EL PLAN 2019 · 2020-02-25 · LOSD EL Plan 2019 2 5 The number and percentage of Ever EL students...

LOSD EL Plan 2019 1

Lake Oswego School District English Learners Plan

LAKE OSWEGO SCHOOL DISTRICT 7J Date: JUNE 2019 The bolded are changes and/or additional information requested. If, as a district in a consortium, a question does not pertain to the district, just respond with NA. If there is no response to a question, it could result in a ‘mark down’. Also included, you will find at the bottom of this document the Signature Page, Title III Assurances, and EL Plan Participants List. All of which are required to be submitted along with the EL Plan. SECTION 1: DISTRICT DEMOGRAPHICS

Question # 1 The size of the district, including number of schools.

TEN (10) schools: two (2) high schools, two (2) junior high schools, six (6) elementary schools

2 The enrollment of the district, please include the data date (i.e., spring membership). 2018-19 Spring Membership 7,055

3 The district’s ethnic diversity (could be percent or number). 2018-19 Spring Membership

American Indian Alaska Native

Asian Black Hispanic Multiracial Pacific Islander

White

<1% 10% <1% 7% 9% <1% 73%

4 The number of different languages represented in your EL population 2018-19 SPRING EL COLLECTION: 20

Rank Language Number of Speakers 1 Chinese 44 2 Korean 34 3 Arabic 17 4 Spanish 13 5 Japanese 7 6 Russian 7 7 Thai 6 8 French 3 9 Bosnian 2

10 Other 2 11 Persian 2 12 Vietnamese 2 13 Finnish 1 14 Hebrew 1 15 Hungarian 1 16 Oromo 1 17 Romanian 1 18 Sidamo 1 19 Tamil 1 20 Telugu 1

LOSD EL Plan 2019 2

5 The number and percentage of Ever EL students enrolled in district (could include number per school). 2018-19 Spring Membership

School Enrollment Languages Spoken

Ever English Learners (ELs)

Percentage of Ever ELs

Forest Hills ES 429 10 13 3% Hallinan ES 460 13 9 2% Lake Grove ES 391 13 16 4% Oak Creek ES 589 22 55 9% River Grove ES 555 14 12 2% Westridge ES 453 19 6 1% Lake Oswego Junior High 871 20 38 4% Lakeridge Junior High 837 27 33 4% Lake Oswego HS 1,262 25 73 6% Lakeridge HS 1,144 24 37 3%

6 The number of ELSWDs (have an IEP) – provide this information by primary disability. Include number of ELs with a 504 Plan. 2018-19

SCHOOL Primary Disability Number of ELSWDs Forest Hills ES Autism Spectrum Disorder 0

Communication Disorder 0 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Hallinan ES Autism Spectrum Disorder 0 Communication Disorder 0 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Lake Grove ES Autism Spectrum Disorder 0 Communication Disorder 0 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Oak Creek ES Autism Spectrum Disorder 1 Communication Disorder 0 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

River Grove ES Autism Spectrum Disorder 0 Communication Disorder 1 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Westridge ES Autism Spectrum Disorder 0 Communication Disorder 0 Emotional Disturbance 0

LOSD EL Plan 2019 3

Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Lake Oswego Junior High Autism Spectrum Disorder 0 Communication Disorder 0 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Lakeridge Junior High Autism Spectrum Disorder 0 Communication Disorder 1 Emotional Disturbance 2 Other Health Impairment 1 Specific Learning Disability 1 Section 504 Plan 0

Lake Oswego HS Autism Spectrum Disorder 0 Communication Disorder 0 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

Lakeridge HS Autism Spectrum Disorder 0 Communication Disorder 1 Emotional Disturbance 0 Other Health Impairment 0 Specific Learning Disability 0 Section 504 Plan 0

7 The number of ELs enrolled in the Talented and Gifted program. 2018-19

SCHOOL EL Talented & Gifted (TAG) Forest Hills ES 0 Hallinan ES 1 Lake Grove ES 3 Oak Creek ES 1 River Grove ES 0 Westridge ES 1 Lake Oswego Junior High 0 Lakeridge Junior High 0 Lake Oswego HS 0 Lakeridge HS 0

LOSD EL Plan 2019 4

8 A list of the schools, identified by Title I-A Targeted Assisted, Title I School-Wide, Alternative Programs, Charter schools, CTE, etc. (districts could choose buildings with specific programs for ELs (i.e., bilingual, two-way, etc.). 2018-19

School Title I Bilingual Program (option) Forest Hills ES - - Hallinan ES - - Lake Grove ES - - Oak Creek ES School wide - River Grove ES School wide Spanish Westridge ES - - Lake Oswego Junior High - - Lakeridge Junior High - Spanish Lake Oswego HS - - Lakeridge HS - -

DISTRICT PROGRESS FOR ELS 9 The number and percentage of ELs showing growth on ELPA summative from 2017-18 to 2018-19

(disaggregate by all ELs, ELSWD, and ELs identified for 5 or more years). Students On Track to English Language Proficiency (ODE calculation) 2018-19

ELs 71/88% ELSWD 2/50% ELs 5+ Years 3/27%

10 The number and percentage of ELs exiting as proficient in 2018-19 (disaggregate by all ELs, ELSWD).

Proficient/Exit All ELs 43/29% ELSWD 1/13%

11 The number of students in monitoring year 1 status. 2018-19 Monitoring Status Year 1: 30




15 The number of former ELs (not in current EL or monitoring status). 2018-19 Former ELs: 72

16 The number of students who have re-entered the ELD program after exiting for proficiency. 2018-19 Students Re-entered ELD: 0

LOSD EL Plan 2019 5

17 The number and percentage of monitored students meeting/exceeding state academic assessments for each of the four years of monitoring (disaggregated by each year of monitoring for all monitored students and for ELSWDs in monitor status). 2018-19 – ELA

Monitored Year 1 Monitored Year 2 Monitored Year 3 Monitored Year 4 All Monitored 22/73% 19/59% 5/45% 4/25%

ELSWD NA 0/0% (3 students) 2/67% 0/0% (1 student) 2018-19 - Math

Monitored Year 1 Monitored Year 2 Monitored Year 3 Monitored Year 4 All Monitored 19/63% 19/59% 5/45% 4/25%

ELSWD NA 0/0% (3 students) 2/67% 0/0% (1 student)

18 The number and percentage of ELs who have not reached English proficiency having been identified for 5 years or more year (disaggregated by all ELs and ELSWD for each year 5, 6, 7, 8, 9, etc.). 2018-19

5 Years 6 Years 7 Years 8+ Years All ELs 5/100% 2/67% 5/100% 4/80% ELSWD NA 1/100% 3/100% NA

19 The number and percentage of the district ELs who have a waiver for ELD services. 2018-19

Waived EL Services

Number Percentage 4 3%

SECTION 2: SCHOOL DISTRICT INFORMATION ON PROGRAM GOALS (OCR STEP 1)

Question #

20 Describe the district’s educational approach(es) (ELD, Bilingual, etc.) for educating ELs. Include a description for each educational approach used within the district. This information could be placed in a chart listing each school and the educational approach(es) for English language acquisition and core content. Program placement is based on the students’ ELPA Domain Level targeting specific areas for language acquisition improvement as follows: Domain Levels 1-2: Program Options - ELD Class (Pull Out), Sheltered Instruction, ELD Coaching/Push In, ELD Academic Support/Advisory, ELD LA Domain Levels 3+: Program Options - Co-Taught, Sheltered Instruction, ELD Coaching/Push In, ELD Academic Support/Advisory, ELD LA

SCHOOL EL EDUCATIONAL APPROACH (ELPA Domain Levels 1-3)

CORE EDUCATIONAL APPROACH

(Domain Levels 1-5) Forest Hills ES ELD Class: Domain Level 1-2

ELD Coaching/Push In: Domain Level 3+ Sheltered Instruction

Hallinan ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+

Sheltered Instruction

Lake Grove ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


LOSD EL Plan 2019 6

Oak Creek ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


River Grove ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+

Sheltered Instruction Bilingual (Spanish option)

Westridge ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


Lake Oswego Junior High

ELD Class: Domain Level 1-2 ELD Co-Teaching: Domain Levels 1+

ELD Coaching/Push In: Domain Level 3+


Lakeridge Junior High ELD Class: Domain Level 1-2 ELD Co-Teaching: Domain Levels 1+



Lake Oswego HS ELD Class: Domain Level 1-2 LA for ELs: Domain Level 1+ HQ

ELD Academic Support: Domain Level 3+

Sheltered Instruction Co-Teaching (Social Studies)

Lakeridge HS ELD Class: Domain Level 1-2 ELD Academic Support: Domain Level

3+ ELD Coaching/Push In: Domain Level 3+


LOSD EL Plan 2019 7

21 Include the relevant research that supports each of the district’s educational approach(es) for educating ELs. (NOTE: only citation for research is needed). Programs for ELs vary significantly and LOSD practices are consistent with current research which encourages ‘low incidence’ districts to provide as much ELD service as possible utilizing research-based strategies shown to have significant impact in English language acquisition and academic progress. The LOSD educational approach for educating ELs in both language acquisition and core content is based in the theoretical framework of “All-English Programs” where the entire instructional program for all EL students is delivered in English with the following factors in place:

1. Direct ELD instruction by certified ESL staff. 2. Literacy/Core instruction by core staff trained in sheltered instruction. 3. ESL/Core staff co-teaching options which provide ELD in core content classes. 4. Educational assistants trained to provide additional ELD support beginners and early

intermediate ELs. 5. Identification of key language objectives and core content objectives and vocabulary. 6. Use of sheltered English, comprehensible input, building background knowledge, hands-on

activities, visual aids, repetition, and scaffolding of lessons to achieve communicative and academic competence.

7. Access to school and/or community resources that allow students to work with speakers of their native language and supporting parents to use the primary language at home to aid in accessing underlying conceptual content knowledge

8. District-wide professional development focused on supporting instruction for ELs through equitable practices.

9. Aligned to the State of Oregon ELPA Standards. LOSD ELD PROGRAM OPTIONS ELD CLASS (pull out): An instructional program taught in English for ELs who have been enrolled in U.S. schools for fewer than 2 years and is delivered by ESL certified EL Specialists. It is specifically tailored for EL students who have an ELPA Screener/ELPA Summative Domain Scores at Levels 1-2. The focus and emphasis are on building the student’s Basic Interpersonal Communication Skills (BICS) and supplemental focused Cognitive Academic Language Skills (CALP) at Levels 1 & 2. This program is for elementary, middle, and high school students and the class is a trimester/quarter elective credit class (middle & high) and focused on accelerating the development of the strategies of reading, writing, speaking, and listening for academic and social purposes in English. Formative and summative language proficiency data are used to place and transition the student through the ELD class program. California ELA/ELD Framework, California Dept. of Education, http://www.cde.ca.gov/ci/rl/cf/ 2 Goldenberg, Claude. (2006). Improving Achievement for English-Learners: What the Research Tells Us. Education Week, 25 (43), 34-36. (Also see blog post by Dr. Ybarra that describes Goldenberg’s research, https://dataworks-ed.com/blog/2014/10/good-instruction-for-english-learners/3 EDI for English Learners, Hollingsworth and Ybarra, Corwin Press (2013). Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters. ELD CO-TAUGHT: An instructional program taught in English for ELs who have an ELPA Screener/ELPA Summative Domain Scores at Level 3+. THE EL Specialist co-plans with the core teacher, meeting the linguistic and academic needs of the EL students in that class. The focus is on accelerating the development of language and academic content acquisition in the core content classroom. This is an integrated service delivery system for ELs, which includes the entire instructional cycle of co-planning, co-instruction, co-assessment, and collaborative reflection. Hongisfeld and Dove (2010). Collaboration and Co-Teaching – Strategies for English Learners Richards-Tutor, C., Aceves, T., Reese, L., (November 2016) Evidence Based Practices for English Learners CEEDAR Center. SHELTERED INSTRUCTION: This program is for ELPA Domain Level 1-5 students in core academic classes and is delivered in English by core content teachers and adapted to the student’s ELPA proficiency level. The focus is on content area curriculum and includes instructional indicators such as comprehensible input and building background knowledge and strategies for classroom organization and instructional delivery. This model allows teachers and administrators to work collaboratively to develop school-wide practices that improve EL academic achievement.

LOSD EL Plan 2019 8

Echevarria, J., Vogt, M., Short, D.J. (2010) The Sheltered Instruction Observation Protocol ELD COACHING/PUSH IN: This program is a combination of ELD Push In and ELD coaching and it is designed to support specific needs of the core content teacher teaching ELs through the sheltered instruction program model. The program is focused on El students with ELPA Domain Levels 3+, it is data driven, and has the potential of addressing inequities in academic opportunities for ELs in the classroom. It provides ELD coaching to the core teacher and direct, differentiated, and target ELD support for each student through a combined focus on both the language and content. https://instituteofcoaching.org/coaching-overview/coaching-science https://nationalequityproject.org/research/research-coaching-as-an-education-reform-strategy https://www.k-12leadership.org/content/service/coaching ELD ACADEMIC SUPPORT CENTER/ADVISORY PERIOD: This program offers EL students additional ELD and academic support during Academic/Advisory periods built into the middle and high school daily schedules. Through the academic support center/advisory period system each EL/Monitored student has access to an EL Specialist who knows them and helps them navigate academic and language development challenges. The academic support/advisory is a key component of a distributed EL student guidance strategy that includes regular meetings between the EL Specialist and individual/small group EL students at regular intervals with a clear ELD/academic focus. Cohen, J. Educational Minds and Hearts. 1999. Social Emotional Learning and the Passage into Adolescence. New York: Teachers College Press. Connors, L.J. & Epstein, J.L. 1994. Taking Stock: Views of Teachers, Parents, and Students on School Family, and Community Partnerships in High Schools. Baltimore Darling-Hammond, L. 2002. Redesigning Schools: What Matters Most and What Works School Redesign Network. Goldberg, Mark. How to Design an Advisory System for a Secondary School. National High School Center. (2009). Educating English language learners at the high school level: A coherent approach to district and school-level support. Washington, DC: Author. Institute for Student Achievement. 2003. Retrieved on Marc 5, 2005. http://www.studentachievement.org Short, D. J., & Boyson, B. A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics. ELD LA CLASS (English Language Development Language Arts Class): This is an ELD/LA credit class for EL high school students with ELPA Domain Levels 1-4. It is taught by a highly qualified ESOL and LA certified EL Specialist.

LOSD K-12 ELD PROGRAM | ELPA DOMAIN LEVELS Level

1 Level

2 Level

3 Level

4 Level

5 M1 M2 M3 M4 Former

EL ELD CLASS (Pull Out)

✔ ✔

ELD CO-TAUGHT

(Push In)

✔ ✔ ✔ ✔

SHELTERED INSTRUCTION

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

ELD COACHING (Push In)

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

ELD ACADEMIC SUPPORT/ADVISORY

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

ELD/LA CLASS (ELA/LA credit)

✔ ✔ ✔ ✔

ELPA Domain Levels 1-5 | M1-4 = Monitored Status Year | Former EL

22 Describe the district’s educational goal for English language proficiency. Please ensure this is a SMART goal that includes annual language proficiency expectations for each specific EL group of students enrolled in the school (elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary). Recent Arrivers 2018-19: 223 ELSWD 2018-19: 8 SIFE 2018-19: 0

LOSD EL Plan 2019 9

SCHOOL EL GROUP

ENGLISH LANGUAGE PROFICIENCY (ELP) EXPECTATIONS

ELEMENTARY, MIDDLE, HIGH SCHOOLS

SIFE No SIFE ELSWD SPECIFIC: ELs will increase ELP by one ELPA domain level

MEASURABLE: Yes ACHIEVABLE: Yes RELEVANT: ELP is necessary for academic and social/emotional success TIME-BOUND: Annually

RECENT ARRIVERS

SPECIFIC: ELs will increase ELP by one ELPA domain level MEASURABLE: Yes ACHIEVABLE: Yes RELEVANT: ELP is necessary for academic and social/emotional success TIME-BOUND: Annually

ELP: English Language Proficiency (Level 1: Beginner, Level 2: Early Intermediate, Level 3: Intermediate, Level 4: Lower Intermediate, Level 5: Advanced) SIFE: Students with Interrupted Formal Education ELSWD: English Language Students With Disability RECENT ARRIVERS: Aged 3-21, NOT born in any state (or US Territory, i.e. Puerto Rico, Guam, etc.); have NOT been attending one or more schools in any one or more State for more than three full academic years.

23 Describe the district’s educational goal for core content knowledge. Please break this down into elementary and secondary SMART goals specific to ELs enrolled in the district. Educational Goals for Core Content Knowledge Recent Arrivers 2018-19: 223 ELSWD 2018-19: 8 SIFE 2018-19: 0

SCHOOL EL GROUP ENGLISH LANGUAGE PROFICIENCY (ELP) EXPECTATIONS ELEMENTARY SIFE LOSD does not have any SIFE EL students

ELSWD SPECIFIC: Student will increase core content knowledge by one level on the State SBAC Assessment. MEASURABLE: Yes ACHIEVABLE: Yes RELEVANT: Yes – determines growth and academic achievement TIME-BOUND: Annually

RECENT ARRIVERS

SPECIFIC: Student will increase core content knowledge by one level on the State SBAC Assessment. MEASURABLE: Yes ACHIEVABLE: Yes RELEVANT: Yes – determines growth and academic achievement TIME-BOUND: Annually

SECONDARY SIFE LOSD does not have any SIFE EL students ELSWD SPECIFIC: Student will increase core content knowledge by one

level on the State SBAC Assessment. MEASURABLE: Yes ACHIEVABLE: Yes RELEVANT: Yes – determines growth and academic achievement TIME-BOUND: Annually

RECENT ARRIVERS

SPECIFIC: Student will increase core content knowledge by one level on the State SBAC Assessment. MEASURABLE: Yes ACHIEVABLE: Yes RELEVANT: Yes – determines growth and academic achievement

LOSD EL Plan 2019 10

TIME-BOUND: Annually

24 Describe how the district will measure the effectiveness of the program based on the goals stated in 22. What specific measure(s) will be used to determine the effectiveness of English language proficiency? This could include district formative assessments. Specific measures used by LOSD to determine effectiveness of ELP goal:

1. Summative State of Oregon ELPA Data (annual) 2. Formative ELD Instructional Data (pre/post unit, trimester/quarter NG/Reach)

25 Describe how the district will measure the effectiveness of the program based on the goals stated in

23. What measure(s) will be used to determine the effectiveness of the core content knowledge goal? This could include district progress monitoring assessments. Specific measures used by LOSD to determine effectiveness of core content knowledge goal:

1. Summative State of Oregon SBAC 2. Formative Core Content Instructional Data (BAS, DIBLES, Unit Pre/Post, Read 180, IEP Growth,

Early Warning Grade monitoring, on track for graduation)

26 Describe the frequency the district will progress monitor the established goals. LOSD monitors the established ELD and core knowledge goals annually, quarterly/trimester, unit/weekly/daily/class/essential learning goals. The LOSD Response to Intervention (RtI) program provides educators and students with timely, evidence-based data and focused response to on-going students’ academic and language development needs.

27 Describe how these goals compare to the district’s educational goals for non-EL students. Be specific to include all EL groups of students enrolled in the district. The district’s educational goals for EL and non-EL students hold the same high expectations with additional ELD goals for EL identified students. The LOSD mission is to be an inclusive and safe learning community with challenging opportunities that develop lifelong learners and contributing world citizens. Our Strategic Plan has four Ends which are focused on: Ends 1: Diversity Equity and Inclusion

A. A. Every family, student and staff member feels welcomed and safe at our schools. B. B. Diversity is celebrated, all are included, and decisions are made using an equity lens.

Ends 2: College and Career Success A. A. LOSD provides rigorous and broad academic, performing and visual arts, and athletic programs

which prepare all students for success in all facets of life. B. B. LOSD provides multiple learning pathways so every student has the opportunity to reach their full

potential - students with opportunity or achievement gaps will receive the appropriate supports, differentiated as necessary, to ensure we meet the educational needs of all students. Ends 3: Facilities and Infrastructure

A. A. Every school will have updated, quality instruction and extracurricular settings that provide comparable safe and secure environments that support multiple learning pathways.

B. B. Every school will have appropriate resources and technology which support innovative, robust and rigorous instructional learning strategies and different learning styles. Ends 4: Communications and Community Relations

A. A. Every parent is welcomed, valued and engaged in their student's education. B. B. Every parent is supported in their role and embraced and honored for their expertise. C.

28 Describe how these goals will prepare ELs to meet district goals for its overall educational program, graduation, and college/career ready standards. Please see the full Strategic Plan for the comprehensive metrics, goals, action steps, measurements and resources that have been developed to reach these ends.


SECTION 3: IDENTIFICATION OF POTENTIAL ENGLISH LEARNERS (OCR STEPS 2 AND 3)

Question # 29 Describe the district’s procedure which includes a step to administer the Language Use Survey to all

students. Include the school year the district will begin using the state-approved Language Use Survey. LOSD utilized an ONLINE REGISTRATION system for all new students. The state-approved Language Use Survey was built into the online registration system in 2018-19.

30 Describe the district’s procedure to include a timeline for each step or the identification process and the name/title of the person responsible for each step.

Name/Title of Person

Responsible

Tasks Timeline

Families Complete registration and Language Use Survey (LUS) as part of the Online Registration

At new registration throughout the year

EL Specialist Receives a ‘New Registration’ alert in Synergy and checks the registration and LUS for ‘Language Other than English’/ELL Flag, ‘Native American Race/Ethnicity’, and Special Education (SPED) Flag

Upon completion of new registration

If exposure to a language other than English is specified check if the student has completed the ELPA Screener and/or ELPA in another district. If not administered the ELPA Screener. Based on the result the student qualifies/does not qualify to receive ELD services

Within 30 calendar days of start date at the beginning of the school year and 14 calendar days during the school year. School records for students transferring from in/out-of-state districts are requested within 10-days of registration. Receiving agency must respond within 5 days after receipt (ORS 326.575). International records are not requested

Sends Parent Notification Letter (EL-01 or EL-02 TransAct) - English & Home Language (HL) and ELPA Screener Results (past or new) indicating student either qualifies/does not qualify for ELD services and places copies in CUM

CUM/EL Data: LUS, Parent Notification Letter (English & HL), ELPA Screener Results, ELPA Results, Monitoring Form, Refusal of Services, Exit, Reclassification. Foreign Exchange Students: managed as ‘Recent Arrivers’ and potential ELs. The above process is used to identify need for ELD services. Recent Arrivers: Aged 3-21, NOT born in any state (or US Territory, i.e. Puerto Rico, Guam, etc.); have NOT been attending one or more schools in any one or more State for more than three full academic years.


31 Describe the district’s procedure to include a process to identify Native American students who may be ELs.

Name/Title of Person Responsible

Tasks Timeline



EL Specialist Receives a ‘New Registration’ alert in Synergy and checks the registration and LUS for ‘Language Other than English’/ELL Flag, ‘Native American Race/Ethnicity’, and Special Education (SPED) Flag


If Native American is elected check if the student has completed the ELPA Screener and/or ELPA in another district. If not, administered the ELPA Screener. Based on the result the student qualifies/does not qualify to receive ELD services

Within 30 calendar days of start date at the beginning of the school year and 14 calendar days during the school year.

Sends Parent Notification Letter (EL-01 TransAct) - English & Home Language (HL) and ELPA Screener Results (past or new) indicating student either qualifies/does not qualify for ELD services and places copies in CUM

CUM/EL Data: LUS, Parent Notification Letter (English & HL), ELPA Screener Results, ELPA Results, Monitoring Form, Refusal of Services, Exit, Reclassification. Foreign Exchange Students: managed as ‘Recent Arrivers’ and potential ELs. The above process is used to identify need for ELD services. Recent Arrivers: Aged 3-21, NOT born in any state (or US Territory, i.e. Puerto Rico, Guam, etc.); have NOT been attending one or more schools in any one or more State for more than three full academic years.

32 Describe the district’s procedure for identifying potential ELs with a disability (i.e., interpreter, special education, refugee, etc.). If the site SPED team (SPED Case Manager, EL Specialist, teacher, administrator/representative, parent, interpreter) determines that a SPED student is unable to take the EL Screener/Alternative the team will use the existing IEP to identify next steps which may exclude ONE language domain for screening and assessment. If the student cannot take the screener/alternative at all, the student may be considered a “potential” English learner for up to 2-weeks while the team determines how best to meet the student’s needs.

Name/Title of Person Responsible

Tasks Timeline



EL Specialist Receives a ‘New Registration’ alert in Synergy and checks the registration and LUS for ‘Language Other than English’/ELL Flag, ‘Native American



Race/Ethnicity’, and Special Education (SPED) Flag If SPED Tab is noted check if the student has completed the ELPA Screener and/or ELPA in another district. If not, consult with site SPED Case Manager to determine ELPA Screener/Alternative access and accommodations. If the student cannot access the EL Screener/Alternative Flag student as "Potential EL". Revisit student EL eligibility at annual IEP/504 meeting.

Within 30 calendar days of start date at the beginning of the school year and 14 calendar days during the school year.

Sends Parent Notification Letter (EL-01 TransAct) and ELPA Screener/Alternative Results indicating student either qualifies/does not qualify for ELD services and places copies in CUM

CUM DATA FOR ELs: LUS, Parent Notification Letter (English & HL), ELPA Screener/Alternative Results, ELPA Results, Monitoring Form, Refusal of Services, Exit, Reclassification.

33 Describe the district’s plan using one of the State’s approved assessments for identifying ELs; include what sections are used to ensure all domains of the English language are assessed. Include the agreement to use the state approved fluency scores at each grade level. LOSD uses the State of Oregon ELPA Screener and the state approved fluency scores at each grade level. Agreement attached below.

34 Describe the district’s plan for having students assessed by a trained assessor. LOSD EL Specialists are trained annually in the administration of the ELPA Screener and ELPA21.

35 Describe the district’s plan to include the procedures for collecting the assessment data and sharing the results with teachers. The results of the ELPA Screener/EPA21 and the Parent Notification Letter (translated) are placed in the student’s CUM file. The student’s eligibility status is disseminated to all teachers/administrators via email. This information is provided in the Fall for returning and new students, and throughout the year as students enroll and become eligible for ELD services.

36 Describe the district’s plan to include a description of where and how the assessment data will be stored. All key documents and data are maintained in the students’ CUM file in the main office at each site. In addition, all assessment data are stored electronically in Synergy.

37 Describe the district’s plan to include a timeline, person responsible, and template for the required parent notification letters for eligibility as an EL or initially fluent students These items are in a locked and fireproof file cabinet. The ELPA21 Screener results are also stored in the Student Information System and are used for ODE reporting. Permanent Cumulative Files: The following documents are placed in each student’s permanent file:

• ELD Eligibility Statement including assessment results • Parent Notification Letter • Most current language proficiency and state test results • Exiting and Monitor forms


• Reconstructed transcripts (when applicable) ELD Folders: EL staff may keep a working file for each EL student. This file may contain the following:

• ELD Eligibility Statement including Assessment Results • All work samples scored with (ELD) language-based rubrics to be collected • ‘Gap Finder’ Assessment for Long-Term ELs • Formative testing from beginning and end of year • Copies of written parent communication • ELPA 21 Score Report with Achievement Level Descriptors

38 Include the process for ensuring parent notification letters are provided in a language parents can understand. LOSD uses Transact Parent Notification letters and the accompanying translations as available. If a language other than those available in Transact is specifically requested by parents as a preferred language of communication the district will engage a translation service to translate key communication documents in a language other than English.

39 Describe where the original language use survey, identification screener results, and original parent identification communication will be stored. The original Language Use Survey, Identification screener results and parent notification letter are stored in the student’s permanent (cumulative) file in a locked and fireproof file cabinet.

SECTION 4: PROGRAM OF SERVICE FOR ENGLISH LEARNERS (OCR STEP 4)

Question # 40 Describe the district program of services for ELs. Include how and where the services will be provided

and by whom for each program of language instruction available to ELs in the district. Consider putting this information in a chart – by school, grade, grade level; include all EL programs for all groups of ELs (SIFE, Recent Arriver, ELSWD, etc.). Services for ELs are based on English Language Proficiency Levels. Each student is placed in a class/program based on the overall ELPA Profile and ELPA Domain score. This model meets the needs of ALL students identified as EL including SIFE, ELSWD, and Recent Arrivers. Students on Monitoring and Former EL status access courses that meet their academic and graduation needs.

SCHOOL EL EDUCATIONAL APPROACH (ELPA Domain Levels 1-3)

CORE EDUCATIONAL APPROACH

(Domain Levels 1-5) Forest Hills ES ELD Class: Domain Level 1-2

ELD Coaching/Push In: Domain Level 3+ Sheltered Instruction

Hallinan ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


Lake Grove ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


Oak Creek ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


River Grove ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+

Sheltered Instruction Bilingual (Spanish option)

Westridge ES ELD Class: Domain Level 1-2 ELD Coaching/Push In: Domain Level 3+


Lake Oswego Junior High

ELD Class: Domain Level 1-2 ELD Co-Teaching: Domain Levels 1+



Lakeridge Junior High ELD Co-Teaching: Domain Levels 1+ ELD Coaching/Push In: Domain Level 3+


Lake Oswego HS ELD Class: Domain Level 1-2 Sheltered Instruction


LA/ELD (LA credit): Domain Level 1+ HQ

ELD Academic Support: Domain Level 3+

Co-Teaching (Social Studies)

Lakeridge HS ELD Class: Domain Level 1-2 ELD Academic Support: Domain Level

3+ ELD Coaching/Push In: Domain Level 3+


41 Describe the methods and services the district will use to teach English language. Break this out by each different English language program.

GRADE ELPA PROFILE

ELPA DOMAIN

PROGRAM CURRICULUM LOCATION TEACHER

K-5 1 & 2 1-2 ELD National Geographic Reach ELD

PULL OUT EL SPECIALIST

3-4-5 SI AND/OR

CO-TEACHING

Content based curriculum: Math, LA,

Science, Social Studies

PUSH IN CONTENT TEACHER

+ EL

SPECIALIST 6-8 1 & 2 1-2 ELD Stand Out Basic

In The USA PULL OUT

OR PUSH IN

EL SPECIALIST

3-4-5 SI AND/OR

CO-TEACHING




+ EL

SPECIALIST 9-12 1 & 2 1-2 ELD World English

Learning PULL OUT EL

SPECIALIST 3-4-5 SI

AND/OR CO-

TEACHING




+ EL

SPECIALIST ELD CLASS (pull out): An instructional program taught in English for ELs who have been enrolled in U.S. schools for fewer than 2 years and is delivered by ESL certified EL Specialists. It is specifically tailored for EL students who have an ELPA Screener/ELPA Summative Domain Scores at Levels 1-2. The focus and emphasis are on building the student’s Basic Interpersonal Communication Skills (BICS) and supplemental focused Cognitive Academic Language Skills (CALP) at Levels 1 & 2. This program is for elementary, middle, and high school students and the class is a trimester/quarter elective credit class (middle & high) and focused on accelerating the development of the strategies of reading, writing, speaking, and listening for academic and social purposes in English. Formative and summative language proficiency data are used to place and transition the student through the ELD class program. ELD CO-TAUGHT: An instructional program taught in English for ELs who have an ELPA Screener/ELPA Summative Domain Scores at Level 3+. THE EL Specialist co-plans with the core teacher, meeting the linguistic and academic needs of the EL students in that class. The focus is on accelerating the development of language and academic content acquisition in the core content classroom. This is an integrated service delivery system for ELs, which includes the entire instructional cycle of co-planning, co-instruction, co-assessment, and collaborative reflection. SHELTERED INSTRUCTION: This program is for ELPA Domain Level 1-5 students in core academic classes and is delivered in English by core content teachers and adapted to the student’s ELPA proficiency level. The focus is on content area curriculum and includes instructional indicators such as comprehensible input and building background knowledge and strategies for classroom organization


and instructional delivery. This model allows teachers and administrators to work collaboratively to develop school-wide practices that improve EL academic achievement. ELD COACHING/PUSH IN: This program is a combination of ELD Push In and ELD coaching and it is designed to support specific needs of the core content teacher teaching ELs through the sheltered instruction program model. The program is focused on El students with ELPA Domain Levels 3+, it is data driven, and has the potential of addressing inequities in academic opportunities for ELs in the classroom. It provides ELD coaching to the core teacher and direct, differentiated, and target ELD support for each student through a combined focus on both the language and content. ELD ACADEMIC SUPPORT CENTER/ADVISORY PERIOD: This program offers EL students additional ELD and academic support during Academic/Advisory periods built into the middle and high school daily schedules. Through the academic support center/advisory period system each EL/Monitored student has access to an EL Specialist who knows them and helps them navigate academic and language development challenges. The academic support/advisory is a key component of a distributed EL student guidance strategy that includes regular meetings between the EL Specialist and individual/small group EL students at regular intervals with a clear ELD/academic focus. ELD LA CLASS (English Language Development Language Arts Class): This is an ELD/LA credit class for EL high school students with ELPA Domain Levels 1-4. It is taught by a highly qualified ESOL and LA certified EL Specialist.

42 Describe the methods and services the district will use to ensure that ELs can meaningfully participate in core instruction and special programs (music, career, technical, etc.). Include all groups of ELs (SIFE, Recent Arrivers, ELSWD, etc.). All EL and ELSWD students in LOSD have equitable access to core instruction, Title I services, RtI, special programs, and special education services (Access, Delta, ELS & Transition). Students with domain levels 1 & 2 receive pull out ELD services focused on BICS and CALP and the service is delivered during low impact core instruction time. Students are never pulled out of electives, Title I services, RtI or IEP service times. Students with domain level scores of 3 and above remain in sheltered instruction core classes. See table above. The EL specialists collaborate with core teachers, learning specialists, instructional support staff, counselors, and administrators to identify and meet the best instructional placements for students. All students participate in assemblies, clubs, student groups, peer tutoring projects, extra-curricular activities, and leadership development opportunities. EL students in LOSD have access to the following resources:

▪ Chromebooks for all students ▪ Newcomer-EL literacy program (SIFE) ▪ Technology tools (Snap & Read, Co-Writer, Word Bank Universal, QuizBot) ▪ Highly qualified EL Specialists ▪ Trained EAs ▪ Team-based decisions with other specialists: Title I, Literacy Coach, RtI, SPED ▪ Curricular modifications and accommodations as needed ▪ Academic language-vocabulary reinforcement, adaptations for content learning and English

Language Development, PD for individual schools; specialized instruction ▪

43 Describe the professional development support for core content teachers that ensure ELs’ ability to participate meaningfully in core instruction. Include how the district will measure the effectiveness of this professional development. LOSD is committed to providing Sheltered Instruction Observation Protocol (SIOP) training to all classroom teachers. LOSD partners with CESD to provide annual training and utilizes the expertise of EL Specialists to provide additional site-based coaching to teachers implementing SI strategies in their classrooms. The district will measure the effectiveness of SIOP training and implementation by using the SIOP Evaluation Rubric.


44 Describe the standards and/or criteria the district uses to determine the amount and type of language development services provided. Include the process to determine the appropriate amount and type of services. Include how the district will measure the effectiveness of these services. The district will measure the effectiveness of services using multiple instruments delineated in Question 24. Additionally, meetings regarding the progress of students is monitored through PLCs, I-Teams, RtI Coordinators, Leadership Teams, and building-district administration.

45 Describe the district’s plan to address the language and content needs for each of the following groups of students: ELSWD – with significant cognitive disabilities, ELSWD – emotional disability, ELSWD – behavioral disability, ELSWD – deaf/hard of hearing, ELSWD – blind/vision impaired, Recent Arriver/SIFE. Include the program options, how the district will determine the program for both elementary and secondary students. Consider making a chart. Ensure the program of service both EL and access to content includes a plan for timely graduation. Supportive Service Providers and Auxiliary Aids and Services: Reasonable modifications to policies, practices, and procedures, services provided on a case-by-case basis based on individual disability, and consultation with parent. ELSWD w/ significant cognitive disabilities: IEP/504 plan, RtI, Counselor, extent of disability, health and safety of student-others, mainstream opportunities, assessment accommodations. ELSWD with emotional disability: IEP/504 plan, RtI, Counselor, Mental health needs, safety of student-others, mainstream opportunities assessment accommodations Behavioral disability: IEP/504 plan, RtI, Counselor, severity of impairment, ability to use assistive devices, health and safety of student-others, mainstream opportunities, assessment accommodations ELSWD deaf/hard of hearing: IEP/504 plan, RtI, qualified notetaker, qualified sign language interpreter, oral, cued speech Interpreter or tactile interpreter, written materials or a printed script, Counselor, captioning, mainstream opportunities, assessment accommodations ELSWD blind/vision impaired: IEP/504 plan, RtI, qualified reader, large Print, braille, computer screen reading program, counselor, health and safety of student-others, mainstream opportunities, assessment accommodations. Recent Arrival- SIFE: IEP/504 plan, RtI, newcomer curriculum, translated materials, interpreter services, Chromebook to translate materials or to communicate with educators, counselor, Mainstream opportunities, assessment accommodations. Programs and support are determined by the IEP team/I-Team for each student on an individual basis. Options for language and core content support include ELD with grade level and language proficiency peers, ELD with like peers, individualized ELD, decreased ELD time/frequency, push-in support, sheltered instruction, and consult model. The timeline for providing special education evaluations for EL students is the same as for all students. EL students are not required to be in the United States for a period of time, nor are they required to receive English-language instruction before special education assessments can be provided. LOSD discontinues ELD instruction once an ELSWD is English proficient. However, the district continues to provide assistance as necessary to remedy academic deficits that may occur in other subjects while the student was focusing on learning English.


SECTION 5: STAFFING AND RESOURCES (OCR SECTION 5)

Question #

46 Describe the number and categories of instructional staff implementing the district’s language development program. This information could be included in a chart – name of school, program, number and type of staff (include all programs that support ELs).

School

Teacher ELD Program

Elementary (6) 1.25 FTE EL Specialist ELD Pull-out/Push-in

Middle School (2) 0.75 FTE EL Specialist

ELD Period, ELD Push In

High School (2) 1.0 FTE EL Specialist

ELD Class

47 Describe the qualifications used by the district to assign instructional staff to the district’s language

development program (include teacher, instructional assistant, etc.). Include how the instructional staff meets the requirements of Oregon’s OARs. EL Specialists are highly qualified and meet TSPC ESOL licensing requirements and OR OAR requirements. EL Specialists are assigned to LOSD schools based on EL student numbers ensuring all services are met. Additional EAs are assigned to EL students by each school as needed. LOSD classified staff have a minimum of an Associate of Arts degree, completion of an approved Instructional Aide program or completion and passing of an approved assessment.

48 Describe what methods and criteria the district will use to determine the qualifications of instructional staff assigned to the language development program.

Teacher Qualifications

Certified Teacher, ESOL Endorsed, SIOP Trained

Paraprofessional Qualifications

Highly Qualified, ELD & Interpreter training

49 Describe the contingency plan for addressing staffing issues for the EL program (include all specialize programs supporting ELs). Include a plan for training, a schedule of training, a plan for recruiting qualified staff, and a schedule to have qualified staff in place. The District has 4 certified, ESOL endorsed staff and 15-20 SIOP trained core staff. Vacant positions are filled with internal staff first and subsequently the position placed externally. The district also has 5 certified teachers with Reading Endorsements. Additionally, LOSD sends out a yearly Endorsement/Specialization Interest Survey to see if a person is interested in taking courses to acquire a Literacy or ESOL Endorsement, or a Mathematics Instructional Leader program


50 Describe the district’s selected core ELP instructional materials and supplies available for the district’s language development program.

ELEMENTARY MIDDLE HIGH ADOPTED MATERIALS NG/Cengage NG/Cengage

Stand Out Basic World English

NG/Cengage Stand Out Basic World English

DESCRIPTION EL instructional materials and textbooks that include complete lesson plans for a variety of forms and functions for all language levels

ADDITIONAL MATERIALS

NG/Cengage, Stand Out Basic, and World English online resources

REVIEW OF MATERIALS Annual review and evaluation of EL resources (Executive Director of Special Services and EL Team)

51 Describe the district’s plan for regular and on-going review of district ELP materials and the timeline associated with the review. Include all instructional materials for all programs supporting ELs. Monthly EL PLCs and annual EL department meetings conduct reviews of instructional materials and supplementary resources identifying gaps and recommending changes.

52 Describe the district’s contingency plan when the district does not currently have the core ELP instructional materials, resources, and supplies necessary to implement the district language development program(s) and the plan for obtaining necessary items. LOSD has the core ELP instructional materials, resources, and supplies necessary to implement the district language development program(s) and the plan for obtaining necessary items.

SECTION 6: TRANSITION FROM ENGLISH LANGUAGE DEVELOPMENT PROGRAM (OCR STEP 6)

Question #

53 Describe the district’s criteria used to determine that an EL is proficient. Include any special considerations used for ELSWD students, SIFE students, Recently Arrived ELs, etc. LOSD follows current ODE regulations pertaining to determining EL proficiency. It uses the annual State ELPA21 assessment results and exits students when they are identified as “Proficient”.

54 Describe the district’s procedure for promoting ELs who did not score Proficient on ELPA21, and the procedure for those ELs that the district does not have an ELPA21 score. Include considerations for ELSWD, SIFE, and Recently Arrived ELs. If a student (ELSWD, SIFE, RECENT) arrives without an ELPA21 or ELPA Screener score, LOSD checks for other languages on the LUS and administers the ELPA Screener to determine eligibility for ELD services. If a student is eligible for ELD they can exit the program by scoring ‘Proficient’ on the ELPA21 state assessment taken in spring of the current academic year. For ELSWD special considerations are made by the IEP team to determine curricular and service modifications and assessment accommodations.

55 Describe the staff responsible and their role in the exiting process. EL Specialists and LOSD Director for Accountability & Data. Exit data is processed when a student reaches proficiency on the state ELPA21 assessment.


56 Describe how and where the documentation of the district’s exiting procedures will be maintained, and who is responsible for maintaining the documentation. The districts documentation for exiting procedures is maintained in a shared district folder on Google Drive. Several stakeholders engage in maintaining the integrity of the information with oversight provided by the Executive Director of Student Services.

57 Describe how parents are included in exiting decisions, and how the district communicates with parents that their student has obtained English proficient or not. Students are exited when they score ‘Proficient’ on the ELPA 21 assessment. LOSD notifies parents by mailing a hard copy of the exit notice letter from Transact (translated), together with a copy of the ELPA 21 State results.

58 Describe the district’s monitoring plan for each of the four years a student is in monitored status (who is responsible, what is the frequency, is the frequency different depending on the student’s academic progress or monitoring year, what documentation is reviewed, how and where is the documentation collected and stored). M1-4 year students are monitored continuously throughout the year through the LOSD RtI process. EL Specialists complete an annual monitoring form for progress management.

59 Describe the district’s procedures for determining whether a lack of student success is due to academic needs or language needs when considering returning an EL to the district ELD program for the monitored students in each of the four years. The purpose of the ‘monitoring’ is to ensure that a student is succeeding academically. If a student struggles academically the LOSD RtI process provides multi-tiered interventions until all causes of low academic performance, other than language, are eliminated. At that point the student is considered for ELD reclassification. Parents are notified and receive a Reclassification Form and ELD services begin when parents agree.

60 Describe the district’s plan to provide additional academic and/or language support for monitored students not succeeding in core instruction. This support addresses monitored student’s academic needs, not to determine to re-enter the student in the EL program.

61 Describe the district’s plan for monitoring the academic and linguistic progress of EL students with a waiver for service. Include how the district notifies parents of ELs with waivers for services about their student’s progress and opportunities for support through the ELD program. Parents are informed of their right to refuse service in the initial contact letter when a child qualifies for ELD program. EL students that have declined EL services are typically monitored by the EL staff in collaboration with their counselors or homeroom teachers. If a student has a D or F, failing to meet the standard in his/her grade level, the school staff, including parents/guardians, will meet to discuss options for EL support. If parents agree to reinstatement of ELD services the EL Specialist will complete the


necessary paperwork and a copy of the notification letter of reinstatement is mailed to the parents as well as placed in the student’s EL permanent file.

62 Describe the district’s communication with parents of monitored ELs during all four years of monitoring, when the district is considering re-entering the student in the EL program, when the student has completed monitoring, and when the student needs additional academic support to be successful during monitoring. Parents receive written communication, in their language of preference, regarding the academic needs of their child and are invited to attend a meeting with the school team to discuss challenges, opportunities, and support interventions appropriate for the student’s needs. The LOSD RtI process ensures that all student’ academic needs are met and that all students are served appropriately.

SECTION 7: EQUAL ACCESS TO OTHER SCHOOL DISTRICT PROGRAMS (OCR STEP 7)

Question # 63 Describe the district’s procedures for identifying ELs as having additional academic needs (pre-

referral and IEP process). Include the steps, assessments, timeline, and person(s) responsible. The district’s RtI process ensures that all students receive high levels of instruction and academic interventions. The academic monitoring cycle is daily through formative assessments. When students have additional academic needs school RtI teams review data and implement various levels of interventions.

64 Describe how ELD teachers are included in the IEP process during pre-referral and IEP team meetings for ELSWD. EL Specialists are members of i-Teams, the IEP pre-referral process, and participate in IEP team meetings.

65 Describe the process for determining the best ELD educational program is selected for each ELSWD. The IEP team determine the program for each ELSWD on a case-by-case basis. The IEP takes part in implementing the program and interventions as part of the process as well as consulting on the details about the length of service. The EL Specialist may consult with the classroom teacher and Learning Specialist to push-in to the student’s classroom, or work with the student out of the classroom and provide ELD support in an individual or small group setting. IEP meetings occur throughout the year and at the request of the EL Specialist/Learning Specialist/Classroom Teacher/Parent, and during the student’s annual IEP.

66 Describe the district’s process for ensuring any IEP meeting and IEP documents are accessible for parents of ELs in a language parents can understand. IEP documents are made available to all parents after each IEP/504 meeting. Interpreters for meetings and translations of documents are available as requested.

67 Describe the district’s procedures for identifying ELs as Talented and Gifted. Include the steps, assessments, timeline, and person(s) responsible. The LOSD TAG program is designed to meet the educational needs of all talented and intellectually gifted students. Teacher and parent input, along with the results of Smarter Balanced state assessments and other academic measures are considered in the District’s TAG process. LOSD implemented eligibility methods for ELs such as not administering the verbal portion of an assessment so the English Language Development variable does not impact qualifying results. The TAG Coordinator and I-Team conduct a detailed analysis of all comprehensive evidence-assessments for identification.


68 Describe the district’s plan for ensuring all ELs have equal access to the core instructional program offered by the district for all students. Include person(s) responsible if appropriate. All LOSD students, including ELs, have access to rigorous core instructional programs. EL Specialists, school counsellors, and LOSD Accountability/Data Director cross check all EL student classes schedules at each trimester/semester to ensure that all ELs are in robust core classes.

69 Describe the district’s procedures for identifying ELs who also qualify for support from Title I-A (targeted assisted programs). LOSD has two Title 1-A schools where all students receive access to a robust curriculum, instruction, and academic interventions. Like all students at the LOSD Title I schools, ELs are screened through the districts Title 1-A process and determinations are made between the classroom teacher and Title I-A Specialist. ELD services are an added support level for ELs receiving Title I services.

70 Describe the district’s plan for EL graduation (4-year, 5-year timelines) for each of the EL groups (SIFE, Recently Arrived, and ELSWD – include plans by disability) See 2017- 2020 LOSD Strategic Planning Document at: LOSD Strategic Plan

SECTION 8: PARENT AND COMMUNITY INVOLVEMENT

Question # 71 Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of the

parent program placement letters (both initial and continuing letters). The 2017-2020 LOSD Strategic Planning states that: a). Every parent is welcomed, valued, and engaged in their student’s education. b). Every parent is supported in their role and embraced and honored for their expertise. c). All communication with parents is relevant and timely.

PERSON PROCEDURE TIMELINE

EL Specialist

Identifies potential ELs using the state ELPA Screener Mails a parent notice indicating ELD Program placement

Within 30 days of start of school or 10 days of enrollment

72 Describe the district’s methods used to notify parents and students of available programs and services, including but not limited to: bilingual programs, alternative schools, charter schools, magnet schools, after-school supports, etc. LOSD and LOSD schools e-distribute weekly parent newsletters and provide important district and school information to all parents at the beginning, during, and after the school year. In addition, schools hold annual back to school nights, fundraising events and a variety of PTA activities. Translated information is available as requested.


73 Describe the district’s methods used to notify parents of ELs regarding school activities communicated in a language parents can understand (i.e., progress reports, parent-teacher conferences, handbooks, fund raising, extracurricular activities, etc.). What is the process the district uses to determine which documents need to be translated? How does the district provide interpreters for parent to be able to participate in their student’s education? The Lake Oswego School District provides EL parents with translated copies of all communications as requested.

74 Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of information regarding Title III to local private schools? Private schools are invited to participate in the fall, winter, and spring Special Student Services informational meetings managed by the Executive Director of Special Student Services office.

75 Describe the district’s procedure, timeline, and person(s) responsible for the dissemination of information of Recent Arrivers to private schools as required by Title III.

PROCEDURE TIMELINE PERSONS RESPONSIBLE

DOCUMENTATION LOCATION

Parent receive program placement/continuation notices in the language the parent understands Parents receive the ELPA21 Notification letters

Initial date of service/Beginning of school year 30 days after receipt of state results

The EL Specialist assigned to the building. Data & Accountability Director

CUM

76 Describe the progress in sharing the ODE EL Legislative Report with parents, School Board members, community members, and staff annually. The ODE EL Legislative report is posted on the LOSD website. Parents are notified of the report during the annual meeting with EL Parents in the Fall.

77 Describe the district’s procedure in recruiting parents of ELs to participate in school leadership roles. Include how the district will make these positions accessible for parents. During the Back to School Nights LOSD schools and their Parent Teacher Association (PTA) groups distribute information pertinent to the volunteering and leadership opportunities available at each school. Interpreters, as requested, are available during the evening to help parents navigate the information and opportunities available.


SECTION 9: PROGRAM IMPLEMENTATION EVALUATION

Question # 78 Describe the district’s program evaluation process of the implementation of district’s EL Plan.

Include whether the district has followed the established plan; met the applicable procedural and service requirements – including frequency, timeliness, and documentation; does the information sources and methods for gathering information: a). Include whether the evaluation determines if staff have followed applicable procedures and service requirements, including procedural and service requirements (frequency, timeliness, and documentation) b). Include the list of reviewed items: file and record review, staff interviews and surveys, input from parents/students or focus groups, and grievances/ complaints made to the district regarding district program implementation or service delivery. LOSD conducts an annual, systematic review of the EL program as follows:

1. Review of CUM files (EL Specialists, School Registrars) 2. Review of potential EL identification and assessment process (EL Specialists,

Data & Accountability Director) 3. Review of placement, monitoring and exiting (EL Specialists, Data &

Accountability Director) 4. Review of instructional resources and materials (EL Specialists) 5. Review of Summative and formative data 6. Review of staffing (Executive Director Student Services) 7. EL Parent Group feedback (Executive Director Student Services) 8. LOSD Parent Survey (Executive Director Student Services) 9. Administrator review and feedback

79 Include the evaluation of the district’s identification process. Did the district meet the timelines for

each step of the district’s identification process? LOSD is meeting all steps of the identification process. EL Specialists run bi-monthly reports to ensure all new student LUS registrations are evaluated for potential EL identification.

80 Include the evaluation of the initial identification assessment process. Did the district administer the identification screener timely? LOSD evaluates and assesses potential ELs within the first thirty (30) calendar days of school at the start of the year and within ten (10) calendar days for students enrolling after the start of the year.

81 Include the evaluation of placement in EL program services to all students with identified language needs. LOSD evaluates and assesses potential ELs within the first thirty (30) calendar days of school at the start of the year and within ten (10) calendar days for students enrolling after the start of the year. EL Specialists review CUM files in their schools and the Data & Accountability Director administers random electronic file reviews to determine if procedures for identification, placement, monitoring and exiting are being followed.


82 Include the evaluation of adequate staff and materials that is consistent with the district’s EL program of service. EL Specialists review staff, curriculum, and strategy support requirements for each school based on the number of students eligible for EL services and support staff SIOP skill development.

83 Include the evaluation of the district’s exiting/reclassification process for students transitioning from the EL program. El students are reclassified when they reach a “Proficient” score on the annual state ELPA21 assessment.

84 Include the evaluation of the district’s monitoring practices for students who have transitioned from the EL program for each year of monitoring. All LOSD students are monitored for academic proficiency and the LOSD RtI Specialist and process ensure that all students, including EL students on Monitoring status receive the appropriate interventions and supports. The EL Specialists checks in each trimester/semester with the RtI Specialists and teachers to ensure that EL monitored students are receiving the support they need to be successful in all classes. A monitoring summary is completed at the end of each year and placed in the CUM.

85 Include the evaluation of EL parent participation in school/district decision making groups and the district’s recruitment practices. School level review of attendance at Back to School EL Program Night, participation rates at PTA and site council and school and district ‘Diversity, Equity & Inclusion” (DEI) meetings and parent surveys

SECTION 9: STUDENT PERFORMANCE EVALUATION – ENGLISH LANGUAGE

Question # 86 Describe the district’s rate of ELs acquiring English language skills. Is the pace consistent the with

district’s EL program goals or expectations? The pace of EL student English language acquisition is consistent the with district’s EL program goals or expectations. The focus is on ensuring that EL students grow by one level annually on each of the four domains of reading, writing, listening and speaking.

87 Describe the district’s rate of language development progress compatible with the district’s objectives for academic (core content) progress. The LOSD rate of language development progress is compatible with the LOSD objectives for academic (core content) progress. State assessment results in math, ELA, attendance, Freshmen on track for graduation, and EL Graduation consistently exceed state benchmarks for.

88 Describe how the ELs are performing in English language skills compared to the district’s goals and standards.


89 Describe how the district’s ELs are progressing in English language skills so they will be able to successfully handle regular coursework. 2018-19 ELA State Assessment: Percent Meeting Standard

ELs 66.3 EL Monitored 78.1 Former ELs 83.3

90 Describe how the monitored ELs continue to demonstrate English language skills that enable them to successfully handle regular coursework. Academic performance and grades Daily formative assessments Daily/Weekly RtI interventions and supports Sheltered classroom support and differentiation of instruction

91 Describe how the former (not monitored nor current) ELs continue to demonstrate English language skills that enable them to successfully handle coursework. Former ELs in National Honor Society Attendance rates at all grade levels: average-92% Rare ELD program re-entry Former EL College admission data 92% of students report they plan to enroll in a 2-or 4-year college.

SECTION 9: STUDENT PERFORMANCE EVALUATION – ACADEMIC PERFORMANCE

Question # 92 Describe how the EL students, who are currently receiving English language development services, are

progressing academically relative to program goals or expectations for core content knowledge. 2018-19 State Assessment: Percent Meeting Standard

ELA Math ELs 66.3 66.3

93 Describe how the current EL, monitored EL, and former EL students are doing, over time, as compared to the academic performance of all other students. State Assessment: Percent Meeting Standard

ELA Math 2017-18 2018-19 2017-18 2018-19

ELs 64.0 66.3 68.0 66.3 EL Monitored 83.3 78.1 80.0 73.4 Former ELs 78.8 83.3 66.7 70.0 All Other Students 82.4 82.0 70.8 70.2

94 Describe what measures are being used to assess the overall performance of EL students in meeting the goals the district has established for its EL program. Daily, Weekly, Monthly review of academic performance Building-based instructional goals


RtI cycles (6-8 week) PLC data cycle reviews Middle-High school weekly reviews of progress Units-Chapter formative assessments Student learning and growth goals ELPA 21, SBA English Language Arts, Math, Science District Learning Rounds EL Monitoring Evaluation tool for exited EL students and Former ELs

SECTION 9: PROGRAM IMPROVEMENT MODIFICATIONS

Question # 95 List any identified concern(s) based on this evaluation.

LOSD is focused on delivering a world class education to all its students and our primary focus is on ensuring that all students, including EL students, have access to highly trained and experienced educators, 21st century learning resources and materials, and opportunities to engage in culturally diverse learning environments. Our challenges are to maintain high standards and support our educators and students.

96 Describe how the district will address the concern(s). LOSD provides a rich calendar of professional development opportunities for all staff, ensures that resources and materials are updated regularly and has equipped all its students with personal technology tools.


OREGON DEPARTMENT OF EDUCATION

Title III Local Plan (2017-19)

Signature Page

Submission Date: _______________________________________ District Name: LAKE OSWEGO SCHOOL DISTRICT District Address: 2455 SW COUNTRY CLUB ROAD

City, State and Zip code: LAKE OSWEGO, OR 97034

District Phone Number: 503-534-2000

District Superintendent: DR. LORA DE LA CRUZ (Printed Name)

Signature: _______________________________________

Date: _______________________________________

EL Coordinator Director: PATRICK TOMBLIN (Printed Name) Signature: _______________________________________

Date: _______________________________________


TITLE III ASSURANCES

Districts receiving Title III funds, either directly or through a Title III Consortium, must agree to spend Title III funds on three required activities: (1) provide supplemental activities to support ELs (English learners) language development in English; (2) provide supplemental professional development to support ELs access to core content (ELA, Math, Science) to classroom teachers, principal, administrators; and (3) provide supplemental activities for district outreach for parents, families, and community members. All Title III must be linked to the Title III purposes in Sec. 3102. [20 U.S.C. 6812] Purposes. (ESSA law link)

The purposes of this part are— (1) to help ensure that English learners, including immigrant children and youth, attain English

proficiency and develop high levels of academic achievement in English; (2) to assist all English learners, including immigrant children and youth, to achieve at high levels in

academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet;

(3) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, local educational agencies, and schools in establishing, implementing, and sustaining effective language instruction educational programs designed to assist in teaching English learners including immigrant children and youth;

(4) to assist teachers (including preschool teachers), principals and other school leaders, State educational agencies, and local educational agencies to develop and enhance their capacity to provide effective instructional programs designed to prepare English learners, including immigrant children and youth, to enter all-English instructional settings; and

(5) to promote parental, family, and community participation in language instructional educational programs for the parents, families, and communities of English learners.

In accordance with the provisions of Title III, the signature below assures the Oregon Department of Education (ODE) that the district or consortium lead agency will submit a sub-grant application that addresses Title III requirements. The district, or the consortium lead agency on behalf of its Title III consortium members, further assures the ODE that the applying district or each consortium district member is in compliance with the following Title III provisions: 1. Parental notification relating to EL identification, placement decisions including parental rights regarding

placement decisions. (Sec. 1112) 2. Annual assessment of English proficiency of ELs in grades K-12. (Sec. 1111) 3. Each district is complying with section 1112(e) prior to, and throughout, each school year as of the date of the

application. 4. The district has consulted with teachers, researchers, school administrators, parents and family members,

community members, public or private entities and institutions of higher education, in developing this sub-grant application. (Sec. 3116)

5. The district is not in violation of any State law, including State constitutional law, regarding the education of ELs, consistent with sections 3125 and 3126.

6. The district will, if applicable, coordinate activities and share relevant data under the plan with local Head Start and Early Head Start agencies, include migrant and seasonal Head Start agencies, and other early childhood education providers.

DR. LORA DE LA CRUZ Date:____________________________ Printed Name of Superintendent Signature of Superintendent


EL Plan Participants List Please include the list of participants in the planning of this district EL plan. The following list is provided to assist the district in ensuring a broad representation of EL Plan participants: EL teachers Charter school staff EL program coordinators TAG staff Building-level administrators Instructional assistants Content teachers Bilingual educators District-level administrators Title I-A staff Special Education staff Parents Fiscal staff Community members

Name Title/Position/Grades BRIGITTE DENNETT TEACHER K-5 LORA DE LA CRUZ SUPERINTENDENT KENDAL DOEBLER TEACHER SOCIAL STUDIES 6-8 & PARENT MIRANDA DOYLE LIBRARIAN K-12 DAN DRAPER PRINCIPAL K-5 JOSH ERNST TAG COORDINATOR LAURA JOHNSON INSTRUCTIONAL SPECIALIST K-5 MEGAN KIM DIRECTOR STUDENT DATA & ACCOUNTABILITY JENNIE KNAPP ASSISTANT PRINCIPAL 6-8 JANE LIERMAN TAG COORDINATOR LEANNE MANN EL SPECIALIST 9-12 ANA RYAN OFFICE MANAGER K-5 SCOTT SCHINDERLE PRINCIPAL K-5 LILIAN SOROS PRINCIPAL K-5 PATRICK TOMBLIN EXECUTIVE DIRECTOR STUDENT SERVICES ALESIA VALDEZ EL SPECIALIST K-8 MARCY WATTS GUIDANCE COUNSELOR 6-8 EWA CAMPBELL EL SPECIALIST K-12

EL PLAN 2019 · 2020-02-25 · LOSD EL Plan 2019 2 5 The number and percentage of Ever EL students...

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Transcript of EL PLAN 2019 · 2020-02-25 · LOSD EL Plan 2019 2 5 The number and percentage of Ever EL students...