English Language Development Program Handbook

(Revised 7/18/19)

Table of Contents

1. ELD Staff

2. Important ELD Terminology

3. Identification, Testing, and Exiting

4. Instructional Framework

5. Assessment

6. Special Education Considerations

7. Culturally Responsive Teaching

8. Translation Resources

9. Appendix- ELD Forms and Documents

10.Resources

ELD Staff

Dr. Jasmine Briedwell, Director of Elementary Education

Dr. Christina Courtney, Director of Assessment

Dr. Andrew Schuerman, Coordinator for Educational Programs

Beth Kasper, ELD Facilitator

English Language Development (ELD) Staff Assignments 2019-2020

School: Elementary

Staff Member

Chinn

Beth Kasper 816-359-5785 Melisha Colon 816-359-5785

Jade Edmonson 816-359-5785

English Landing Siv Lindell 816-359-5887 Mary Ottis 816-359-6369

TA: Tori Edwards Graden

Beth Kasper Consult

TA: Hawthorn

Sarah Knoll 816-359-6926

Hopewell Fab Leon 816-359-6910 TA: Cindi Talbert

Line Creek Mindy Chase 816-359- 6308 TA: Krista Bracken

Prairie Point Sara Dayton 816-359-6639 TA:

Renner

Marcy Schumacher 816-359-5861 Laura Stegeman 816-359-6358

TA: Sara Ambriz

Southeast Jessica Elfrink 816-359-6363 Katie Nelson 816-359-6076

TA: Rachel Dapp Jones Tiffany Ridge Patsy Crawford 816-359-6063

Sheryl Goodwin 816-359-5620 Union Chapel

Robin Graves 816-359-5583

English Language Development (ELD) Staff Assignments 2019-2020

School: Secondary

Staff Member

Plaza 3050 Daniel Korkland 816-359-5582 Jennipher Swan 816-359-6478

Congress 3030 Christina Moore 816-359-6568 Jennipher Swan 816-359-6478

Lakeview 3000 Beth Kasper consult TA: Sonia Khan

Walden 4240 Michele LaBarca 816-359-6176 Stephanie Miller 816-359-6880

Park Hill High School 1050

Caitlin Fudge 816-359-5956 Stephanie Thompson 816-359-6728

TA: Ann Williamson

Park Hill South High School 1080 Stephanie Andrade 816-359-6244 Pamela Jurgensmeyer 816-359-6314

Kim Kreicker LEAD 2020 Brenda Stolle 816-359-6771

Important ELD Terminology and Acronyms

● ELD-English Language Development. This term refers to the

program and teacher. (ELD programs have also been called

ESL=English as a Second Language, ELL=English Language

Learners and ESOL=English for Speakers of Other Languages).

● EL- English Learner- This refers to the students (also known as

ELLs).

● WIDA Terminology: ○ NEP- Non-English Proficient

○ LEP- Limited English Proficient

○ WIDA- “World-class Instructional Design and Assessment.”

WIDA is a consortium of states dedicated to the design and

implementation of high standards and equitable educational

opportunities for English language learners.

● Testing Terminology: ○ DRC- the online WIDA assessment site used to manage

screening and testing students with WIDA assessment tools

○ W-APT- WIDA-ACCESS Placement Test. This assessment tool

is used by educators to measure the English language

proficiency of students who have indicated on the enrollment

form that a language other English is spoken in the home. At

this time the W-apt is only used for students in kindergarten.

○ WIDA Online Screener- The WIDA Screener is an assessment

designed to provide an initial measure of a student’s English

language proficiency in Grades 1–12. The purpose of this

assessment is to help educators make decisions and identify

whether a student is a candidate for English language support

services.

○ WIDA ACCESS- This is the yearly state-mandated assessment

used to monitor students’ progress in acquiring academic

English.

● Caseload- a spreadsheet roster of all EL students in a building. This

builds and is kept year to year. Contact your ELD coordinator,

administrative assistant or mentor teacher to get a digital copy of your

building’s previous caseload.

● Program Model Terminology: ○ Program Models Currently Used in Park Hill--

■ Content Based ESOL/ELD--an ELD-certified teacher

provides language instruction that uses content as a

medium for building language skills. Although using

content as a means, instruction is still focused primarily

on learning English.

■ ELD as a Content Course--Used at the secondary level,

an ELD certified teacher designs and delivers a course

providing intensive English instruction including grammar,

vocabulary, and communication skills.

■ ELD Coaching--An ELD certified teacher provides

guidance to support content teachers or grade-

level/content-area teams during planning, curriculum

mapping, instructional practices and assessment to

ensure students experience a culturally and linguistically

responsive classroom.

■ Pull Out Model -Typically used at the elementary level,

students are pulled out of the regular classroom for

intensive English instruction. ELD certified teachers

provide explicit language instruction including grammar,

vocabulary and communication skills.

■ Push-in/Co-Teaching - In this model the student remains

in the regular classroom, but with ELD staff or an ELD

certified mainstream teacher who modifies and teaches to

address language acquisition.

■ Resource Classrooms--includes pulling students from

their regular classroom for supplemental instruction and

classroom support.

■ Sheltered instruction - In this model the student is in

content classes tailored for ELLs at his/her language

level.

○ Other Program Models-- ■ Bilingual Immersion/Dual Language--Also known as

two-way immersion, these programs are designed to

serve both language minority and language majority

students concurrently Two language groups are put

together and instruction is delivered through both

languages. The goals of the program are for both groups

to become biliterate, succeed academically and develop

cross-cultural understanding. ■ Early and Late Exit Programs/Transitional Bilingual--

this is an instructional program in which subjects are

taught through two languages--English and the native

language of the ELs. English language skills, grade

promotion and graduation requirements are emphasized

and L1 is used as a tool to learn content. The primary

purpose of these programs is to facilitate the EL student’s

transition to an all-English environment. ■ Newcomer Centers--centers provide a safe and

supportive context for students who are new to both

school and the U.S. before they move into a regular

school; could provide assessment and initial English

instruction and classes to help students adjust culturally,

socially and academically. ■ Sheltered English--Content teacher provides instruction

that simultaneously introduces both language and

content, using specialized techniques to accommodate

ELs’ linguistic needs. Instruction focuses on the teaching

of academic content rather than the English language

itself, even though the acquisition of English may be on of

the instructional goals.

■ Structured English Immersion--All students are ELs

and receive specialized English-only instruction in all core

content areas. There is no explicit ELD instruction;

rather, the language of the content areas is the medium of

instruction. The use of the native language is acceptable,

but only to clarify the English instruction. Most students

exit this program after two or three years.

Identification, Testing, and Exiting

Steps districts must take to identify English Learners

1 Identify potential ELs during enrollment using the Home Language Survey. Infinite Campus will automatically notify the ELD Facilitator when a student enrolls with another language indicated. The facilitator will pass that information along to the appropriate ELD staff members.

2 Screen any students whose language survey notes a language other than English is spoken or understood by the student—see below for screening options.

3 Determine whether the student meets the eligibility criteria.

4 Notify parents or guardians of assessment results and placement decisions within 30 days of enrollment with the Parent Permission Form.

5 Code student in Infinite Campus with appropriate MOSIS Codes.

● Add copy of WIDA screener score sheet and parent permission form to EL folder inside student cumulative folder.

● Update the EL student information in Infinite Campus ● Print new caseload from Infinite Campus that includes the new

student

Screener Considerations Students who are potentially EL learners must be screened by the district (ELD staff) to determine if the student qualifies for the ELD program. The following screener options are available:

Grades K and 1st grade 1st semester W-apt Screener (paper) Grades 1 (2nd semester) through grade 12 WIDA Online Screener Grades K-12 and a TRUE NEWCOMER* Newcomer Kit*

*For more information on the Newcomer Kit, and guidelines for determining the appropriate screener to use, please see the Missouri DESE publication, “EL Screening Guide 2018-2019.” https://dese.mo.gov/college-career-readiness/assessment/el-assessment

WIDA SCREENER

Grade Level The student is ELIGIBLE for ELD services if (s)he:

The student is NOT ELIGIBLE for services if:

1st Semester Kindergarten

Has a combined score of 28 or lower on listening and speaking on the W-APT *see below for score of 29-30

All first semester kindergarten students identified as potential ELs can receive support until earning a passing score in all four language domains. *See below for scores of 29-30

2nd Semester Kindergarten and 1st Semester 1st Grade

Has a combined score of 28 or lower on listening and speaking OR Has a score of 10 or lower on reading OR has a score of 11 or lower in writing.

Has a combined score of 29 or higher on listening and speaking; AND has a score of 11 or higher on reading; AND Has a score of 12 or higher on writing

2nd Semester 1st Grade through 12th Grade

Has an overall composite proficiency level of 4.5 or below

Has on overall composite proficiency of 5.0 or higher

*1st semester Kindergartners who score a combined 29-30 on listening and speaking sections, may take the reading and writing portion of the Kindergarten Screener at any time in the first semester if the administrator feels the student can be successful. By giving all four domains, administration may confirm a student’s proficiency in English and consequently not require the administration of the ACCESS in the spring. See DESE website for further information:

https://dese.mo.gov/sites/default/files/cur-eld-entry-exit-criteria-0817.pdf

ELD Identification and Parental Notification

(1) Parents: At the beginning of the school year or upon the enrollment of

a new EL student, the ELD teacher will provide the student’s parents

with the Parent Permission Form. This form needs to be signed by

parents to allow their child to participate in ELD classes. It is also

expected that the ELD teacher will communicate with parents

throughout the school year regarding student progress through phone

calls, letters, home visits or other methods. Because our ELD parents

may require interpreters, the ELD teacher will also work with the

mainstream teacher(s) as need to set up conferences with

interpreters as needed.

(2) Mainstream teachers--At the beginning of the school year or upon the

enrollment of a new EL student the ELD teacher will contact the

students’ regular mainstream teachers. The following documents are

useful to communicate ELs’ language proficiency to mainstream

teachers:

● W-APT/ACCESS scoresheet

● WIDA Can-Do information form

● Modification/accommodation checklist recommendation sheet

Furthermore, the ELD teacher should meet or communicate with

mainstream teachers throughout the year to facilitate understanding of EL

students’ learning needs and modifications/accommodations that the

teacher should be using with ELs, methods of communicating home, and

any other pertinent background information. Customized plans can be built

for each EL student as necessary.

Please check the ELD Department Sharepoint for ideas to support

mainstream teachers, as well as handouts and presentations for your staff

to assist you in teaching your staff how to differentiate for and work with our

ELs.

Exiting the ELD Program

ELD staff consider many factors when exiting a student from the ELD

program, including WIDA ACCESS scores, classroom grades and

performance, and the ELD student portfolio.

ACCESS Scores District Actions

4.7-6.0

Students scoring in this range on the ACCESS must be exited from the program, barring compelling evidence in the ELD Portfolio suggesting that the student should remain in the program.

Below 4.7

Students scoring in this range must remain in the ELD program, barring compelling evidence that the student is capable of fully participating in a classroom where English is the language of instruction. The portfolio must include evidence that any unsatisfactory domain score on the ACCESS is not indicative of his or her ability.

Adapted from DESE website

For more information see: https://dese.mo.gov/sites/default/files/cur-eld-entry-exit-criteria-0817.pdf

Instructional Framework for Elementary ELD

The instructional framework is a suggested guideline for instruction for ELD students at the elementary level. Many factors, including scheduling, student classroom placement, and student needs may

require the ELD staff to schedule students differently.

Level 1 Beginning

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level 5+ Bridging

K W-APT score 0-10

Pull Out

W-APT score 11-17

Pull Out

W-APT score 18-23

Regular

Classroom

W-APT score 24-28

Regular

Classroom

W-APT score 29-30

Regular

Classroom

1 Pull Out Pull Out Pull Out and/or regular

Classroom

Regular Classroom

Regular Classroom

2 Pull Out Pull Out Pull Out and/or regular

Classroom

Regular Classroom

Regular Classroom

3 Pull Out Pull Out Pull Out and/or regular

Classroom

Regular Classroom

Regular Classroom

4 Pull Out Pull Out Pull Out and/or regular

Classroom

Regular Classroom

Regular Classroom

5 Pull Out Pull Out Pull Out and/or regular

Classroom

Regular Classroom

Regular Classroom

Newcomers Students scoring a 2.5 or below are considered Newcomers and may receive additional pull-out instruction for survival English, vocabulary, and literacy

instruction.

Instructional Framework for Middle and High School ELD Students in middle school and high school ELD classes are scheduled into a specific ELD class or classes, depending upon their needs. They may

also receive additional support for their content classes through ELD staff support and/or study hall. ELD classes at these levels are classes in which students receive letter grades and credit.

Level 1 Beginning

Level 2 Emerging

Level 3 Developing

Level 4 Expanding

Level ⅚ Bridging

6-8 Pull Out/Push In

Pull Out/Push In

Pull Out/Push In

Pull Out/Push In

Regular Classroom, no ELL services

9-12 Pull Out/Push In

Pull Out/Push In

Pull Out/Push In

Pull Out/Push In

Regular Classroom, no ELL services

Courses offered at HS: ELD Academic Language 1 (ACCESS 1.0-1.9), ELD Academic Language 2 (ACCESS 2.0-3.5), ELD Academic Support (all EL students)

WIDA English Language Development Standards

ELD teachers in the Park Hill School District employ a variety of instructional models and strategies to reach the needs of our ELD students. However, all ELD teachers also design and plan instruction using the WIDA ELD standards in combination with the Park Hill Content standards. This allows ELD staff to simultaneously address the language acquisition needs of our ELs, academic language and vocabulary and content knowledge. WIDA describes the WIDA ELD Standards as follows: “The WIDA ELD Standards represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools.”

More information regarding the WIDA standards may be found at: https://wida.wisc.edu/teach/standards/eld

ELD Student Portfolios The Department of Secondary and Elementary Education for the state of Missouri recommends that districts collect additional evidence to complement the student’s ACCESS score when making reclassification decisions. This collection of evidence is known as a portfolio. Additional evidence should support inferences about an EL’s English language proficiency as used in general education classrooms and should directly confirm or dispute individual domain scores earned on the ACCESS. It is strongly suggested that multiple measures be taken from various content areas to comprehensively verify any reclassification decision. Districts should consider starting the data collection process early in the school year for students with an overall ACCESS score of 3.5 or higher, especially for students earning that score on the screener. Those responsible for the student’s education should collect evidence from existing formative assessments, projects, formal reports or writing assignments. In the final quarter, evidence can easily be selected from the portfolio to serve as a summary of the student’s abilities and used to support what the student earns on the ACCESS for ELs when the performance reports are given to districts. DESE provides an Evidence-gathering flow chart. The state also provides a state-wide portfolio rubric. ELD staff will use the portfolio in combination with ACCESS scores to make reclassification decisions.

Evidence-Gathering Process

1. Identify students who may potentially meet the minimum criteria needed to be reclassified.

2. Collect evidence using existing assignments, projects or assessments.

3. In the 4th quarter, select exemplars that can be used to complement what a student earns on the ACCESS for ELs

4. Assess using state-wide portfolio rubric. 5. Use portfolio in combination with ACCESS scores to make

reclassification decisions.

Adapted from DESE website. See below for more information: https://dese.mo.gov/sites/default/files/cur-eld-entry-exit-criteria-0817.pdf

Assessment The WIDA Consortium is an educational consortium of state

departments of education. Currently, 37 U.S. states participate in the WIDA

Consortium. WIDA designs and implements proficiency standards and

assessment for grades K-12 students who are English-Language Learners.

● K W-APT The Kindergarten WIDA-ACCESS Placement Test is an English language proficiency "screener" test given to incoming Kindergarteners who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs.

● The WIDA Online Screener is an English language proficiency assessment given to incoming students in Grades 1–12 to assist educators in identifying students as English Language Learners (ELs). This is an online assessment.

● WIDA ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELs). It is given annually in WIDA states to monitor students' progress in acquiring academic English.

District and State Assessments

ELD students are still required to take district and state assessments.

Students who have been in the country less than a year may be exempt

from the Communication Arts portion of the test but are required to take the

math and science portions of the assessments. Students may be eligible

for accommodations in testing, such as: individual or small group testing,

extended time, portions of the test read aloud by computer or human

reader, or other accommodations. Please check the student’s allowed

accommodations, as well as the accommodations allowed for each

assessment. See the table below for specific tests and information

regarding accommodations.

ELD Assessment Windows

Assessment Aug Sept Oct Nov Dec Jan Feb Mar Apr May W-apt or Online Screener

Given once to new students to identify qualifying ELs. Given within 30 days of enrollment.

NWEA Elem/Sec.

8/26-9/12 Gr 1-9

12/2-12/18 Gr K-9

3/30-4/15 Gr K-9

F&P Reading

8/14-9/13 Elem Reading

12/9-1/24 Elem Reading

4/20-5/15 Elem Reading

WIDA ACCESS K-12

EL Students Grades K-12

1/13-2/14

MAP Gr 3-8

4/27-5/22

Accommodations

Students in Grades 1-12

If in the U.S. less than one year=Exempt from Communication Arts portion of tests/assessments If in the U.S. one year or longer=Takes all tests/assessments with appropriate accommodations Teacher discretion can be used for outlier students. For example, a student new to the country may be fluent in English and may participate in assessments. Teachers should seek a team decision with teachers and principals.

Accommodations Any accommodations available on the MAP state assessments are appropriate for EL students in all other testing areas. Any accommodations for the MAP should be given on a regular basis for all other assessments. Department cut score of 4.6 or below in reading (on ACCESS or W-APT/Online Screener) = read aloud (computer or human reader)

EL Students and Report Cards/Progress Reports It is the goal of the ELD program that our EL students have access to the regular curriculum. Many times, mainstream teachers will have to modify work and assessments or differentiate instruction in order for ELs to be able to access the mainstream curriculum. There are a myriad of ways to differentiate instruction and ELD staff are a resource in this area. ELD staff will work with mainstream teachers to assist in the process of differentiation and may support the regular curriculum through content-based instruction. There are times, however, when an EL student may be a Newcomer beginner (level 1 up to level 2 on ACCESS), may have previous limited formal schooling, or may lack literacy skills in their native language and/or English that prohibit them from being able to access the regular curriculum effectively, even with differentiation and modification. In such cases, the following options are available for reporting progress:

1. Option 1--Provide the student with an alternate report card. This report card will be a narrative that describes the student’s progress in ELD, reading, and math, as well as any other subject in which the student is able to effectively participate. This narrative report card should be a collaboration between the mainstream teacher and the ELD teacher and approved by the ELD Facilitator or school principal.

2. Option 2--Using the regular report card, place an asterisk (*) by the grades for subjects in which the student has received differentiated or modified work. This allows a student who is making progress, but perhaps not quite meeting the standard—to still be shown to be making progress (*P) instead of being penalized with an (N=not meeting) due to a lack of language skills. Explanation of the asterisks and differentiated work can be outlined in the comments section.

3. Option 3—If the student is a secondary level student, the mainstream teacher may also use the asterisk (*) to indicate that the grade received is a grade for which work was modified or instruction differentiated. Explanation of the asterisks and differentiated work can be outlined in the comments section.

Please note that these options are intended to be temporary—for our Newcomers, students with limited formal school, or those with low literacy skills. It is the goal of the ELD program that our students progress rapidly to the level where they are able to access the mainstream curriculum with support and receive assessments and report cards commensurate with their peers.

SPECIAL EDUCATION REFERRAL CONSIDERATIONS Research indicates that oral proficiency of language can be acquired in approximately 2 or 3 years. In addition, the acquisition of academic language may take a student 5 to 7 years to achieve a level of native peer proficiency. The following situations should be considered: ✓ The student is

deemed to be developmentally delayed. ✓ The student’s difficulties (i.e.,

speech, language, academics, etc.) are documented to be present in the child’s native language. Exceptions should be limited and each one carefully considered. Historically, there has been a tendency to refer all language minority students to special education programs without legitimately determining that a special need exists. Since this is not only inappropriate but also illegal, it is important to understand how an accurate determination of special needs can be made.

The fundamental distinction in question is that between language acquisition related behaviors and behavioral and developmental related evidence. In other words, educators must distinguish between the behaviors exhibited when one is learning another language, and those exhibited when there are psychological or physical problems or handicaps. Because many of these behaviors may appear similar, it is essential that school personnel have a reliable process for distinguishing between those EL students who are simply going through normal language acquisition processes and those who also have special educational needs. Research in the area of bilingual special education has provided some proven tools for this purpose. One of the most practical is a flowchart that takes educators through a questioning process designed to prevent inappropriate referrals for special education testing. See the flow chart on the next page. After considering all of the above timelines and exceptions, and it is determined that a special education referral is warranted, the following process should be implemented. (See flow chart on following page)

Adapted from DESE. For more information see:

https://dese.mo.gov/sites/default/files/webinar/documents/ELLSpEdflowchartFINAL12-3-13.pdf

EL and SPED Flowchart

Culturally Responsive Teaching

Culturally responsive (or relevant) teaching has been described as "a

pedagogy that empowers students intellectually, socially, emotionally, and

politically by using cultural referents to impart knowledge, skills, and

attitudes" (Ladson-Billings, 1994, p. 382).

In the Park Hill School District, the ELD program and staff are extremely

responsive to the cultures and languages of our students.

To address those needs, it is the priority of all of our staff to:

● Develop caring relationships with students while maintaining high expectations

● Engage and motivate students ● Consistently assess student performance ● Select and effectively use learning resources to meet students’ many

needs ● Group students for instruction in a variety of ways ● Promote and learn from family and community engagement

Adapted from: Culturally Responsive Pedagogy An Overview of Research on Student Outcomes By Jacquline Jordan Irvine & Willis D. Hawley

Interpreter and Translation Resources

The district is currently working on translating many of the forms that we

have into other languages.

Telephonic services--the district also currently uses an

interpreter/translation company to provide telephonic interpreting. This is

used when needed for enrollment, conferences and family meetings.

Please contact your school’s ELD teacher for more information regarding

telephonic or in-person interpreting or translation services.

Appendix 1: ELD Program Forms and Resources (see ELD Sharepoint File for Editable Forms)

Required Forms: A copy of these forms is placed in a yellow folder in the students’ cumulative file in the school office AND in the ELD teacher’s personal ELD student file.

It is an expectation that all ELD student cumulative files and ELD teacher student files are kept up to date and easily accessible.

• Parent Permission Form--for all new students o Elementary o Secondary o Image and Educational Record Permission Form--for ALL

students yearly (file with office) • Monitor Form (1st, 2nd, 4th quarter)--for students on Monitor Status

o Elementary o Secondary

• ELD Student Dashboard Form--for all active students o (includes test modifications given)

• Portfolio Forms--for students reclassifying o Portfolio Summary Form o Portfolio Rubric o Reclassification Form (*if applicable) o Reclassification Form Special Education (*if applicable)

• Spring ACCESS Letters o Grades K-12 Spring Qualification Letter o Grade K Qualifying with Spring ACCESS Letter

• Other Forms-- o Grade K Initial Did Not Qualify Form (*if applicable) o Did Not Qualify Form Grades 1-12 (*if applicable) o Refusal of Services Form (*if applicable) o Refusal of Services Spring ACCESS letter (*if applicable)

• ELD Student Dashboard Form--for all active students o (includes test modifications given)

PROGRAMS FOR ENGLISH LANGUAGE LEARNERS

PARENT NOTIFICATION FORM Dear Parents,

Your child________________________________________________ has been identified as needing additional instruction to achieve English proficiency.

Your student was identified as needing this support from the following information: Home Language Survey on School Enrollment form W-apt Language Screener Review of other academic data WIDA Online Screener Referral from teacher WIDA ACCESS Test Referral from parent Previous ELD enrollment

This information identified your student as:

_____Non-English Proficient _____Limited English Proficient _____Proficient

Areas of instructional concern are: Listening Speaking Reading Writing

The Park Hill School District uses the following methods of language instruction: pull-out, push-in, co-teaching, scheduled ELD language arts class (secondary).

It is recommended that your student receive: 1 Block ELD 2 Blocks ELD Monitored Progress

Your child will be exited from the ESL program upon completing state requirements, which may include:

● overall proficiency score of 6.0 on the ACCESS for ELLs assessment ● proficiency score of 4.7-5.0 on the ACCESS for ELLs AND proficiency on state and district

tests and benchmarks, as well as academic proficiency in subject area grades Please sign and return this form: Parent/Guardian agrees does not agree to services. _____________________________________________________________________ (Parent/Guardian Signature) (date) If you should have questions or require other assistance, please contact: ELD Teacher: School: Phone: E-mail:

PROGRAMS FOR ENGLISH LANGUAGE LEARNERS

PARENT NOTIFICATION FORM Dear Parents, Your child______________________________________ has been identified as needing additional instruction to achieve English proficiency.

Your student was identified as needing this support from the following information:

Home Language Survey on School Enrollment form WIDA Online Screener Review of other academic data ACCESS test for ELLs Referral from teacher Previous ELD enrollment Referral from parent

This information identified your student as: _____Non-English Proficient_____Limited English Proficient Areas of instructional concern are: Listening Speaking Reading Writing The Park Hill School District uses the following methods of language instruction: pull-out, push-in, co-teaching, scheduled ELD language arts class (secondary). It is recommended that your student receive: 1 Block ESL 2 Blocks ESL

Your child will be exited from the ELD program upon completing state requirements, which may include:

● overall proficiency score of 6.0 on the ACCESS for ELLs assessment. ● proficiency score of 4.7-5.0 on the ACCESS for ELLs AND proficiency on state and district tests

and benchmarks, as well as academic proficiency in subject area grades. Please sign and return this form: Parent/Guardian agrees does not agree to services. _____________________________________________________________________ (Parent/Guardian Signature ) (date) If you should have questions or require other assistance, please contact: ELD Teacher: School: Phone: E-mail:

2019-2020 IMAGE AND EDUCATIONAL RECORD PERMISSION

The Park Hill School District would like to be able to feature your child participating in the special program in which he or she is enrolled.

How it Will Be Shared: Your child’s name or image could appear in district print publications; in Park Hill videos online and on TV; on district or school websites; in email newsletters; or on social media sites, including YouTube, Facebook, Twitter and Instagram. Student journalists in our print or broadcast classes, or local media, including newspapers and television stations, might also identify your child as participating in the program.

Permission: Your child and the special program in which he or she is enrolled will be identified. Before we release that information, we want to ensure you are aware of it and agree with it. Therefore, we need your permission for your child to be identified.

• YES, I consent to the release of my student’s likeness or information for the purposes listed above.

• NO, I do not consent to the release of my student’s likeness or information for the purposes listed above. I understand that my child will not be included in these photos, videos and articles.

Student Name: ____________________________________________________

School: ________________________________Date:______________________

Parent/Guardian Signature: ___________________________________________

ENGLISH LANGUAGE DEVELOPMENT (ELD)

ELEMENTARY MONITORED STUDENT FORM

DESE’s requirements for exiting EL students from ELD services include monitoring their academic performance for 2 years to ensure these students are appropriately

exited. This monitoring process will be supervised by an ELD teacher a minimum of 3 times annually. The supervising ELD teacher will receive reports and complete all

necessary documentation to meet the state’s requirements for monitoring EL students. Please complete the following form and return to your student’s ELD teacher.

Student:___________________Grade:___________ School Year:__________ Monitor Year 1 Monitor Year 2

Date: Criteria to be monitored: District Benchmarks (NWEA, F&P scores, etc., current grades, ELD and Classroom Teacher input)

1st Quarter 2nd Quarter 4th Quarter

Reads near, on, or above grade level Yes No Yes No Yes No Demonstrates understanding of oral instructions Yes No Yes No Yes No Demonstrates understanding of written instructions Yes No Yes No Yes No Writes legibly Yes No Yes No Yes No Demonstrates a comfort with oral response activities such as group discussions, individual response, etc.

Yes No

Yes No

Yes No

Demonstrates writing skills comparable to peer’s Yes No Yes No Yes No Accepts correction and assistance in written or oral response

Yes No Yes No Yes No

Completes assignments on time Yes No Yes No Yes No Demonstrates appropriate social skills (as compared to peers)

Yes No Yes No Yes No

Demonstrates appropriate behavior in the classroom Yes No Yes No Yes No *Please attach a copy of the student’s report card, district benchmarks (NWEA, F&P, etc.) if applicable. Comments:

ENGLISH LANGUAGE DEVELOPMENT (ELD) SECONDARY MONITORED STUDENT FORM

Instructions: Complete each question and sign. Return this form to the ELD teacher.

DESE’s requirements for exiting EL students from ELD services include monitoring their academic performance for two years to ensure these students are appropriately exited. This monitoring process is supervised by an ELD teacher who will complete a review of the monitored student’s progress for a minimum of 3 times during the academic year.

The supervising teacher will receive the reports and complete all necessary documentation to meet the state’s requirements for exiting EL students.

Student: ______________________________ Grade:_____________________ School______________Year:______ Content Teacher:________________ ELD Teacher: ___________

Date: 1st Quarter 2nd Quarter 4th Quarter 1. Reads and understands classroom texts at a level comparable to peers.

☐ Y es ☐ N o

☐ Y es ☐ N o

☐ Y es ☐ N o

2. Demonstrates understanding of oral instructions.

☐ Y es ☐ N o

☐ Y es ☐ N o

☐ Y es ☐ N o

3. Demonstrates an understanding of written instructions.

☐ Y es ☐ N o

☐ Y es ☐ N o

☐ Y es ☐ N o

4. Participates in oral response activities such as group discussions, individual response, etc.

☐ Y es ☐ N o

☐ Y es ☐ N o

☐ Y es ☐ N o

5. Demonstrates good writing skills comparable to peer’s performance.

☐ Y es ☐ N o

☐ Y es ☐ N o

☐ Y es ☐ N o

6. Manages coursework without ELD support. ☐ Y es ☐ N o

☐ Y es ☐ N o

☐ Y es ☐ N o

7. Quarterly Grades ELA

Reading

Math

Science

Social Studies

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

If you checked no on any of the above questions, please provide additional information regarding language concerns you have for this student.

**See ELD Department Forms for editable Dashboards for Elementary, Middle and High Schools**

ELD Student Portfolio Summary Form

Student Name

Academic Year

District/School

Grade

Reclassification Documentation

Criterion Evidence: Circle content area Dates:

Oral Language Proficiency *ELA *Math *Social Studies*Science other____________

Classroom Interaction *ELA *Math *Social Studies*Science other____________

Content-Area Writing *ELA *Math *Social Studies*Science other____________

Grade- level content comprehension *ELA *Math *Social Studies*Science other____________

Additional Evidence: ❏ ACCESS Domain scores ❏ Reading comprehension data ❏ Recorded audio samples ❏ Writing artifacts (graphic organizers, drafts) ❏ Classroom observation

ELD Student Portfolio Evaluation Rubric

Approaches Meets Expectations Exceeds

Oral language proficiency (listening/speaking)

Demonstrates ability to comprehend and produce spoken English across content areas with EL support

Demonstrates ability to comprehend and produce spoken English across content areas with EL support comparable to that of native English speakers

Demonstrates ability to comprehend and produce spoken English across content areas

Interactive language Demonstrates ability to interact with peers and teachers across content area classroom with EL support

Demonstrates ability to interact with peers and teachers across content area classroom with support comparable to that of native English speakers

Demonstrates ability to interact with peers and teachers across content area classroom

Content Area Writing Demonstrates ability to clearly accurately express understanding of academic content in writing, across content areas, with EL support

Demonstrates ability to clearly accurately express understanding of academic content in writing, across content areas, with support comparable to that of native English speakers

Demonstrates ability to clearly accurately express understanding of academic content in writing, across content areas.

Content Area Language Comprehension

Demonstrates ability to comprehend academic concepts, across content areas with EL support

Demonstrates ability to comprehend academic concepts, across content areas with support comparable to that of native English speakers

Demonstrates ability to comprehend academic concepts, across content areas

Sociolinguistic Competency

Does not actively seek academic or linguistic resources or clarification

Demonstrates ability to actively seek resources and self-advocate for linguistic and academic needs

Can accurately self-report grades, reflect on language use and adapt as needed.

ELD

(English Language Development ) Reclassification Form

Student

School/Grade Reclassification date must be within 30 days after receiving ACCESS scores. Portfolio and ACCESS scores are required for ALL students scoring less than a 4.7 to be considered for reclassification. RECLASSIFICATION

CRITERIA MINIMUM SCORE REQUIRED RESULTS

ACCESS 4.7 Overall Or

4.5-4.6 overall with additional criteria below

Portfolio See portfolio Rubric

Input from stakeholders (EL teachers,

classroom/content teacher, counselor or principal)

Majority Recommended

Based on the criteria listed above, the stakeholders agree that _____________should be reclassified from receiving ELD services to Monitor status beginning

_____________. The school’s ELD personnel will monitor the student’s progress for two years.

ELD Teacher

Classroom/Content Teacher

Counselor/Principal/Facilitator

Parent Guardian Consultation * circle the appropriate choice below ● Conference ● Phone call ● Email

● Letter home

ELD

(English Language Development) Reclassification Form for Student with Special Needs

Student

School/Grade Students may receive BOTH ELD services and Special Education services. However, in some cases it may be in a student’s best interest to exit them from ELD for a number of reasons: (1) depending on the severity of their needs (2) if the ELD team and Special Education team decide that the student would be best served by Special Education only—because their level of language allows so or because their language instructional needs are being addressed in Special Education classes. If the ELD/Sped teams decide on this course of action, an ELD Portfolio and ACCESS scores are required documentation.

RECLASSIFICATION CRITERIA

OVERALL SCORE (*Due to the student’s disability, they may not

meet the regular 4.7 criteria score on ACCESS

to exit)

RESULTS

ACCESS Portfolio See portfolio Rubric

Input from stakeholders (ELD teachers,

classroom/content/SPED teacher, counselor or

principal)

Majority Recommended

Based on the criteria listed above, the stakeholders agree that _____________should be reclassified from receiving ELD services to Monitor status beginning _____________. The school’s ELD personnel will monitor the student’s progress and continue to consult with the Special Education team for the student for two years. ELD Teacher Classroom/Content Teacher Special Education Teacher ELD Facilitator or Diagnostician

Parent Guardian Consultation * check appropriate choice below

❏ Conference ❏ Phone call ❏ Email ❏ Letter home

ELD Spring Letter to Parent/Guardian

Date: Student: Dear Parent/Guardian: As your child’s ELD teacher, I have reviewed your child’s performance in ELD class, his/her regular classroom performance, and many different standardized assessments from this school year. After careful consideration I recommend the following placement for the 2019-2020 school year: □ Continued ELD service □ Monitor I Status □ Monitor II Status □ Exit from the program Please keep in mind that a student’s progress must be monitored for a total of two years before they can exit the program. Attached to this letter you will find their WIDA Access Test results. These are your copies to keep. If you have any questions or concerns, please feel free to contact me. Sincerely, Teacher name ELD Teacher School xxxxxx@parkhill.k12.mo.us

Spring ELD Letter to Parent/Guardian: Grade K Qualifying with

ACCESS Dear Parents: As you may remember, your student was screened for the ELD (English Language Development) program because your enrollment form indicated that another language was spoken in the home. At the beginning of the year, your kindergarten student did not qualify for ELD services. However, the state of Missouri requires that we retest students in the spring with a test called the ACCESS test. This test assesses student’s language levels in listening, speaking, reading, and writing. As a result of this testing, your students DOES qualify for ESL services next year. I will be sending you more information in the fall regarding your student’s needs and the ELD program. I have attached a copy of the test results and some explanation for you. If you have any questions or concerns about the ELD program or your student’s progress in school, please call me at 816-359-xxxx. You may also email me xxxxxx@parkhill.k12.mo.us Sincerely, xxxxxx ELD Teacher xxxxx Elementary

Kindergarten ELD Program Initial Non-Qualification Form

Dear Parents: Welcome to_______ Elementary! I am writing to let you know that your student was screened for the ELD (English Language Development) program at ______________ Elementary. At this time your student does NOT qualify for ELD services. However, I will be monitoring your child’s progress throughout the school year. In the spring, your student will be given the WIDA ACCESS assessment for English Language Learners. This will give us information on the development of his/her reading and writing skills. If at any time you have any questions or concerns about the ELD program or your student’s progress in school, please call me at _____________. You may also email me at ___________________ I have included a Parent Notification form that we request you sign to indicate you have received this information. Please have your student return this to school. Sincerely, ELD Teacher ______________Elementary 816-359- Xxxxx@parkhil.k12.mo.us

Park Hill School District ELD Non-Qualification Form

Your student was recently screened for the ELD (English as a Second Language) program at ___________(school). All students whose enrollment form indicates that a language other than English is spoken in the home are interviewed and/or given the WIDA Online Screener. Based on your student’s information and performance, it was determined that your student did not need ELD services at this time. Student’s Name: Date: Grade: Present School:

_________________________________________________________________________

☐ This student does NOT qualify for ELD services.

● Language spoken in the home other than English: ________

● Reason student does not qualify for ELD services:

______Score on W-APT or WIDA language screener ______Previously exited from ELD program ______Additional information from family indicates that the

student’s primary language is English.

_____Other: ______________________________________________ If you have any questions, please contact _______________________ (teacher) (school) (phone) or (email)

Park Hill School District

ELD Refusal of Services Information Form Dear Parents, Your student ___________________________was recently screened for the ELD (English as a Second Language) program at ___________(school). All students whose enrollment form indicates that a language other than English is spoken in the home are interviewed and/or given the WIDA Online Screener. Your child qualified to receive ELD support according to this test. You indicated on the Parent Permission form, however, that you DID NOT want your student to receive ELD services at this time. While we will honor your request that your student not receive additional English Language services, the state of Missouri does require that we test your student on a yearly basis to ensure that their English skills are improving at an adequate rate of yearly progress. This state test will be administered at school by an ELD teacher in the winter or spring, and is called the WIDA ACCESS. The WIDA ACCESS will measure your student’s abilities in Listening, Speaking, Reading, and Writing in English. You will receive more information about the WIDA ACCESS test when it is closer to the time of the test administration. You will also receive a report detailing your student’s performance on the test. If you have any questions about the ELD program or about the WIDA ACCESS, please contact me at the number or email below. Sincerely, (ELD teacher) (school) (phone) or (email)

Appendix 2: Additional Forms:

● Welcome Letters (samples) ● Elementary ELD Checklist ● Secondary ELD Checklist

ELD Program: New Student

Dear Parents:

Welcome to _________________ and the ELD program! Your student has qualified for the ELD (English Language Development) program this school year at ___________________. This program is for any student who speaks another language at home and might need some additional support with English. I am very excited to work with your student this year!

If at any time you have any questions or concerns about the ELD program or your student’s progress in school, please call the ELD teacher, _________________, at 816-359-xxxx. You may also email at xxxxxxxxx@parkhill.k12.mo.us

I have included a Parent Notification form that you need to sign for your student to be in the ELD program. Please have your student return this to school.

Sincerely,

Teacher

School

Phone

ELD Program: Returning Student

Dear Parents:

Welcome to an exciting school year! I am writing to let you know that your student(s) will be continuing in the ELD (English Language Development) program this school year at ____________________. I am very excited to have your student(s) back at school!

If at any time you have any questions or concerns about the ELD program or your student’s progress in school, please call me at ___________.

I am looking forward to a great year!

Sincerely,

ELD Teacher

__________Elementary

ELD Program: Monitored Student

Dear Parents:

I am excited to start another year at ________Elementary and in the ELD program! I am writing to let you know that your student has met the requirements to be on “monitor” status for the ELD (English Language Development) program this school year.

“Monitor” status means that your child will not attend ELD classes, but I will check on and monitor their progress in the classroom throughout the year.

If at any time you have any questions or concerns about the ELD program or your student’s progress in school, please call me at____________________.

You may also email me at ____________________

Sincerely,

ELD Teacher

______________ Elementary

Elementary ELD Checklist August/September: ☐ Student Identification: Check Home Language Surveys for New Students/K. Ask secretaries to print enrollment forms with language surveys and place in cum files. Beth Kasper will receive Infinite Campus (IC) alerts for new students with languages marked and will notify appropriate personnel. ☐ Testing/Caseloads: Test new students/K with W-apt or WIDA Online Screener. Enter results to Infinite Campus and update student form in IC completely. Print initial Caseload. (Remember this is your “7-Day Roster” and many changes happen with enrollment numbers through Labor Day with our EL population.) ☐ Schedules: Use the Delivery of Instruction Form to determine student placements for creating groups and scheduling. Create schedule; share with your principal, secretaries, and Beth Kasper (via Office 365 Folder) ☐ Dashboards: Complete ELD dashboards for new students; update for returning students as needed. Keep in ELD teacher file until end of year or student moves. ☐ Testing/Modifications: Provide testing exemptions and modifications to your counselor regarding State and District testing (this should also been entered in IC)—check to see how your building handles this information. ☐ Mainstream Teachers: Share dashboards with your students’ classroom teacher so they have information regarding past and current language proficiency, as well as instructional and test modifications that will be provided throughout the year and on standardized tests (NWEA, MAP).

• Other Optional Materials to share with teachers: • WIDA “Can Do” Descriptor Forms • Culturegrams—available through Mid-Continent Public Library research

databases. Good to share at the beginning of the year, or throughout. ☐ Parent Paperwork: (can be found in ELD Forms file on Office 365) Send Parent Permission Form to new families. Get returned (signed) form and file in cum and ELD teacher file. Send personalized “Welcome and Intro to the Program” letter with permission form. Send Welcome Back Letters to returning families or Monitor Year 1 families. Send home Image and educational Record Permission Form—collect signed forms; Keep a file in your files and give rest to the school office. Note who may not be photographed or video-taped while in ELD class. ☐ ELD Classes: start classes as soon as possible. While we do a lot of “ELD CSI” the first few weeks finding information about students, there is the expectation that ELD classes start as soon as possible. If you can, start a partial schedule (i.e. see students who are Newcomers or those you know really well. You could also do walk-throughs and/or push-in at this time). Please work with your principal on this and let Beth know if you need support. ☐ ELD IC Check: September 1st check Infinite Campus for completion and accuracy.

October/November: ☐ ELD IC Check: October 1st check infinite Campus for completion and accuracy—this is the count used to order ACCESS tests so it is very important this count is correct. ☐ Monitored Student Check #1: Have classroom teachers complete ELD Monitored Student forms for students on Monitor Year 1 and Monitor Year 2; hold onto—you will ask teachers to complete these again in January. ☐ Parent Contact: Conferences are in Oct —assist your classroom teachers in scheduling conferences

• Attend as many conferences with your teachers/families as you can • Use the Argo Interpreter Services and your cellphone if you need an interpreter • It is a good idea to block out 2 conference times if using an interpreter as it sometimes

takes a little longer ☐ ELD IC Check—November 1st check Infinite Campus for completion and accuracy December/January/February: ☐ ELD IC Check—January 1st check Infinite Campus for completion and accuracy ☐ Monitored Student Check #2: Have classroom teachers complete ELD Monitored Student forms for students on Monitor Year 1 and Monitor Year 2; hold onto—you will ask teachers to complete these again in May. ☐ ELD ACCESS TESTING: attend ½ day in-district training; complete on-line training; create tentative schedule for testing; notify building teachers of up-coming testing dates; complete test preparations with students; follow procedures and protocol for testing. Contact Beth Kasper with any problems or concerns. March/April: ☐ ELD IC Check: March 1st check IC for completion and accuracy. ☐ MAP TESTING: Provide modifications for students taking MAP testing—per your students needs and per your building’s test protocol. May: ☐ ELD IC Check: May 1st check IC for completion and accuracy ☐ Monitored Student Check Final: Have classroom teachers complete ELD Monitored Student forms for students on MY1 and MY2; review and file in ELD teacher file and cum file. Change classification on Monitor Form. ☐ Transition Meetings with Middle School—

• Complete end of year paperwork for 5th graders transitioning to grade 6 • Schedule transition meeting with secondary ELD teacher, prepare and deliver

files. ☐ ACCESS Scores –Review (hopefully they arrive in May); access them online

• Review scores

• Print a copy for: (1) parent (2) ELD file (3) Cum file (4) Optional: classroom teacher

☐ Paperwork: End of Year • Update dashboards and portfolios • Determine students who will reclassify by ACCESS or by Portfolio

☐ Parent Information-- • Send home: ACCESS test scores • Spring Letters—explaining if students will continue in ELD, or reclassify to MY1

☐ Student Roster—Usually we create a tentative caseload; since IC is new this year—we will wait for more information on how tentative caseloads will be created On-going Check Infinite Campus for accuracy. THIS IS NEW!! So we will all be very patient with ourselves and each other about mistakes and about the frustrations of learning a new way of doing something and learning a new computer database system. Call Beth if you have issues (we ALL will! ) We will get it worked out. There are people to help us! Assessments

• F&P Reading Assessments: Given by classroom teachers • NWEA Testing and MAP—provide accommodations as needed for your ELs in your

building—follow your students’ dashboards for their accommodations provided. Each building handles this in a different manner. It is acceptable for students to receive those accommodations for other school personnel if the ELD teacher has a large caseload or is unable to provide the accommodations for other reasons (i.e. scheduling).

Other Information

• This year we will be hosting a District-Wide ELD Parent Night--date and time TBD • Plan for your own school ELD Family Event and or/porch visits (never go solo on

porch/home visits). • Set your family event on your school’s calendar • Make sure to use your budget money as allocated for the event • Check the ELD Sharepoint for ideas if you need them • Consider planning an event with another ELD teacher/school

Argo Interpreting

• We have access to Argo Interpreting Services for any families with whom we need an interpreter. See the information sheet in the ELD Sharepoint for information on accessing the system. If you need assistance using Argo, let Beth Kasper know.

• Also--please review with your registrars and secretaries how to use the Argo system so that they are comfortable using it when enrolling or meeting with new families.

Secondary ELD Checklist August/September:

☐ Student Identification: Registrar office sends e-mail to ELD teachers to identify potential new ELs enrolling in the district. Beth Kasper will also get notifications through Infinite Campus on any new potential EL and notify ELD staff. ☐ Testing/Caseloads: Test new students with WIDA Online Screener on laptop with DRC testing system loaded.

• If needed, check with district ELD Facilitator or mentor ELD teacher for training for administering testing.

• Add qualifying student’s information to Infinite Campus and complete paperwork documentation of qualifying services (registrar, parents, etc.)

• See Identifying ELs section of ELD Handbook for more information: paperwork to be completed includes Student Dashboard, Parent Permission Form.

☐ Dashboards: Complete ELD dashboards for new students; update for returning students as needed. Keep in ELD teacher file until end of year or student moves. ☐ Testing/Modifications: Provide testing exemptions and modifications to your counselor if needed regarding State and District testing (this should also been entered in IC)—check to see how your building handles this information. ☐ Mainstream Teachers: Inform EL students’ mainstream teachers of ACCESS scores—with Can Do Descriptors Form, Modifications and Accommodations information.

• Other Optional Materials to share with teachers: o Culturegrams—available through Mid-Continent Public Library research

databases. Good to share at the beginning of the year, or throughout. o Other “Tips for Working with ELs” Handouts in the ELD Sharepoint

☐ Student Information/Parent Contact: • Have student get signed Picture Release • Have students type an email or note to their teachers to explain what helps them,

the language they speak at home, this is how I pronounce my name, etc. • Contact EL parents and introduce yourself.

☐ ELD IC Check: September 1st check Infinite Campus for completion and accuracy. Oct/November ☐ ELD IC Check: October 1st check infinite Campus for completion and accuracy—this is the count used to order ACCESS tests so it is very important this count is correct. ☐ Monitored Student Check #1: Have classroom teachers complete ELD Monitored Student forms for students on Monitor Year 1 and Monitor Year 2; hold onto—you will ask teachers to complete these again in January. ☐ ELD IC Check—November 1st check Infinite Campus for completion and accuracy

December/January/February: ☐ Enrollment—begin conversations about enrollment—If students transition from middle to high school, contact high school ELD teachers to make class recommendations and botany EL enrollment sheet. ☐ ELD IC Check—January 1st check Infinite Campus for completion and accuracy ☐ Monitored Student Check #2: Have classroom teachers complete ELD Monitored Student forms for students on Monitor Year 1 and Monitor Year 2; hold onto—you will ask teachers to complete these again in May. ☐ ELD ACCESS TESTING: attend ½ day in-district training; complete on-line training; create tentative schedule for testing; notify building teachers of up-coming testing dates; complete test preparations with students; follow procedures and protocol for testing. Contact Beth Kasper with any problems or concerns. ☐ Enrollment—High School Enrollment. March/April: ☐ ELD IC Check: March 1st check IC for completion and accuracy. ☐ MAP TESTING: Provide modifications for students taking MAP testing—per your students’ needs and per your building’s test protocol. ☐ Summer School: Sign ups for summer school at this time. May: ☐ ELD IC Check: May 1st check IC for completion and accuracy ☐ Monitored Student Check Final: Have classroom teachers complete ELD Monitored Student forms for students on MY1 and MY2; review and file in ELD teacher file and cum file. Change classification on Monitor Form.

☐ Transition Meetings Middle School with Elementary—

Schedule transition meeting with elementary ELD teachers to discuss 5th graders transitioning to 6th.

☐ ACCESS Scores –Review (hopefully they arrive in May); access them online

Review scores Print a copy for: (1) parent (2) ELD file (3) Cum file (4) Optional: classroom

teacher

☐ Paperwork: End of Year

Update dashboards and portfolios Determine students who will reclassify by ACCESS or by Portfolio

☐ Parent Information--

Send home: ACCESS test scores Spring Letters—explaining if students will continue in ELD, or reclassify to MY1

☐ Student Roster—Usually we create a tentative caseload; since IC is new this year—we will wait for more information on how tentative caseloads will be created.

On-going

Check Infinite Campus for accuracy. THIS IS NEW!! So we will all be very patient with ourselves and each other about mistakes and about the frustrations of learning a new way of doing something and learning a new computer database system. [Symbol] Call Beth if you have issues (we ALL will! [Symbol]) We will get it worked out. There are people to help us!

Assessments

o NWEA Testing and MAP (are given at the middle school level)—provide accommodations as needed for your ELs in your building—follow your students’ dashboards for their accommodations provided. Each building handles this in a different manner. It is acceptable for students to receive those accommodations for other school personnel if the ELD teacher has a large caseload or is unable to provide the accommodations for other reasons (i.e. scheduling).

Other Information

This year we will be hosting a District-Wide ELD Parent Night--date and time TBD

• Plan for your own school ELD Family Event and or/porch visits (never go solo on porch/home visits).

• Set your family event on your school’s calendar • Make sure to use your budget money as allocated for the event • Check the ELD Sharepoint for ideas if you need them • Consider planning an event with another ELD teacher/school

Argo Interpreting

o We have access to Argo Interpreting Services for any families with whom we need an interpreter. See the information sheet in the ELD Sharepoint for information on accessing the system. If you need assistance using Argo, let Beth Kasper know. o Also--please review with your registrars and secretaries how to use the Argo system so that they are comfortable using it when enrolling or meeting with new families.

Resources:

Identifying and reclassifying English learners: Guidance on Missouri’s Entry and Exit Criteria

Identifying, Supporting and Reclassifying English Learners with Disabilities

Developed by Ryan Rumpf Director of ELD Curriculum,

Missouri Department of Elementary and Secondary Education.

EDUCATING LINGUISTICALLY DIVERSE STUDENTS: Requirements & Practices, Missouri Department of Elementary and Secondary Education

WIDA Website https://wida.wisc.edu/login

Park Hill ELD Handbook Contributors:

Melisha Colon, ELD Teacher

Caitlin Fudge, ELD Teacher

Beth Kasper, ELD Facilitator

Michele LaBarca, ELD Teacher

Marcy Schumacher, ELD Teacher

Stephanie Thompson, ELD Teacher