Polk School District ELL Plan 2013-2014

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Polk School District

ELL Plan

2013-2014

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Table of Contents

Table of Contents Page 2

Rationale Page 3

Program Description Page 3

ELL Definition Page 3

Identification of ELL Students Page 3

Assessment of ESOL Status Page 4

Language Assessment Conference Page 4

Exiting ESOL Students Page 5

Monitoring Success of Former ESOL Students Page 6

Placement Procedures for ELL Students Page 6

Evaluation for Placement in Content/Special Programs Page 7

Special Programs Page 8

ELL Participation in Regular Education Page 9

Statewide Assessments Page 10

Parental Involvement and Notification Page 13

ESOL Program Evaluation Page 13

Glossary Page 16

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English to Speakers of Other Languages ESOL Program Plan Rationale:

An ESOL program plan is designed to provide consistent and non-discriminatory procedures

throughout each school within Polk School District as recommended by the U.S. Office for Civil

Rights, Department of Education. The Civil Rights Acts of 1964 requires local school districts to

provide an alternative program of service when there are students who are limited English

proficient and are unable to participate effectively in the district’s regular instructional

program.

ESOL Program Description:

The English to Speakers of Other Languages (ESOL) program is offered to all English Language

Learners who meet the testing eligibility criteria. This program aids in the success of a limited

English proficient student in an English-speaking classroom. Polk School District’s goal is to

have students succeed in all four language skills (speaking, listening, reading, and writing) both

socially and academically. We also want them to understand and function successfully in all

environments and settings. Immersion in an English-speaking environment with guidance from

the ESOL teacher and accommodations provided by all other school personnel will produce the

results necessary. The ESOL teacher shall have the ESOL endorsement issued by the Georgia

Professional Standards Commission (GaPSC), and the ESOL class is limited to the maximum size

specified in State Board of Education Rule 160-5-1-.08 Class Size. Our service models include:

pullout and scheduled class periods.

English Language Learners (ELL):

A limited English proficient student is one whose native/first/dominant language is not English,

and who is eligible for services in accordance with Rule 160-5-4-.02 Language Assistance:

Programs for English Language Learners (ELL) and PSD Policy IDDG.

Identification of ELL Students:

A three-question Home Language Survey is completed by every student when initially

registering in the district to determine if there is the influence of a language other than English.

This survey will identify any languages other than English that are:

First learned or acquired by the student.

Used by the student in the home.

Used by the student outside of school.

If the primary language is other than English, school personnel will work with the parents to

complete the Language Minority Student Educational Profile. This interview collects

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background data on the student to assist in determining the identification of an ELL student. At

this time school personnel will explain the ESOL program to the family, either through a

translated description or an interpreter.

Using the information obtained from the Home Language Survey and the information from the

Language Minority Student Educational Profile, the designated school staff member will

schedule testing.

If the student has a language other than English noted on his Home Language Survey, the

designated school staff member trained in the administration of the WIDA ACCESS Placement

Test (W-APT) will test the student within seven days of enrollment. If the student qualifies, the

Initial ESOL Referral form will also be completed, and a blue ESOL file will be started for the

student.

Assessment of ESOL Status:

Within seven days of completion of the Home Language Survey and the Language Minority

Student Educational Profile, the WIDA ACCESS Placement Test (W-APT) is administered to the

student by the designated trained school staff member. The W-APT will result in a score for

each language domain: Listening, Speaking, Reading and Writing.

A student must score below 5.0 on the W-APT to be eligible for English language assistance

services. There is no reference to TIERS on the W-APT only LEVELS. This is a distinguishing

difference from the scores of the ACCESS for ELLs. A language Assessment Conference (LAC) is

held to determine eligibility of services for students that are borderline. Also, teachers and

administrators can refer to the Eligibility Chart for guidance.

Language Assessment Conference:

A language Assessment Conference (LAC) is convened within seven school days of the

completion of the student’s W-APT and/or upon receipt of previous school records. The team

members will determine if the student needs ESOL services:

Determine whether the students requires ESOL services based upon the test scores (W-APT)

Type of services child will receive

Determine any accommodations necessary in the regular classroom

Determine is the student has sufficient language skills to participate in the regular

classroom instruction with no accommodations.

The LAC shall consist of the ESOL teacher, the student’s regular education teacher(s), parent

and/or guardians, and any other concerned parties.

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The LAC determines the most appropriate placement for the borderline students with

recommendations for additional services and monitoring. All determinations will be

documented on the Language Assessment Conference Record and the ELL Student Skills

Checklist, and will be kept in the student’s cumulative record file and district-designed ESOL

folders (blue) kept by the ESOL teacher.

ESOL student records will include:

Home Language Survey and Language Minority Student Educational Profile (Forms A/B)

LAC Record Form and ESOL Checklist

Evaluation of Classroom Performance Form

W-APT Scoring Documentation

Consent for Testing Form

ESOL Notification of Services No Longer Necessary (when appropriate)

ESOL Grading Conference Form

Testing Participation Documentation for Eligible ELL Students and Recommended Testing Accommodations (Includes Deferment)

Parents will be sent the Notification of English language Development Program Placement form

if the student is found eligible. This form will also indicate the type of service(s) the student will

receive. If a parent(s) decide against the student receiving services, the Parent Waiver of ESOL

Services form must be sent home. A signature is required, and this document must be placed in

the permanent record, as well as the students blue ESOL folder.

Exiting ESOL Students:

All ESOL students are evaluated each spring using the ACCESS. The ACCESS is administered by

the ESOL teacher that has undergone specific training in test administration of the ACCESS. The

ACCESS is scored based upon proficiency levels.

Students scoring at the Proficiency Level 4 (Tier C) will have their reading comprehension scores

from the Criterion-Referenced Competency Test (CRCT) carefully reviewed. If they have scores

at or above proficiency on the state assessment of reading comprehension (on the CRCT), then

they are referred for a Language Assessment Conference (LAC) to determine whether the

student should continue receiving ESOL services or whether services are no longer needed.

Students scoring at the Proficiency Level 5 (Tier C) will have their reading comprehension scores

from the Criterion-Referenced Competency Test (CRCT) carefully reviewed. If they have scores

at or above proficiency on the state assessment of reading comprehension (on the CRCT), then

the student is considered proficient in English language skills and services are no longer

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required. When students are found to be no longer eligible, the ESOL Notification of Services

No Longer Necessary form must be sent to inform parents.

Monitoring Success of Former ESOL Students:

Exited ESOL students are monitored for two calendar years after exiting the ESOL program. The

designated staff member(s) at their respective schools will monitor students. The following

areas will be observed, using the Post-Exit ESOL Monitoring form, at the end of each semester:

the student’s grades, standardized testing scores, attendance record and teacher evaluations.

This information will be kept in the student’s cumulative folder, using the ESOL Cumulative

Profile form.

If monitoring shows that the student is falling behind in classroom work and/or English

language skills, the student will be referred to the Response to Intervention (RTI) team. It will

be determined at the RTI meeting is ESOL testing is needed for return placement into ESOL

while accommodations/interventions are tried in the classroom. As stated in the Georgia ESOL

Resource Guide, “return to designated ESOL services is only available upon meeting eligibility

criteria.” If the student does not qualify for ESOL, or it is determined the problems are not due

to limited English proficiency, alternative placements/screening will be considered, along with a

possible referral to the Student Support Team (SST).

Placement Procedures for ELL Students:

ESOL Services

The state funding guidelines will fund one segment of ESOL instruction for grades K through 3,

two segments for grades 4 through 8, and up to five segments for grades 9 through 12. Pre-

Kindergarten is not funded through this program.

Recommendations

Each student will receive five segments of instruction per week or the yearly equivalent.

Segment lengths will follow the same guidelines as all state-funded subject areas: one-sixth of

the instructional day.

Grades K-3 – 45 minute segments

Grades 4-5 – 50 minute segments

Grades 6-12 – 55 minute segments

All students enrolled in an ESOL segment will be enrolled in the appropriate ESOL course

number for their initial segment of instruction. These course numbers are found in Georgia

Board of Education Rule 160-4-2-.03 List of State-Funded K-8 Subjects and 9-12 Courses.

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The high school offers sheltered courses in order to allow students to generate more units of

credit in content areas. These courses use content area material as the medium to teach the

four English language skills plus American cultural concepts. Instructors are responsible for the

Georgia Performance Standards, as well as the WIDA standards. The instructor shall meet all

requirements to teach both ESOL and the content area. The sheltered or content area ESOL

class has only ESOL eligible students and utilizes the ESOL maximum class size. The ESOL

student is enrolled in the content course, but is reported as an ESOL segment for funding

purposes. If successfully passed, the student receives a unit of credit for the content area

course.

As a student becomes more proficient in English, every attempt should be made to increase

exposure to native English language speakers, and their number of ESOL class periods should be

reduced accordingly.

Evaluation for Placement in Content Area Classes and For Other Special

Programs:

Teachers trained in ESOL strategies should teach all content area classes. Each year the ESOL

teachers will give an Annual Overview of the ESOL program, as well as strategies found to be

successful in working with ESOL students. Emphasis must be placed on academic enrichment

and remediation.

Some students enrolling are Limited Formal Schooling or Interrupted Education students.

These terms characterize student who have recently arrived in the United State who have little

or no formal schooling and are at least three grade levels behind peers their own age. They

have exhibited pre- or semi-literacy, and will perform significantly below grade level.

Placement of these students will be based on completed formal years of schooling and age

appropriateness. Age appropriateness for elementary students is defined as not more than one

year below the same-aged native English-speaking peers. Age appropriateness for middle and

high school students is defined as not more than two years below the same-aged native

English-speaking peers. Regardless of successful completion of years of formal school, a child

who is sixteen years or older will be placed at the high school level. High School students will

not be placed in a grade lower than what is determined by transcript evaluation.

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High School Course Recommendations

Depending on English proficiency level of high school students as determined by ESOL eligibility

testing, the students are designated as NEP, ELL beginner, ELL intermediate, or ELL advanced.

NEP = A non-English proficient student who cannot read, write, or communicate in any

way in English.

ELL Beginner = A limited English proficient student who scores between the first and

second levels of the W-APT.

ELL Intermediate = A limited English proficient student who scores between the second

and third levels of the W-APT.

ELL Advanced = A limited English proficient student who scores between the third and

fourth levels of the W-APT.

It is highly recommended that a writing sample be included as part of the assessment process

and ESOL level determination.

NEP and ELL beginner students may be placed in two to three segments of ESOL, plus physical

education, art, chorus, and an appropriate mathematics and science class.

Intermediate ELL students go to one to two segments of ESOL, appropriate electives,

mathematics, science, and possibly a social studies.

Advanced ELL students take one segment of ESOL or sheltered language arts, and any content

area courses offered.

Special Programs:

Students served in ESOL will also be served through any other appropriate special program

offered within the school system. ELL students have equal opportunity to participate in all

special programs for which they qualify. With regard to any student who is in need of special

education or gifted and talented services, schools must follow the referral procedures as

outlined in the specific program criteria. Once a referral is made, the required testing is done

and if the student qualifies, an appropriate placement is made and serviced begin. The schools’

designated personnel for testing in any special program will determine an ELL student’s

eligibility for services.

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ELL Participation in Regular Education:

Accommodations

In certain situations, individual needs of ELL and ELL-M students may warrant appropriate

accommodations in general education courses while they are being served in ESOL and for two

calendar years after exiting the program. These accommodations shall be determined by a

documented meeting of the ELL Testing Participation Committee. The ESOL teacher will

provide the accommodations sheet to regular education in order for all the ELL students’

teachers have a clear understanding of what accommodations are required by the plan.

Accommodations as outlined in the strategy section of the Georgia ESOL Resource Guide

and/or those specifically recommended by the student’s ESOL teacher.

Grading of ELL Students

Grading modifications are made for all ESOL students whose lack of English proficiency

interferes with the student’s ability to achieve. This is determined through the W-APT scores,

previous grades, and teacher observation.

Elementary School

Teachers may use reduced or simplified spelling lists, reduced level of assignments and extra

time with computer-assisted learning activities. Paraprofessionals may work with individual

students as needed. Testing for ESOL students may also have accommodations. The work

accommodations for each student are based upon their level of English proficiency.

Middle School

See the elementary school recommendations.

High School

The following procedure should be used with high school students. Accommodations of all

ESOL students will be determined through collaboration of the ESOL teacher and the content

area teachers. Progress reports will indicate the student’s progress toward mastery of the

curriculum. The progress report may contain the explanation “Limited English Proficiency is

hindering progress in this class.” At the end of the semester, the content class teacher and the

ESOL teacher will determine if each ESOL student in the class has mastered enough of the

curriculum to project success in the next sequential course. If the student has mastered

sufficient GPS objectives, the student will receive the grade earned. If the student has not

mastered sufficient portions of the GPS, and the teachers determine that lack of mastery is

based on the student’s level of English proficiency, the student may receive an “audit”

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indicating no credit earned. The ESOL Grading Conference form will be used. The audit remains

on the transcript until the end of the second semester of the same year. At the end of the

second semester, the teachers repeat the process and determine whether to give a grade or an

audit.

If the student has demonstrated knowledge of the curriculum, he or she will receive a grade for

second semester and a grade change for the first semester audit. Thus, the student receives

credit for the entire year.

If the student has not demonstrated knowledge of the curriculum, and the teachers determine

that the problem is a lack of English proficiency, the student may receive an audit for the entire

year and will receive no credit. The student will repeat the class the following year.

If the student has not mastered sufficient portions of the GPS, and the cause is not the

student’s limited English proficiency, the student will receive the grade he/she earns for the

course. This grading determination, once approved by the student’s ESOL teacher, content

area teacher, and a designated administrator will be translated and sent home to the parent.

Students will either receive a grade or an “audit” for elective courses at the end of each

semester. If the student receives an “audit”, the student will have to repeat the course. A

grade or “audit” decision will be based on the same procedures listed above.

Grade reports will indicate student progress toward mastery of the content rather than English

proficiency level, in course other than ESOL.

Promotion and Retention

Students may not be retained based on a lack of English proficiency.

Units of Credit

Units of credit are awarded for ESOL courses either as elective or core, based on the course

number, under the main subject area of English/Language Arts.

Statewide Assessments:

The following guidelines apply only to students who are eligible for ESOL services per State

Board of Education (SBOE) Rule 160-4-5-.02 Language Assistance: Program for Limited English

Language Learners. For assessment purposed, these ESOL-eligible students are ELL, even if they

are not currently enrolled in the state-funded ESOL program.

Per SBOE Rule 160-3-1-.07 Testing Programs, students who have been defined as English

Language Learners (ELL) shall participate in all assessment programs. These student shall be

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coded ELL on each test answer document. Therefore, students not qualifying as ELL shall not be

coded as ELL on a test answer document.

High school graduation requirements dictate that students must accrue an identified number of

credits that can be attained only through mastery of course content. Georgia state law requires

passage of the Georgia High School Graduation Tests in five content areas before a student can

graduate. Although accommodations can be made to assist student learning, exceptions

cannot be made for the required passing scale score.

Deferment

ELL students enrolling for the first time in a U.S. school may receive a one-time deferment from

a content area assessment, other than mathematics or science, if their proficiency in English

indicates that testing is not in the best educational interest of the student. The one-time

deferment may occur during the first twelve months of enrollment in a U.S. school. This

deferment requires a documented meeting of the ELL Test Participation Committee. Any ELL

student receiving a deferment shall participate in the state adopted language proficiency

assessment. No student may be deferred from any mathematics or science content area

assessment, nor may any student be deferred from the End of Course Tests (EOCTs) regardless

of the length of time in a U.S. school.

Testing Accommodations

Information on ELL student accommodation guidelines is found in the Georgia Student

Assessment Handbook in the section labeled “Considerations for Testing English Language

Learners.”

For some ELL students, a deferment is neither appropriate nor possible. Accommodations will

be determined by the documented meeting of the ELL Testing Participation Committee on the

ELL/TPC form prior to the first administration of any statewide assessment. The continued use

of accommodations must be reviewed and documented annually by this same committee.

The accommodations selected for use by the ELL Testing Participation Committee will reflect

the practices used in the student’s respective mainstream education classes.

Administration of the assessments using test accommodations shall be according to the

established guidelines and procedures in the Examiner’s Manual and the Georgia Student

Assessment Handbook.

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The English Language Learner Testing Participation Committee

The ELL Testing Participation Committee shall be comprised of a minimum of three members.

The members will consist of the ESOL teacher currently serving the student with English

language assistance, school level administrator, a representative mainstream teacher(s)

currently serving the student and whenever possible and/or appropriate, the student’s

parent(s) or guardian(s). Others that could be invited include; the student (over 18), counselor,

school psychologist and lead teacher.

Documentation of each ELL Testing Participation Committee form shall be placed in the

student’s permanent record and in the blue ESOL folder. A copy must also be sent to the

district Testing Coordinator. This document must have all the appropriate signatures.

Responsibilities of the District ESOL and Test Coordinators

All efforts regarding testing issues involving ELL students will be coordinated and supervised by

both the district Testing Coordinator and the district ESOL Coordinator.

Responsibilities of the District ESOL Coordinator

Ensures that all assessments and in certain cases, conferences relating to a student’s ESOL eligibility are documented prior to assigning ELL status.

Acquires and maintains current information on the statewide testing program including the section, Consideration for Testing English Language Learners, in the Georgia Student Assessment Handbook.

Acquires and maintains current information of state rules and the deferment/accommodation process for ELL students.

Provides technical assistance to teachers in test administration.

Ensures that appropriate documentation is maintained for all ELL students.

Ensures that ELL students have appropriate test-taking experience or have been taught test-taking skills prior to taking the test.

Informs the district Test Coordinator of the number of students who must receive each accommodation allowed by state regulation.

Schedules alternative activities during testing for deferred ELL students.

Ensures that the following activities are completed by ELL/ESOL personnel in preparation for Georgia High School Graduation Test and Georgia High School Writing Test.

Discusses the GHSGT and GHSWT with the ESOL teachers the importance of informing students and parent(s) or guardian(s) of the requirements.

Informs ELL teachers the importance of informing the students and their parent(s)/guardian(s) of pertinent test information and the role of the ELL/TPC in identifying test accommodations, if any, which the student may require in order to participate.

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Discusses with the ELL teachers the importance of informing the student and parent(s) or guardian(s) the consequences of the student not passing the GHSGT and the GHSWT. Such a discussion should include the state rule and relevant local policy, if any. Discussions will be documented and maintained.

Informs the district Test Coordinator of the names of ELL students receiving deferments. This list should specify which tests or subtests are subject to deferment.

Responsibilities of the District Test Coordinator

In addition to the duties outlined in the Georgia Student Assessment Handbook for all students,

the district Test Coordinator will work with the ELL student’s ESOL teacher to communicate to

parent(s) or guardian(s) of students with ELL/TPC plans, and pertinent information regarding

the examinations necessary for high school graduation.

Parental Involvement and Notification:

Enrollment

When a student enrolls in the district, and it has been determined that this student has ELL

status, an explanation of the ESOL program and available services will be explained to the

student and parent(s) or guardian(s) in an appropriate language either orally or in writing. The

Description of District English Language Development Program form should be used to deliver

this information.

Parent or Guardian Communications

Provision of translated materials and interpreters for all communications with parents will be

coordinated at the district level.

Polk School District uses interpreters to create the appropriately translated information that

needs to be distributed to the parents and guardians in their native language. All district

directors and school level administrators have been trained on how to request interpreter

services. These individual are able to have access and print all necessary/required NCLB and

state documents in multiple languages.

ESOL Program Evaluation:

Like their native English-speaking peers, English language learners vary in abilities, motivation

and readiness to learn. Research states that it takes two to three years to gain common

communicative proficiency but five to seven years to gain full academic proficiency. The native

language proficiency levels, and the age and time of arrival at school are also a significant

factor. Moreover, access to effective teaching and educational services influence the length of

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time it takes to learn English and to learn subject matter in English. In short, time frames for

learning language and subject matter cannot be pre-determined.

Our district goal for language minority students is:

After five years, language minority students achieve at the same academic level as non-

language minority students.

The following data will be gathered within the district:

Achievement of ELL students both in English language proficiency and academics.

Graduation rate after exit from the ESOL program.

Drop out and retention rates of ELL students.

Description of the ESOL service delivery models and methods employed by the district

Density of ELL population in each school.

Amount and location of each ELL student’s academic experience.

Number of ELL students eligible for Free/Reduced lunch.

Number of ESOL segments each student receives.

Daily attendance of ELL students.

Length of time in US schools for ELL students.

Length of time in district schools for ELL students.

Any other data elements required by SDRC and/or DOE.

The “status report” will include the following:

Identification: number of students currently enrolled in the district by school and

ethnicity, number of language minority students by school, and number of language

minority students by language.

Assessment: number of students assessed using the W-APT eligibility criteria by school,

number of identified ELL students by school, all standardized test data on students

coded as ELL by school, all standardized test data on students who have exited ESOL

with the last two academic years, and the number of identified ELL and language

minority students by language.

Program: number of ELL students served by ESOL by school, number of ELL students

exited from the ESOL program, number of ELL students enrolled in the Gifted Program,

number of ELL students enrolled in Special Education, number of ELL students enrolled

in CTAE classes, number of ELL students served by Title I, and the class size of each ESOL

segment.

Staff: names/qualifications/certification of staff serving ELL students, a copy of the class

roster for each ESOL teacher by period/school, description of training activities for ESOL

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personnel for the last school year, number of teachers who have the ESOL

endorsement, number of ESOL-endorsed teachers instructing in state-funded ESOL

program, number of teachers with a provisional/probationary/permit for ESOL

endorsement currently teaching in the state-funded ESOL program, and the number of

certified teachers who received pre-service or in-service training in specific needs of

limited-English proficient students.

Program Evaluation: Title III is required under NCLB to report the progress and

proficiency of English language learners annually and to monitor LEAs regarding the

implementation of program requirements and expenditures of federal Title III funds.

Title III Annual Measurable Academic Objectives (AMAOs) are reported to the US

Department of Education at the LEA and state levels.

AMAO 1: Progress – progress refers to the percent of students that demonstrate

Annual Progress in English Language Acquisition (APLA). APLA will be defined as Full

Academic Year (FAY) ELL students who move in a positive direction from one cohort

performance band to another annually as measured by ACCESS for ELLs.

AMAO 2: Attainment of Proficiency Indicator I– attainment of proficiency refers to the

percent of ELL that attain proficiency in English. Georgia has defined Proficiency as

obtaining an ACCESS composite score of 5.0 or higher on the Tier C version of the test,

which is the most comprehensive.

Attainment of Proficiency Indicator 2 – this indicator will be reported to

describe the percent of all students who exited ELL services. For this indicator, exiting

ELL includes both 1) students who achieve Proficiency Level 5 on ACCESS Tier C and 2)

student who exited based on LAC determination.

AMAO 3: LEA Subgroup Made AYP – making AYP is determined by the performance of

the LEA’s ELL subgroup for Title I AMO Accountability for AYP. If the LEA’s ELL subgroup

makes AYP, the LEA meets the requirements of AMAO 3.

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Glossary

AMAO: Within Title III of ESEA, each state is required to determine Annual Measureable Achievement Objectives (AMAOs). AMAOs indicate how much English language proficiency (reading, writing, speaking, listening, and comprehension) children served with Title III funds are expected to gain each year. See also CCRPI for similar content area requirements.

Content Area: Generally refers to academic subjects in school; e.g., math, science, English/language arts, reading, and social sciences. Language proficiency (English or other language) may affect these areas, but is not included. Assessments of language proficiency differ from those of language arts.

ELL: English Language Learners (ELLs) are students whose first language is not English and who are in the process of learning English. Also see LEP.

Entry Criteria: A set of criteria for designation of students as English language learners and placement in bilingual education, ESL, or other language support services. Criteria usually include a home language survey and performance on an English language proficiency test.

ESOL: program for English for speakers of other languages (see ESL).

Exit Criteria: A set of criteria for ending special services for English language learners and placing them in mainstream English only classes as fluent English speakers. This is usually based on a combination of performance on an English language proficiency test and grades, standardized test scores, or teacher recommendations. In some cases, this re-designation of students may be based on the amount of time they have been in special programs.

Home Language: Language student speaks at home, with family.

Language Minority: A person or language community that is not from the dominant language group. In the U.S., a language-minority child may be bilingual, limited-English proficient, or English monolingual.

Language Proficiency: To be proficient in a second language means to effectively communicate or understand thoughts or ideas through the language's grammatical system and its vocabulary, using its sounds or written symbols. Language proficiency is composed of oral (listening and speaking) and written (reading and writing) components as well as academic and non-academic language.

Native Language: The language a person acquires first in life, or identifies with as a member of an ethnic group.

Pull-Out Model: A program in which LEP students are "pulled out" of regular, mainstream classrooms for special instruction in English as a second language.

http://www.ncela.gwu.edu/expert/glossary.html#NCLB

http://www.ncela.gwu.edu/expert/glossary.html#ayp

http://www.ncela.gwu.edu/expert/glossary.html#esl

http://www.ncela.gwu.edu/expert/glossary.html#LEP

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Sheltered Course: An instructional approach used to make academic instruction in English understandable to English language learners to help them acquire proficiency in English while at the same time achieving in content areas. Sheltered English instruction differs from ESL in that English is not taught as a language with a focus on learning the language. Rather, content knowledge and skills are the goals. In the sheltered classroom, teachers use simplified language, physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies and other subjects.

Polk School District ELL Plan 2013-2014

Documents

Transcript of Polk School District ELL Plan 2013-2014