted in English.

3. Program Objectives: Students will be able to identify community services and the occupations that support

the service Students will be able to reach competency of the English language Students will be able to be mainstreamed into an all English curriculum Students will be able to feel comfortable in an environment that accommodates a

student's native language Students will be provided flexibility in individualized instruction Students will be held to high expectations Students will be able to communicate effectively in their classrooms to express their

needs Students will be able to achieve mastery on classroom assignments 80% of the time

with accommodations or 60% independently Activities designed to achieve those objectives and the evaluation for each

activity: o Writing assessments o DIBELS, GLE assessments and Compass Learning Assessments o Louisiana Comprehensive Curriculum Unit Assessments o Curriculum that meets the needs of the student o Checklists o Performance based tasks and projects

4. Special Education Students thought to be gifted and talented or in need of special education are assessed and evaluations are completed to determine the appropriate placement in programs/services. All students are provided with support from the School Building Level Committee which assesses at-risk populations and refer when necessary. The district utilizes Title III to support elementary students who are at risk of failure in reading and math and all students may attend afterschool programs if it is offered in their school of attendance. Special education services are separate from ELL services and students may qualify for both. LEP students with disabilities must have language-related needs addressed on their Individualized Education Programs (IEPs). It is essential that LEA staff not disproportionately over-identify or under-identify LEP students as having disabilities. [Individuals with Disabilities Act of 2004, §612(b) (2) (A) (iii)]

“Students with disabilities who are unable to meet the exit criteria after 4 years or more in LEP status because of their disability, as decided only by consensus of the members of the school building level committee (SBLC), may be exited from LEP status (but will still be required to take statewide assessments).” (Bulletin 111)

5. Migrant Program (LDOE description) Migrant children are children who move with their families in pursuit of short-duration agricultural or fishing work. They are children and youth aged 3 through 21, inclusive, who have moved across school district lines within the past three years, either with a parent or guardian seeking temporary or seasonal employment in an agricultural or fishing activity, or on their own in pursuit of such work. Agricultural activity includes not only the cultivation and harvesting of crops, but also food processing, dairy, poultry or livestock work; the cultivation and harvesting of trees; and work on fish farms, so long as the work is temporary or seasonal. The Louisiana Migrant Education Program was established to help migrant children succeed in school no matter when or where they are enrolled. The state is divided into 11 Local Operating Agencies (LOAs) serving parishes in their region. Each LOA has a director, recruiters, advocates, and a data specialist. The recruiters identify and verify eligibility of the students and/or families to receive services that range from academic to social services provided within the communities. The advocates are responsible for conducting home visits and matching students with service providers. The purpose of the program is to design programs to help migratory children overcome educational disruption, cultural language barriers, social isolation and other factors that inhibit the ability of such children to do well in school.

C. Parent and Community Involvement A parent meeting is held annually to inform parents of the ESL program and procedures, and their legal right not to place their child in the program. The ESL Instructor translates pertinent information that is sent home to parents or shared at parent/teacher conferences. If necessary, the ESL Instructor makes phone calls to discuss any issues that may arise. The district and schools will host two family nights. This activity brings ELL students’ families together for socialization, entertainment, food and fun. The family nights will be a collaborative effort between the district and the schools. Personnel from Title III, Title 1, Migrant Education and Homeless programs will collaborate to offer adult tutoring in English in afterschool and summer school programs. Tutoring programs are especially successful in the Forest Hill community. School communications about assemblies, programs and other events are translated into the home language to keep non-English speaking parents informed. Home visits and interpreters are provided as needed.

D. Staffing The district employs full-time ESL Teachers in designated schools and one Title III/ESL Coordinator at the district level. The Title III Coordinator manages the Title III grant and

Migrant Set-Aside grant, provides technical support for all students, assists teachers with best practices for instruction, instructional strategies, and appropriate placement in group settings, and suggestions for resources.

The district is committed to providing fully certified and highly qualified teachers in each of the ESL programs. Schools in which the ESL programs are housed at high performing schools, with high School Performance Scores.

Teachers must have an elementary or secondary certification. Also, be aware that ESL add-on certification is recommended and strongly encouraged for teachers serving LEP students, but it is not a NCLB Highly Qualified requirement. Paraprofessionals must always work under the direct supervision of an NCLB Highly Qualified teacher and are not to provide instruction for LEP students nor serve as the primary providers of specialized language services. [NCLB, §1119(g).] Training will be offered to the interest of the ESL teachers and paraprofessionals in the area of technology. Also, ESL teachers, principals, regular education teachers and paraprofessionals will receive training on working with ELL students, as well as, the Title III District Plan and Louisiana Language Development Standards for ELL students. Also, ESL teachers will be included in any and all school-wide and district-wide training.

E. Local Means of Evaluating the ESL Program Students must be assessed for academic progress using either standardized testing (i.e., ELDA) or using alternate assessments that are standards-based. All students are monitored at least six times per year by means of progress reports and report cards. Results are shared with parents and appropriate staff members. All students at level 4 and above participate in the LEAP and I-LEAP as required by the State of Louisiana and the Federal ESEA requirements. Those students that are levels 1, 2 and 3 are assessed for academic progress using the English Language Development Assessment (ELDA) and the data collected is shared with the teachers of the LEP students. An Individual Record Plan is developed for each LEP student and is used as a method of sharing student data. Methods used for monitoring pupil progress from one proficiency level to the next are through the administration of the ELDA test once a year. The score is then shared with the students’ teachers and other necessary staff members. In addition to the Universal Screening tool, Yearly Progress Monitoring Checklist and student report cards are collected three times a year to monitor ELL student progress. Communication between staff is also accomplished by school visits, email, phone, in school mail and shared written test scores of ELL students. Student records kept are: Yearly Progress Monitoring Checklist, ELDA test results, parental consent for ELL services, Home Language Survey, report cards and progress reports from ELL students’ teachers. All LEP and non-LEP student progress is reported through report cards. All students participate in standardize testing through the State assessment system. The Rapides Parish School District participates annually in a data retreat to analyze relevant district-wide data and make comparisons, set goals and create an action plan for moving students toward proficiency of the state standards.

The Rapides Parish School District will abide by all state required program components. The district will continue to participate in annul data analysis which will provide information about areas of strength and concern. The district will take the opportunity to evaluate the program design and implementation of activities though an annual review and needs assessment. From these sources of information, necessary program modifications will be made.

Appendix A

Acceptable Testing Accommodations for ELL Students

Extended Time/Adjusted Time. Every student should be given sufficient time to respond to every test item. Time may be adjusted for certain students who must process from one language to another. This processing of language is extremely tiring; therefore, the test administration time may have to be altered considerably to allow for intermittent short breaks during the testing period. Or, it may be determined appropriate to administer the test in a number of short sessions. Testing may also be stopped and continued at a later time. The elapsed time must be documented and the test administrator must closely monitor that test security is maintained. These sessions must, however, be completed within the allotted test dates, including make-up.

Individual/Small Group Administration. Tests may be administered to a small group or an individual requiring more attention than can be provided in a larger classroom. If other selected accommodations affect the standard administration of the test (i.e., extended time on a timed test, test read aloud), individual or small group administration must be used.

Test Read Aloud. Students receiving this accommodation must have been provided this accommodation in classroom assessment. The student may be allowed to have portions of the tests read to them, with the exception of the “Reading and Responding” session of the English Language Arts Test on LEAP 21 and GEE 21, “Reading Comprehension” on iLEAP and the old GEE, which may not be read aloud. Do not read aloud the passages, questions, or distracters on these sections of the tests. When reading, the test administrator must exercise caution to avoid providing answers. It is a breach of test security to provide signs or cues that convey answers. (See the BESE Test Security Policy.)

Provision of English/Native Language Word-to-Word Dictionary (No definitions). Students may use either a standard or electronic English/Native Language word-to-word dictionary on all sections of the tests. Please note that on the Written Composition sections of LEAP 21, GEE 21, or the old GEE, students can use an English/Native Language Word-to-Word Dictionary with definitions. All students can use a dictionary on this section of the tests; therefore, this is not considered an accommodation. However, the English/Native Language Word-to-Word Dictionary with definitions can be used only on the Written Composition section.

Test Administered by ESL Teacher or Individual Providing Language Services. Familiarity with the speech patterns of the ESL teacher or individual providing language services may assist the student in understanding the test directions or the portions read aloud if the student receives the accommodation “Test Read Aloud.”

NOTE: The test administrator may repeat the directions for all students who have difficulty following or attending to directions. Repeated Directions is not considered an accommodation.

Appendix B

Louisiana Bulletin 111

Chapter 40 Definitions Related to English Proficiency §4001. Proficient in English

A. To be considered English proficient and exit limited English proficient (LEP) status, a LEP student must score as follows.

1. For grades K-2:

a. two years at composite level 5 on the English language development assessment (ELDA); or b.i. one year at composite level 5 on ELDA; and

ii one year at grade-level/benchmark/low-risk on a standardized reading assessment, such as DRA or DIBELS.

2. For grades 3-12:

a. composite level 5 on ELDA; or b.i one year at composite level 4 on ELDA; and

ii one year at proficient on English language arts portion of the iLEAP, LEAP, GEE, LAA 1, or LAA 2.

B. Students with disabilities who are unable to meet the above exit criteria after 4 years or more in LEP status because of their disability, as decided only by consensus of the members of the school building level committee (SBLC), may be exited from LEP status (but will still be required to take statewide assessments).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 30:767

(April 2004), amended LR 33:254 (February 2007), LR 34:2552 (December 2008).

§4003. Making Progress in Learning English

A. Making progress in learning English will be demonstrated by a student who moves to a higher level of English proficiency as indicated by the annual assessment of English language proficiency using the English Language Development Assessment.


(April 2004).

§4005. English Language Proficiency Descriptors

A. English Language Proficiency Labels are defined as:

1. Level I-Beginning Proficiency indicates that the student who is limited English proficient is:

a. beginning to understand short utterances; b. beginning to use gestures and simple words to communicate; c. beginning to understand simple printed material d. beginning to develop communicative writing skills.

2. Level II-Lower Intermediate Proficiency indicates that the student who is limited English can:

a. understand simple statements, directions, and questions; b. use appropriate strategies to initiate and respond to simple conversation; c. understand the general message of basic reading passages; d. compose short informative passages on familiar topics.

3. Level III-Upper Intermediate Proficiency indicates that the student who is limited English proficient can:

a. understand standard speech delivered in most settings; b. communicate orally with some hesitation;

c. understand descriptive material within familiar contexts and some complex narratives;

d. Write simple texts and short reports. 4. Level IV-Advanced Proficiency indicates that the student who is limited English proficient can:

a. identify the main ideas and relevant details of discussions or presentations on a wide range of topics; b. actively engage in most communicative situations familiar or unfamiliar; c. understand the context of most text in academic areas with support; d. write multi-paragraph essays, journal entries, personal/business, and creative texts in an organized fashion with some errors.

5. Level V-Full English Proficiency indicates that the student who is limited English proficient can:

a. understand and identify the main ideas and relevant details of extended discussion or presentations on familiar and unfamiliar topics b. Is fluent and accurate in language production c. Use reading strategies the same as their native English-speaking peers to derive meaning from a wide range of both social and academic texts d. Write fluently using language structures, technical vocabulary, and appropriate writing conventions with some circumlocutions


(April 2004).

Appendix C

Monitoring Transitioned Students

All transitioned former ELL students are monitored

Student is able to meaningfully participate in the district's

educational program

Student is not able to

participate meaningfully in the district's educational program

Student continues in the district's educational program

with the general student population

Student is assessed to determine the reason for participation deficiencies:

Previous ELL status Other factors

Student is provided appropriate services based on the results of the assessment

U.S. Department of Education

Appendix D

Appendix E

LANGUAGE MINORITY COMPLIANCE REQUIREMENTS

Federal Regulation (s)

Title VI of the Civil Rights Act of 1964, 42 U.S.C., 2000d: “No person in the United State shall, on the ground of race, color, or nation origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance, Under 34 C.F.R., Part 100, discrimination practices prohibited include: 1) providing services, financial aid, or other benefits that are different or provided in a different manner; 2) restricting and individual’s enjoyment of an advantage or privilege enjoyed my others; 3) denying an individual the right to participate in federally assistance programs.

Equal Educational Opportunities Act (EEOA), an amendment to the Education Amendments of 1974, P.L., 93-380, 20 U.S.C, Section 1703 (f), “ No state shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by- (f) the failure of an educational agency to take appropriate action to overcome language berries that impede equal participation by its students in its instructional program.”

These two key laws have been interpreted through court cases and Office for Civil Rights memoranda, all of which form the body of law regulating responsibilities of school district to national origin minority students.

Variable Specific Areas Federal Requirements Example of Local School Documents

14th Amendment, Equal Protection Clause.

Plyler v. Doe, 1982, U.S. Supreme Court Decision

Free public education All immigrant children, including undocumented immigrant children, must be provided a free public education. Except F-1 visa students

Registration documents that do not require Social Security numbers.

Registration procedures that do not allow questions regarding immigration or visa

status (required)

Lau v. Nicholas Supreme Court Decision, 414 U.S. 563, 1974

Lau Guidelines, HEW, August 11, 1975

Identification of all national origin minority students

Effective procedures are in place which identify all national origin minority students

A copy of the complete HLS for every student

All student folders contain complete copy of the Home Language Survey

A copy of Procedures for the Identification Assessment and Placement of Language Minority Students

Certificates of office staff attendance at the Registrar’s

Training within the past three years


Identification of non-English-Proficient/Limited-English- Proficient (NEP/LEP)

Effective procedures are in place for identifying which national origin minority students are so limited in their English language skills that they cannot participate effectively in the regular instructional program without benefit of special language assistance

Report of assessment (in English and the native language)

Eligibility results of LEP status for all language minority students (required)

OCR Memorandum of

May 25, 1970, 35 Federal Register 11, 595, “Identification of Discrimination and Denial of Services on the Basis of National

Appropriate instructional placement

Effective procedures and instruments determine the appropriate linguistic and academic needs of language minority students and instructional placement of NEP/LEP students

Placement letters

Origin” Schools must make services available to NEP/LEP students which:

1) enable them to speak, understand and write in English with sufficient skill to benefit from the regular education program; and

2) ensure that in the process of acquiring English skills they do not fall permanently behind their English proficient peers in other academic areas.

For example, NEP/LEP student schedules show appropriate placement and time spent in alternative language programs/services and the regular education program.

Student enrollment roster

Language Minority student roster

Teacher and student schedules

List of students receiving bilingual/ ESL service (required)

Castaneda v. Pickard, 1981, Fifth Circuit Court of Appeals

Alternative language program

The alternative language program model is based on sound theory recognized by experts in the field.

Description of alternative language or special assistance programs or services available to NEP/LEP students

OCR Memorandum of

May 25, 1970, 35 Federal Register 11, 595, “Identification of Discrimination and Denial of Services on the Basis of National Origin”

Programs and practices actually used by the school are reasonably calculated to implement the educational theory adopted by the school

Teachers and students schedules

Teacher language proficiency/ies

EEOA, 1974, 20 U.S.C. Section 1703 (f)

OCR Memorandum of May 25, 1970

Equal opportunities and benefits

School districts may not deny national-origin minority-group children access to college preparatory courses on a basis directly related to the failure of the school system to inculcate English Language skills

Student course schedules

Report cards

Carnegie Unit credit earned

NEP/LEP students have access to all school activities

Class rosters

Rosters of clubs, sports teams, extracurricular activities

Title VI Adequacy of resources

Staff, specialized texts and curricular material and facilities for the alternative language program are equivalent in quantity and quality to that provided to English proficient peers

Appropriate classroom space

Appropriate equipment for classes (e.g., laboratory equipment for science)

Appropriate instructional materials for students at all levels of English proficiency

Teacher staffing of alternative language programs is equivalent in quality and quantity to regular program staffing

Pupil-teachers ratios

Copies of staff certification


Title VI

Professional standards to teachers

Teachers who work directly with NEP/LEP students are appropriately trained and certified

Copies of staff certification

Record of proficiency in English and other languages used in the classroom

Improving America’s Schools Act

Assessment of student performance

Language services promote attainment by NEP/LEP students of a meaningful education equivalent to that provide to all students

Effective measures are used for determining yearly NEP/LEP student progress in acquiring

Documentation of teachers’ training in the LAS and PreLAS testing data or the IPT test.

Record of multiple criteria assessment

Report of alternative assessment used to determine progress of NEP/LEP students in

Lau Guidelines, HE, August 11, 1970

English

Assessment of student progress in content area classes is conducted to determine adequate yearly progress of NEP/LEP students in the educational program of the school.

context area classes

School personnel can describe the policy for ITBS testing of language minority students

Copy of language minority student eligibility for ITBS testing

Copy of ITBS testing roster documents NEP and LEP a & b students were not administrates the TBS; and LEPc, LEPd and LL students were given the ITBS under non-standard conditions

OCR Memorandum, 1991, “Policy Update on School’s Obligations Toward National Origin Minority Students with Limited English Proficiency (LEP)”

Transition to the regular instructional program of the school

Objective measures of English language skills determine whether a student has obtained the skills necessary to participate effectively in the English-only instructional setting prior to a student’s exit from the bilingual/ESL program

Report of assessment in speaking, understanding, reading and writing English for all language minority students not receiving bilingual/ESL services

Specific procedures are in place for monitoring the success of formerly LEP students after their exit to the regular program to ensure that such students are successfully participating in the regular program

Assessment documentation

Monitoring information on language minority students exited from bilingual/ESL services within the past 12 months (required)

Castaneda v. Pickard, 1981

Program evaluation The effectiveness of bilingual/ESL programs in evaluated to determine whether students successfully learn English and their content area subjects

Assessment data (required)

Dropout data

Retention data

Graduation data

OCR Memorandum, May 25, 1970

Parent notification LEP parents are identified and are provide with adequate notice of all school activities provided to all district parents. Such notice, in order to be

Translation and interpretation data

Logs of attempts to involve

adequate, may have to be provided in a language other than English

parents; telephone log, correspondence

List of limited English proficient parents needing translated versions of school parent materials (required)

Copies of parent handbooks, notices and other materials used to communicate with limited-English proficient parents

Record of school outreach efforts to language minority families and the community

P.L. 101-476. Individuals with Disabilities Education Act (IDEA), Section 300.530.534- Protection in Evaluation procedures

Title VI

Section 504

Special Education NEP/LEP students are provided with timely and non-discriminatory evaluation for special education in student’s native language (unless clearly not feasible to do so).

Name and language proficiency/ies of assessment personnel

Record of tests and testing procedure (required)

Record of interpreters used

Record of time between referral and eligibility meeting

Copy of signed reports of BLT and BLMDT meetings show participating of bilingual/ESL personnel

Copy of current special education evaluations reports on NEP/LEP student

If it is determined that a child has a disability and is also limited English proficiency, then an IEP shall be developed which reflects the student’s language-related needs.

Copy of IEP documenting student’s language-related needs (required)

NEP/LEP students in special education are provided with instructional services as specified on the IEP

Names and certification of special education teachers and related services personnel providing services (required)

Schedule of services

Language capability/ies of service providers

Y.S. vs School District of Philadelphia, 1988

Both oral and written communication to parents about special education matters must be in a language they understand

Record of communication to parents

List of parents needing communication in the home language

Record of interpretation/translation (required)

OCR Memorandum 1991 Access to gifted and talented programs

NEP/LEP students are not categorically excluded from gifted/talented or other specialized programs

List of students in gifted/talented or other specialized programs

Rapides Parish School Board ELL STUDENT INFORMATION

SCHOOL YEAR 20____ ‐ 20_____

SCHOOL______________________________________

Student Information Name:____________________________________________________ Last First Middle Address:__________________________________________________ Phone:_________________ Age:_______ Date of Birth ________________ Grade Placement:_______________ Number of Years in U.S. ___________ Social Security # (if available):___________________________ Country of Birth____________________ Language Spoken_____________ Parent Name(s):________________________________________________ Do parents speak English? ____Yes ___No List any schools previously attended in U.S. (City and/or State) _________________________________ __________________________ _________________________________ __________________________

Return one copy to the ESL Coordinator and keep one copy on file at the school.

English Language Learners Accommodations

Date_________________ Student’s Name_____________________________ School__________________ Grade_______ ESL Teacher______________________________ Classroom Teacher______________________ Accommodations for this student are checked below: _____ Extended time for completion of homework/tests _____ Frequent comprehension checks _____ Grade based on individual progress _____ Homework assignments written on board _____ Major assignments given to ESL teacher (for language support only) _____ Modeling and gestures _____ Modified assignments/tests _____ Peer tutoring/cooperative learning _____ Provide contextual support (charts, diagrams, maps) _____ Provide study guides/outlines in advance _____ Repeat, read aloud, simplify or clarify directions in English _____ Simplified teacher speech _____ Small group testing or individual testing _____ Substitute projects for written reports _____ Tests administered by ESL teacher _____ Tests read aloud (except reading comprehension) _____ Textbook for home use _____ Use of English‐native word lists and/or dictionaries _____ Vocabulary lists _____ Use of word to word dictionary during testing (for testing purposes) Comments: _________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________ A copy of this form should be on file in the student cumulative folder, in the classroom teacher’s plan book, and with the ESL teacher. A copy should be sent to parents and to the Title III Coordinator at the Curriculum Center (via Pony).

Rapides Parish Public Schools ESL Program

Refusal of ESL Services Form

Student Name____________________________________ Date__________________ School____________________________________________ Grade_________________ Parent/Guardian Name_____________________________________________________

I understand that my child is eligible for ESL services. However, I would like to refuse these services at this time. I also understand that in the future, if my student is still eligible, I can request that he/she be placed into the ESL Program. _______________________________ _____________________ Parent/Guardian Signature Date

____________________________________________________ Parent/Guardian Signature Date

Parental Notification of Specialized Language Services

Date: ____________, 20_____

Dear Mr. and Ms._________________:

The _____________________________is committed to providing instructional and enrichment programs that will meet the needs of all students in our schools. In accordance with the educational goals of the district, we have designed an individual program of academic instruction to address the special language needs of your child.

The English proficiency test scores from the _______________________ indicate that your child, ____________________, is at the _________________ level of English proficiency and would benefit from one of the following specialized language instruction programs offered:

Program

______ English as a Second Language (ESL) ______ ESL pullout ______ ESL resource center ______ Early-exit bilingual (transitional) ______ Late-exit bilingual (maintenance) ______ Two-way bilingual (developmental) ______ Sheltered instruction in English ______ Structured immersion program ______ Other (specify): __________________

The specialized language program that you have selected for your child will enable him/her to become English proficient and access the general education curriculum to ensure academic success in school.

Certified teachers who are proficient in both oral and written English teach all of the above programs and any other language of instruction used with the child.

Exit procedures from our specialized language program include a score of Full English Proficiency, Level V, in Listening, Speaking, Reading, and Writing on the English Language Development Assessment. These scores will determine your child’s entrance into the general education curriculum without the specialized language instruction support. Your child will be monitored in all subjects for a period of two years.

If you have any questions, please call my office for an appointment at ____________________________________. I am looking forward to meeting you and teaching your child.

Sincerely,

_________________________

Principal

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

Parent Agreement Section

You have the right to decline to have your child enrolled in the specialized language instruction programs proposed above. You may choose to have your child participate in the general education curriculum without the specialized language program. Upon your request, your child will be immediately removed from the specialized language program.

__ No, I do not want my child placed in a specialized language instruction program.

__ Yes, I agree with the decision of the English Language Acquisition Committee to place my child, _______________________________, in a specialized language instruction program, ________________________.

___________________________ _____________________________

Parent’s Signature Date

المتخصصةإشعار للأباء حول الخدمات اللغوية

20______________ _____: التاريخ

:_______________حضرة السيد والسيدة

وفقاً للأهداف التربوية في . بتوفير برامج تعليمية قيمة تفي باحتياجات آافة الطلاب في مدارسنا_______________ تتعهد الـ.اً شخصياً للتعليم الأآاديمي لمواجهة احتياجات طفلكما الخاصةمقاطعتنا، لقد صممنا برنامج

، ________________أن طفلكما، ________________________ تدل علامات امتحان البراعة في الإنكليزية التابع لـ :اللغة المقدمة للبراعة في الإنكليزية وقد يستفيد من أحد البرامج المتخصصة لتعليم_______________ هو في مستوى

البرنامج

الاتجاه التعليمي السائد، _____ (Mainstream Placement) الإنكليزية آلغة ثانية _____ (ESL) ،(English as a Second Language (ESL))

الانسحاب من برنامج الإنكليزية آلغة ثانية _____ (ESL) ،(ESL pullout)

الإنكليزية آلغة ثانية _____ (ESL) ع دعم للغة الأصلية الأم، م

(ESL with Native Language Support)

،)انتقالي(البرنامج الثنائي اللغة للخروج المبكر _____

(Early-exit bilingual (transitional))

،)تطويري(البرنامج الثنائي اللغة باتجاهين _____

(Two-way bilingual (developmental))

ائي، التعليم الوق_____ (Sheltered instruction)

الانغمار اللغوي المنظم، _____ (Structured immersion)

_______________): حدد(آخر _____

سيمكنها من أن يصبح بارعاً في اللغة الإنكليزية وأن يتوصل إلى / البرنامج اللغوي المتخصص الذي قمتما باختياره لطفلكما سيمكنه .لضمان نجاحه الأآاديمي في المدرسة منهاج التربية العامة

يقوم الأساتذة المصدقين البارعين في الإنكليزية الشفوية والخطية على حد سواء بتعليم آافة البرامج المذآورة أعلاه وأية لغة تعليمية.أخرى يستعملها الطفل

الإنكليزية، المستوى الخامس، في المجالات تشتمل عمليات الخروج من برنامجنا اللغوي المتخصص على علامة للبراعة الكلية فيستقرر هذه العلامات دخول طفلكما . تقييم التطور في اللغة الإنكليزيةالأربعة للغة، الاستماع، التحدث، القراءة والكتابة، وذلك على مادة

.ع لمدة سنتينسيتم مراقبة طفلكما في آافة المواضي. إلى منهاج التربية العامة دون دعم تعليمي لغوي متخصص

33

Rapides Parish School District Title III

English Language Learner Program

لاجتماع بكما وإلى أنا أتطلع بلهفة إلى ا. ________________إذا آان لديكما أية أسئلة، الرجاء الاتصال بمكتبي لتعيين موعد في .تعليم طفلكما

مع فائق الاحترام والتقدير،

_________________

مدير المدرسة

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

جزء موافقة الآباء

يمكنك أن تختار أن يشترك طفلك في منهاج التربية . لك حق رفض اشتراك طفلك في البرامج المتخصصة لتعليم اللغة المقترحة أعلاه.من البرنامج اللغوي المتخصص حسب طلبك، سيتم فوراً إخراج طفلك. العامة دون برنامج لغوي متخصص

.لا، لا أريد أن يوضع طفلي في برنامج متخصص لتعليم اللغة___

، في برنامج متخصص لتعليم اللغة، _____________نعم، أوافق على قرار لجنة اآتساب اللغة الإنكليزية لوضع طفلي، ___ ______________________.

___________________ _____________________

الوالدة/ توقيع الوالد التاريخ

34



關於特殊語言服務致家長函

日期 20_____年________月________日

親愛的 _________________ 先生與夫人:

本 _____________________________

學校作出承諾，要為我校所有同學提供符合他們需要的課堂教學和課外充實活動。按照學區的教

學目標，我們設計了一套個性化的教學安排，以滿足你孩子的特殊語言需要。

下述英語水平測試的成績 ___________________________________

顯示你的孩子____________________ 的英語水平是 _________________

級，如果參加以下的特殊語言教學課程之一，將會從中受

課程

______ Mainstream Placement 〔隨普通班上課〕

______ English as a Second Language (ESL)〔英語作為第二語言教學課程〕

______ ESL pullout〔除隨普通班上課外另抽時間離開原班補習英語〕

______ ESL with Native Language Support 有母語輔導教師的英語作為第二語言課程〕

______ Early-exit bilingual (transitional) 〔過渡性雙語教學〕

______ Two-way bilingual (developmental) 〔雙向雙語教學〕

______ Sheltered instruction〔為隨普通班上課的英語水平不甚過關的同學提供普通課

程教學內容方面的輔導)

______ Structured immersion〔為英語水平不過關同學專門開班，用適合他們理解能

力的英語講述普通課程〕

35



______ 其他（請說明）﹕ __________________

你為你的孩子選擇的特殊語言教學課程將幫助他/她在英語方面過關，跟上普通教育課程，取得優異的學業成績。

獲得教師資格證書的、英語口語與書面語言嫻熟的老師將擔任上述課程以及你們孩子所上的任何其他語言教學課程的授課任務。

特殊語言教學課程的結業要求是在英語進步評定考試

的聽、說、讀、寫四個方面的能力都達到英語水平五級合格。這些成績將決定你們的孩子可以進

入普通教育課程學習，不再需要特殊語言教學方面的幫助。我們還將對孩子的各門課學習繼續保

持觀察兩年。

如果你們有什麼問題，請打電話給我的辦公室，約定在以下日期和時間來校面談﹕_____________

_______________________. 我盼望著與你們見面和為你們的孩子講課。

此致

_________________________

校長

家長簽字同意部份﹕ ____________________________________________________________________________

您有權謝絕讓您的孩子在以上所建議的特殊語言教育課程報名註冊。您可以選擇讓您的孩子參加

普通班課程學習，不參加特殊語言教育課程。應您的請求，我們將立即讓您的孩子離開特殊語言

教學課程。

__ 不，我不希望我的孩子分在特殊語言教學課程學習。

__ 是的，我同意英語語言習得委員會的決定，把我的孩子_____________________

放在以下特殊語言教育課程學習﹕ ________________________。

___________________________ _________________________

家長簽名日期

36



Notificación a los Padres de los Servicios Idiomáticos Especializados

Fecha ____________, 20_____

Estimados Sr. y Sra._________________:

Es el compromiso de _____________________________ el de ofrecer programas educativos y de enriquecimiento académico que satisfagan las necesidades de todos los estudiantes en nuestras escuelas. De acuerdo con los objetivos del distrito, hemos diseñado un programa individual de instrucción académica para satisfacer las necesidades idiomáticas especiales de su hijo(a).

Las calificaciones del examen de habilidad para el inglés de _______________________ indican que su hijo(a), ____________________, se encuentra en el nivel _________________ de habilidad para el inglés y que se beneficiaría de uno de los siguientes programas ofrecidos de instrucción idiomática especializada:

Programa

______ Educación general (Mainstream Placement) ______ Inglés como segundo idioma (English as a Second Language - ESL) ______ Extracción de alumnos para el programa de ESL (ESL pullout) ______ ESL con apoyo en el idioma natal (ESL with Native Language Support) ______ Bilingüe con idioma natal temporal (transitorio) (Early-exit bilingual (transitional) ______ Bilingüe dual (de desarrollo) (Two-way bilingual (developmental) ______ Instrucción protegida (Sheltered instruction) ______ Inmersión estructurada (Structured immersion) ______ Otro (especifique): __________________

El programa de instrucción idiomática especializada que usted ha seleccionado para su hijo(a) le capacitará a tener una mayor habilidad para el inglés y a acceder al programa de enseñanza general para asegurar un éxito académico en la escuela.

Maestros certificados que poseen una habilidad tanto oral como por escrito en inglés enseñan todos los programas anteriores y cualquier otro servicio de instrucción idiomática usada con el niño.

37



Los procesos de salida de nuestro programa de instrucción idiomática especializada incluyen una calificación de Habilidad Total para el Inglés, Nivel V, en los cuatro dominios del idioma, Escuchar, Hablar, Leer y Escribir, en la Evaluación del Desarrollo del Idioma Inglés (English Language Development Assessment). Estas calificaciones determinarán la entrada de su hijo(a) en el programa de enseñanza general sin el apoyo de los servicios de instrucción idiomática especializada. Se monitorizará a su hijo(a) en todas las asignaturas por un período de dos años.

Si tiene alguna pregunta, por favor llame a mi oficina al ___________________ para concertar una cita. Espero tener pronto la oportunidad para que nos podamos conocer y también para enseñar a su hijo.

Atentamente,

_________________________

Director

Sección de acuerdo de los padres

Usted tiene derecho a negarse a tener que inscribir a su hijo(a) en los programas de instrucción idiomática especializada propuestos anteriormente. Usted podrá escoger que su hijo(a) participe en el programa de enseñanza general sin el programa de instrucción idiomática especializada. A petición suya, se sacará a su hijo inmediatamente del programa de instrucción idiomática especializada.

__ No, no quiero que se ponga a mi hijo(a) en un programa de instrucción idiomática especializada.

__ Sí, estoy de acuerdo con la decisión del Comité de Adquisición del Idioma Inglés (English Language Acquisition Committee) para poner a mi hijo(a), _______________________________, en un programa de instrucción idiomática especializada, ________________________.

___________________________ _________________________

Firma de los Padres Fecha

38



Thông báo cho cha mẹ về các dịch vụ ngôn ngữ đặc biệt

Ngày ____________, 20_____

Thưa Ông và Bà_________________:

_____________________________cam kết cung cấp các chương trình giảng dạy và làm phong phú thêm hầu đáp ứng cho nhu cầu của tất cả học sinh tại các trường chúng tôi. Để phù hợp với các mục tiêu về giáo dục của khu học chánh, chúng tôi đã đặt ra một chương trình giảng dạy cá nhân để giải quyết cho các nhu cầu đặc biệt về ngôn ngữ của con em quý vị.

Điểm thi về sự thành thạo Anh Ngữ của _______________________ cho thấy là con em quý vị, ____________________, thuộc trình độ _________________ về khả năng Anh Ngữ và sẽ hưởng được ích lợi từ một trong các chương trình giảng dạy ngôn ngữ đặc biệt hiện có sau đây:

Chương trình

______Mainstream Placement (Lớp học thông thường) ______English as a Second Language (ESL) (Anh Ngữ là một Ngôn Ngữ Thứ Hai) ______ ESL pullout (Dành vài giờ trong tuần để học ESL) ______ ESL with Native Language Support (Học ESL với sự hỗ trợ của phụ giáo nói tiếng bản

xứ) ______ Early-exit bilingual (transitional) (Học bằng song ngữ để chuyển tiếp sang Anh Ngữ) ______ Two-way bilingual (developmental) (Phát triển đồng đều cả hai ngôn ngữ) ______ Sheltered instruction (giảng dạy có bổ sung cho các học sinh kém Anh Ngữ) ______ Structured immersion (chỉ dành cho các em đang học Anh Ngữ bằng Ngôn Ngữ của

các em) ______ Chương trình khác (định rõ): __________________

Chương trình ngôn ngữ đặc biệt mà quý vị chọn cho con em mình sẽ giúp cho em trở thành thông thạo về Anh Ngữ và vào học được với học trình chung để đảm bảo sự thành công về học vấn trong trường. Các giáo viên được chứng nhận là thành thạo Anh Ngữ cả nói lẫn viết sẽ dạy tất cả các chương trình trên và bất cứ sự giảng dạy nào khác áp dụng cho con em quý vị. Các biện pháp để kết thúc chương trình ngôn ngữ đặc biệt của chúng tôi gồm có điểm thành thạo về Anh Ngữ, Trình Độ V, thuộc trong bốn lãnh vực về ngôn ngữ, Nghe, Nói, Đọc, và Viết,

39



trên Bản Lượng Định về Phát Triển Anh Ngữ. Các điểm số này sẽ xác định là con em quý vị có vào được học trình chung hay không mà không cần có sự hỗ trợ giảng dạy ngôn ngữ đặc biệt. Con em quý vị sẽ được theo dõi về tất cả các bộ môn trong một thời kỳ là hai năm.

Nếu quý vị có bất cứ thắc mắc nào, xin gọi cho văn phòng của tôi để lấy hẹn tại

____________________________________. Tôi mong được gặp gỡ quý vị và giảng dạy cho con em quý vị.

Thân ái,

_________________________

Hiệu trưởng

Phần thỏa thuận của cha mẹ

Quý vị có quyền từ chối không cho con em mình ghi danh trong các chương trình giảng dạy ngôn ngữ đặc biệt đã đề nghị ở trên. Quý vị có thể muốn cho con em mình vào học trong học trình chung mà không cần có chương trình ngôn ngữ đặc biệt. Nếu quý vị yêu cầu như vậy, con em quý vị sẽ được lấy tên ra khỏi chương trình ngôn ngữ đặc biệt ngay.

__ Không, tôi không muốn cho con tôi vào chương trình giảng dạy ngôn ngữ đặc biệt.

__ Có, tôi đồng ý với quyết định của Ủy Ban Lãnh Hội Anh Ngữ để xếp cho con tôi là, _______________________________, vào một chương trình giảng dạy ngôn ngữ đặc biệt, ________________________.

___________________________ _________________________

Chữ ký cha mẹ Ngày

40



Language Class Observation Checklist

YES NO

1 Were there 10 or fewer students in the class?

2 Was the classroom comfortable in terms of environment and learning atmosphere?

3 Did the instructor have a pleasant and supportive personality?

4 Were the lessons communication centered, rather than informational, most of the time?

5 Was the instructor a native-speaker or near native-speaker of the target language?

6 Was the target language used as a medium of instruction all or most of the time?

7 Did the students do most of the communication, rather than the instructor?

8 Did the instructor maintain control of the class in a non-threatening manner?

9 Did members of the class seem compatible with each other and the instructor?

10 Did the students seem closely matched in their target language proficiency?

11 Did all of the students participate?

12 Were students enthusiastic?

13 Did the instructor use a variety of techniques to elicit communication activities?

14 Did the instructor assist students, rather than push them?

15 Did the instructor use normal, rather than exaggerated speech?

16 Were training aids used to enhance or reinforce results?

17 Were new learning objectives reinforced adequately?

18 Was correction applied moderately and positively so that it wouldn't inhibit communication?

19 Was there a balance of language skills (listening, speaking, reading and writing?)

20 Were students dealt with appropriately for their ages? (e.g. adults treated like adults).

Observer Comments:

41



ESL SCHOOL PROGRAM NEEDS ASSESSMENT

ESL Principals and Teachers, please describe any and all problems and needs.

When completed, please fax to Title III Coordinator by May 15 at 318.449.3159.

ESL Program Needs:

Individual Student Needs:

Teacher Needs:

Paraprofessional Needs:

Other: (be specific)

How can you help another school?

What materials needs:

42



ESL Acronyms and Abbreviations

Below is a list of ESL acronyms and abbreviations useful for ESL and EFL teachers. Just as with any profession, teaching English as a Second Language has its own vocabulary, terms, expressions, abbreviations and acronyms.

Most Common Acronyms

ESL Acronym or Word

Definition Notes

EFL English as a Foreign Language This is used when a non‐native English speaker is studying English in a non‐English speaking country.

ESL English as a Second Language Used when a non‐native‐English speaker is studying English in an English‐speaking country.

ESOL English for Speakers of Other Languages This term is more recent and is intended to be a more inclusive term (includes ESL and EFL).

TEFL Teaching English as a Foreign Language A TEFL teacher will be one who teaches English to speakers of other languages in non‐native‐English‐speaking countries.

TESL Teaching English as a Second Language A TESL teacher teaches English to speakers of other languages in an English‐speaking country.

TESOL Teaching English to Speakers of Other Languages; Teachers of English to Speakers of Other Languages, Inc.

A more inclusive term for teaching EFL and ESL. The second definition is the name of a teachers’ association.

TOEFL Test of English as a Foreign Language ‐

TOEIC Test of English for International Communication ‐

Other ESL Abbreviations, Acronyms, and Terms

ESL Acronym or Word

Definition Notes

CALL Computer Assisted Language Learning

CELTA Certificate in English Language Teaching to Adults

CELTYL Certificate in English Language Teaching to Young Learners

CTESOL Certificate in Teaching English to Speakers of Other Languages

EAP English for Academic Purposes

ELL English Language Learner

ELT English Language Training or English Language Teaching

43



FLT Foreign Language Teaching

ICELT In‐service Certificate in English Language Teaching

For non‐native English teachers already teaching English.

IEP Intensive English Program

IPA International Phonetic Alphabet or International Phonetic Association

L1 Language 1 Refers to the student’s first or native language.

L2 Language 2 Refers to the new language that the student is learning.

LEP Limited English Proficient or Limited English Proficiency

LES Limited English Speaker

NNS Non‐Native Speaker

NS Native Speaker

SLA Second Language Acquisition

TPR Total Physical Response

VESL Vocational English as a Second Language

44



District Plan and Handbook Title III

Documents

Transcript of District Plan and Handbook Title III