· Web viewAlaska Department of Education & Early DevelopmentPlan of Service - Language...

PLAN OF SERVICEFY 2015-2019

for Limited English Proficient Students

Reviewed Annually by April 15th

Name of School District: Northwest Arctic Borough School District

Superintendent/Authorized Rep Annmarie O’Brien, Ed.D.

Email: [email protected] Phone: 907-442-1804

Program Coordinator: Cheryl Schweigert

Email: [email protected] Phone: 907-442-1815

The district hereby assures the Alaska Department of Education & Early Development that:

1. The school district will choose an educational approach to ensure that LEP students acquire English language proficiency in order to effectively participate in district academic programs. The district will provide a program of services and an instructional model for effective participation of LEP students consistent with the district’s obligation to provide equal educational opportunity to LEP students. If the district receives Title III-A funds, the Plan provides research-based program and instructional methods that are effective for LEP students.

2. The district will use appropriate methods such as a Parent Language Questionnaire, Language Observation Checklists, and the State approved English language proficiency screener assessment to screen and identify students who are limited English proficient.

3. The district will assess the educational progress of LEP students using the state academic content assessments in grades 3-10 and will annually assess English language acquisition using the state English language proficiency test in grades K-12.

4. The district will provide an appropriate number of qualified instructional staff consistent with the district student-staff ratio and resources necessary to provide services to LEP students.

5. The district will monitor the progress of LEP students to determine when an LEP student has achieved sufficient proficiency in English under 4 AAC 34.055(d) to be transitioned into a classroom where instruction is not tailored for LEP students.

6. The district will monitor the LEP student’s academic success in the district’s regular program.

7. The district will rely upon Alaska Regulation 4 AAC 34.055, the Elementary and Secondary Education Act, and Title VI of the Civil Rights Act of 1964 in the development of the plan of service, evaluation, and any modifications for the provision of services to LEP students.

8. The district will ensure that it is not in violation of any state or federal law regarding the education of LEP students.

9. The Plan of Service may be in effect for up to five years. The district assures that it will annually review the plan and update as needed to reflect current information.

CERTIFICATION: I certify that, to the best of my knowledge and belief, the information in this Plan of Service is true and correct, and that the district will comply with the above assurances.

Signature of Superintendent/Authorized Representative Date

Title Expiration Date of Plan

Alaska Department of Education & Early Development Plan of Service for Limited English Proficient StudentsForm 05-14-024 Updated December 2013

INSTRUCTIONS

Each school district with a school that is attended by at least eight LEP pupils is required to file a Plan of Service. The Plan of Service requirements are based on Alaska Regulation 4AAC 34.055, Title VI of the Civil Rights Act of 1964, and the No Child Left Behind Act of 2001. Districts receiving Title III-A funds will address those requirements in this plan. While developing their programs to serve Limited English Proficient (LEP) students, districts are encouraged to refer to the resources at these sites:

Office for Civil Rights Programs for English Language Learners: Resource Materials for Planning and Self-Assessments at http://www.ed.gov/about/offices/list/ocr/ell/index.html

The National Clearinghouse for English Language Acquisition at http://www.ncela.gwu.edu/

While establishing the educational theory and program approach, each district should take its individual circumstances into account.

Note: The Elementary & Secondary Education Act, amended as the No Child Left Behind Act, and the Alaska regulations use the term “limited English proficient” or LEP students. Other terms that are considered synonymous with this term are English learners (ELs), English language learners (ELLs), and English as a second language learners (ESLs). The term limited English proficient or LEP will be used in this document.

How to submit plan: Please send electronically to [email protected]

Required cover page with signature pages may be scanned and emailed or faxed to 465-2989 or mailed to:Alaska Department of Education & Early DevelopmentATTN: English Language Learner/ Title III-A ProgramP.O. Box 110500, Juneau, AK 99811-0500

Instructions

Enter the information directly after each element, or submit a separate document that includes these required elements. Attach the signed cover page and assurances.

1. Enter the plan’s expiration date on the cover page. The Plan of Service (POS) is due on April 15, and may be valid for up to 5 years, provided that all elements are up to date. The POS must be reviewed annually and revised as appropriate to reflect any changes or updated elements. The Plan becomes effective in the school year following the adoption of the plan.

2. Describe the district’s educational goals for limited English proficient (LEP) students. These goals must address both English language development and strategies for academic success.

Limited English proficient students will: comprehend spoken English in a variety of academic contexts within the school setting as

demonstrated by meeting growth increase expectations based on MAP RIT scores in reading and writing/language and/or reaching proficiency level on the reading Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) or AMP state standards’ assessments, with growth defined by a district/school-based targeted objective.

comprehend written English in a variety of academic contexts within the school setting as demonstrated by meeting growth increase expectations based on MAP RIT scores in reading and writing/language and/or reaching proficiency level on the writing Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) or AMP state standards’ assessments, with growth defined by a district/school-based targeted objective.


mailto:[email protected]

http://www.ncela.gwu.edu/

http://www.ed.gov/about/offices/list/ocr/ell/index.html

communicate in appropriate written English in a variety of personal, social, and academic contexts within the school setting as demonstrated by meeting growth increase expectations based on MAP RIT scores in reading and writing/language and/or reaching proficiency level on the Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs), AMP state standards’ assessments, with growth defined by a district/school-based targeted objective.

3. Describe the district’s procedures for identifying students with limited English proficiency, in accordance with the Guidance for Limited English Proficient (LEP) Student Identification and Assessment (Revised December 2013), available at the following link: http://education.alaska.gov/nclb/KeyComponentsNCLB.html. Include a description of how the district uses forms such as the Parent Language Questionnaire, the Language Observation Checklist, and the state-approved assessment for identification of English language proficiency (W-APT or MODEL). See Appendix A for the definition of a limited English proficient student.

When must the district determine if a student is an LEP student? Incoming kindergartners and older students new to the district from another state or country who are potentially LEP must be screened and identified as soon as possible after enrolling in school, and within 30 days after the beginning of the school year if enrolled at the beginning of the school year.

Note: A student that has already been identified as an LEP student who transfers into the district from another Alaskan district should not be re-screened. Instead, the sending district must transfer the student records within 14 days and must provide information about the identification of the student, including assessment results for the screening assessment (W-APT or MODEL) and the annual ELP assessment. See Requirements for Student Records Transfer in the Appendix.

3. Which students might be eligible to be identified as LEP students? Before a student is screened for English language proficiency, the district must determine if the student is included in one of the categories of students eligible to be identified as LEP in parts A-C of the definition above.

A) who is between 3 and 21 years old; B) who is enrolled or preparing to enroll in an elementary school or secondary school; C) who falls into one or more of the following categories of individuals: (i) an individual not born in the United states or whose native language is a language other

than English; and/or (ii) an American Indian, Alaska Native, or a native resident of the outlying areas (Virgin Islands,

Guam, American Samoa, or Northern Mariana Islands) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency.

4. How does the district determine if a student is not born in the US or whose native language is a language other than English? EED recommends that districts pre-screen with, at a minimum, the Parent Language Questionnaire (PLQ) as posted on the EED website (or a similar form). If the answer to question 1 or 2 in Part I or the answers to the questions in Part II or III of the Parent Language Questionnaire (PLQ) indicates that a language other than English is either spoken in the home, spoken to the student, or spoken by the student, the student would move to the screening assessment. The prescreening forms are found in the Appendix and are available on the EED website at http://www.eed.state.ak.us/nclb/KeyComponentsNCLB.html and also may be found within the Plan of Service document at: http://www.eed.state.ak.us/forms/home.cfm under the section heading Bilingual/Limited English Proficient students.

Note: Many parents may need assistance in understanding the form and answering the questions in the appropriate way to identify students who have a home language or language of influence other than English. It is not designed to identify students who come from an English


http://education.alaska.gov/nclb/KeyComponentsNCLB.html

background and are learning another language such as Spanish or an Alaska Native heritage language in order to know more than one language. District staff may talk with parents, including through the use of interpreters as appropriate, to clarify a parent’s understanding of the questions and their answers prior to assessing the student with an ELP screening assessment. Alaska Department of Education & Early Development Guidance for Limited English Proficient Students Revised December, 2013

5. How does the district determine if a student who is an American Indian, Alaska Native, or native resident of the outlying areas comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency? Even though a student may not speak the heritage language in the home, a student may have grown up in an environment in which the syntax, rhetorical style and sociolinguistic patterns of the heritage language may have had a significant impact on the student’s level of proficiency in English in order to succeed in the classroom. If the PLQ indicates that English is spoken in the home, but the teacher has an indication that the student comes from such an environment, the teacher may administer the Language Observation Checklist, Part A. If the Language Observation Checklist Part A (LOC-A), as filled out by the student’s teacher, indicates 5 or more “No” answers in Part A or that a student is not fluent (compared to English-speaking students of the same age or grade level) in reading, writing, or oral language, based on the teacher’s knowledge, then the student should be referred for a formal identification assessment. Note that if the PLQ as completed by the parent already indicates a need for formal identification assessment, then use of the LOC-A is at the discretion of the district. Copies of the Language Observation Checklist forms are found i n the Appendix and posted on the website listed in #4 above.

Once a district has determined that a student falls into one of the above categories, how does the district determine if the student may be formally identified as an LEP student? A district must administer one of the state-approved ELP screening assessments (either the W-APT or the MODEL) to determine if the second part of the definition of an LEP student is met: D) if the student’s difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the:

(i) ability to obtain a proficiency level of proficient or advanced, as described in 4 AAC 06.739, on the state assessments in reading and writing; (ii) ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. See the next question for specific information on the use of the W-APT or MODEL for

identification of LEP students. Note: For potential LEP students that are either in the special education identification process or

have been identified as students with disabilities on an IEP or 504 plan, it is important to ensure that school staff providing English language support and those providing special education support collaborate in the LEP identification process. For identified LEP students with disabilities, staff from both programs should collaborate on decisions about the provision of appropriate services.

7. How is either the W-APT or MODEL used as identification assessments to screen potential LEP students? Incoming students not yet identified as LEP who meet the other criteria for potential LEP status must be given a state-approved LEP identification assessment as a “screener” to determine if the student falls below the minimum score for English language proficiency. Students who fall below the minimum score in the chart are identified as LEP, are eligible for ELL services, and must take the annual English Language Proficiency assessment.

Alaska Department of Education & Early Development Guidance for Limited English Proficient Students Revised December, 2013 Page 6.

Alaska Department of Education & Early Development Plan of Service for Limited English Proficient StudentsForm 05-14-024 Updated December 2013 Page 5

ELP assessment (ACCESS for ELLs) during the current school year. Students entering school March 1 or later that have not yet been identified as LEP may be identified through the use of the screener assessment, but are not required to take the ACCESS for ELLs until the following spring. Students who score at or above the minimum score for English language proficiency are not identified as LEP and are not required to be assessed further. The WIDA-ACCESS Placement Test™ (W-APT) has been approved by the Alaska Department of Education & Early Development as the "screener" for determining whether a potential LEP student is in fact identified as an LEP student. The W-APT is available at no cost to districts. Alternatively, the state has also approved the use of the Measure of Developing English Language (MODEL)™ that districts may choose to purchase from WIDA to use as the screening tool. All potential LEP students must be screened for placement through use of either the W-APT or the MODEL. See the following charts for timing of administration of the screener assessments and for the scores required to determine whether a student is identified as an LEP student. Also see the flowcharts in the Appendix for a visual representation of the identification process.

NOTE: Either the W-APT and the MODEL should be administered at the student’s current grade level. It is not necessary to grade-level adjust as described in the WIDA manuals. The ACCESS for ELLs may not be used as a screener assessment.

For LEP identification of entering students in grades 1-12: Grade Levels

Time of Entry in School Year

Screener Domains Given*(L, S, R, W)

Score Identified as LEP?

Administer ACCESS for ELLs in current school year?

1 – 12 Fall – February 28

W-APT or MODEL

All domains

Overall Composite ≥ 5

NO NO

Overall Composite < 5 YES YES1 – 12 March 1 or

afterW-APT or MODEL

All domains

Overall Composite ≥ 5

NO NO

Overall Composite < 5 YES NO (wait until next school year)

4. Describe the district’s procedures for annual parent notification and submit a sample of the letter with this Plan of Service. Notification must include information about the child’s identification as LEP, ELP assessment results, the benefits of the program being offered, other program options available, parents’ rights to visit the program, and parents’ rights to withdraw the student from the program. For districts receiving Title III-A funds or using Title I-A funds for language instruction programs for LEP students, please see Appendix C for timelines and notification requirements.

Notification of identification as LEP and program placement:The district informs parents of limited English proficient children identified for participation in a program targeting language instruction not later than 30 days after the school year, or within 2 weeks of receiving intervention if the child is identified during the school year, of the following (in an understandable and uniform format and, to the extent practicable, in a language the parent can understand):• The reasons for the identification and need for placement by letter;• The child’s level of English proficiency, how it was assessed and the child’s level of academic achievement by

letter;• The method of instruction used in their child’s program by letter;• How the program selected will meet the education needs of the child by letter;• How the program will help their child learn English and meet age appropriate academic achievement

standards for grade promotion and graduation by letter, explaining improved learning;• The specific exit requirements of the program; the expected rate of transition from the program into

classrooms not tailored for LEP students, and the expected rate of graduation from secondary school for such program (if funds are used in secondary schools);


• How the program meets the IEP objectives of a child with a disability; and• Information pertaining to parental rights including written guidance explaining the right to have their child

removed from the program upon request, the options to decline enrollment or choose another program if available, and assisting parents in choosing from available programs by letter.

5. Describe the district’s curriculum, program of services, instructional model(s) and activities for LEP students and how the services will ensure English language acquisition and academic content achievement. Include a description of the amount and percentage of time academic instruction is provided in English and in the student’s native language, if applicable. See Appendix B for the descriptions of language programs instructional model(s).

The NWABSD acknowledges LEP students are making insufficient progress.Research shows only through the use of the spoken word in culturally appropriate contexts can academic skills be improved (NCLB 3116(B)(3)(A). Strategies for involving spoken language through oral and written development, with explicit instruction in vocabulary development, are part of the professional development plan.Focused instruction, targeting specific learning objectives, is correlated with improved student learning with a .82 effect value.

Specific feedback, speaking to the focus of the instruction, is correlated with improved student learning with an effect value between .82 and 1.13.

Targeted instruction in general and academic vocabulary is correlated with an improved 20% gain in student learning, as learning relates to literacy. This is supported by Compass Learning’s Vocabulary Development Units and literacy program’s Teacher supplementary for ELL instruction (http://www.marzanoevaluation.com/files/Instructional_Strategies_Report_9_2_09.pdf).

The NWABSD has fewer than 50% of the students, including ELL, proficient in the language arts area. Therefore, according to best practice, a focus on improving the instruction of the core program so more students are successful is required. This is a Tier I focus. New staff are trained in ELL literacy components of literacy based programs, and professional development for teaching the research based literacy programs Treasures, Read 180 and Elements of Literature. Accommodation training for ELL students is required for all certified staff once a year, accommodations are reviewed by an intervention specialist, and interventions and strategies are monitored throughout the year. Training and monitoring is provided by intervention specialists and site administrators.

Treasures is introduced at the beginning of the year, with writing, vocabulary, focus, and feedback included. Teachers Editions specific to ELL development are provided to elementary teachers and referenced during quarterly on-site coaching sessions at the elementary level.

Elements of Literature is introduced at the beginning of the year, with writing, vocabulary, focus, and feedback included. ELL strategies are modeled and a McGraw –Hill Teachers Edition strategies and online tools, specific to ELL needs, are provided.

Read 180 is implemented and monitored throughout the year at particularly challenged schools, with writing, vocabulary, focus, and feedback included.

Weekly administrative walk-throughs monitor implementation of focused, explicit vocabulary instruction.

The development of Learning Plans, with MAP and W-APT results, align to WIDA Standards and student language level needs, for LEP students.

A universal screener, MAPS, is aligned to Alaska’s Standards and monitors progress of LEP students and provides academic information for appropriate interventions for LEP students.

Compass Learning is a computer based tutoring component that provides individualized vocabulary practice during the instructional day, using MAP results to provide individualized, adaptive learning levels for students. Research results show the Compass vocabulary and language arts components increased student learning from 35.5 to 58.8 percent proficient. The fidelity to Compass usage is monitored by district office and site staff, including an administrative supervisor for the program.


6. Briefly describe the district’s plan to meet the requirement that all LEP students be assessed annually in all domains (listening, speaking, reading and writing) using the approved State of Alaska English Language Proficiency assessment (ACCESS for ELLs). Describe the district’s procedure for annually assessing the academic content achievement of LEP students.

Measurements shall be: District’s use of overall growth based on results of MAP, W-APT, and AMP or other state provided

assessment tool/s. The percent of students tested with the ACCESS for ELLS was 91%. The goal is to increase this to at

least 95% with a taret of 100% of ELL students being assessed with the MAP, W-APT, and AMP or other state approved assessment. In addition to our DTC, we have added an LEP assessment coordinator to support our assessment process. We also train additional site staff to be able to assess students if they are absent during the site’s scheduled LEP assessment period.

7. Describe the professional development provided for teachers and paraprofessionals that serve LEP students. Note that providing professional development to instructors of LEP students is a requirement of Title III-A funds.

Professional development for serving LEP students in the NWABSD is: designed to improve the instruction and assessment review of limited English proficient children, and is

provided prior to the beginning of the school year for new staff, and during one day of curriculum in-service during the regular beginning of school in-service. October’s completion of progress monitoring with NWEA/MAP provides information to correlate with APT results and review appropriate strategies for language development during another district-wide in-service day. A minimum of three follow-up sessions during the school year’s collaborative sessions again targets strategies for appropriate, research-based instruction for LEP students.

designed to enhance the ability of teachers to understand and use curricula, assessment measures, and instruction strategies for LEP students with district, school, and individual support for assessment and curricula alignment in targeting LEP strategies, as provided by LEP assessment coordinator, DTC, and Compass Learning supervisor.

based on scientifically based research demonstrating effectiveness of professional development in increasing children’s English proficiency or the subject matter knowledge, teaching knowledge and teaching skills of such teachers by providing weekly collaboration time, and site-based follow through for the use of curriculum and LEP based instructional strategies.

Provided district-wide and on-site for the appropriate use of the computer based program, Compass Learning and the vocabulary section, is designed to increase student vocabulary, comprehension, and writing development.

The NWABSD provides intense professional development and support to teachers for implementing the core research based programs in a way that builds connections with students’ current background knowledge. The areas below are part of a long-term plan to increase academic achievement.

RTI workshop 2/day to build capacity for leadership. Additional forms, checklists, and training at site level for reimplementation of Multi-Tiered Student Support Teams.

Alignment of interventions and accommodations with assessment results, and restructuring of RTI to a MTSS process to improve support, implementation and documentation. Specific accommodations with Individual Learning Plan for each LEP student are provided at the Tier I Level.

Early release for collaboration is provided, and additional expectations are set for grade level meetings for core instruction planning.

District-wide mandate to target vocabulary, objectives, and feedback, and use of a Site Visit Protocol for District Office staff to align site visits with monitoring mandated targets.

Required intervention time during the school day to include Compass Vocabulary Tutoring program,


and oral/aural follow up by teachers 2 times weekly to assure reinforcement in regular program daily instruction. Training for the use of Compass is provided by Compass supervisor, and on-site intervention specialists.

Weekly feedback on fidelity to Compass Learning Program is provided to site-provider and discussed in monthly administrative sessions. Site advocates monitor with site administration.

Universal screening measures to monitor effectiveness of instruction as it relates to student progress are in place.

8. State the number of teachers and paraprofessionals who provide English language acquisition programs to LEP students, including the qualifications and certifications of any who have ESL endorsements or credentials. If Title III-A funds are received in the district, describe how the district determines that teachers are fluent, having both written and oral communication skills in English and any other language used for instruction.

a.Number of all certified teachers who worked in 2012-2013 in language instruction educational programs that serve English Language Learners

166

b.Number of all teachers holding an endorsement in ESL, TESOL, TELL, or Bilingual Education who work with LEP students

5

c.Number of certified teachers with at least 3 credit hours of coursework or the equivalent hours of professional development in ESL or BE (not including those counted in response to question b)

6

d.Estimated number of additional certified teachers that will be needed for Title III

language instruction educational programs in the next 5 years*5

All certificated personnel are required to meet the State of Alaska Certification guidelines, including the passing of basic proficiency assessments (PRAXIS). In addition, classified staff are required to pass a highly qualified assessment for employment as an instructional or special education para-professional.

9. Describe the district’s plan for monitoring the academic progress of former LEP students for two years after they are no longer identified as LEP. Former LEP students in grades 3-10 must be monitored at least on the state Standards Based Assessments. The district must establish local criteria for monitoring the academic progress of former LEP students in grades not tested on the SBAs (K, 1, 2, 11 and 12).

An LEP student remains identified as an LEP student until, as a result of testing on the annual assessment of English language proficiency (ACCESS for ELLs), (s)he has met the following criteria:

1. a composite score of 5.0 or higher; and2. a score of 4.0 or higher in each tested domain – reading, writing, speaking, and listening.

(Students in grades 1-12 must take Tier B or Tier C. There is no tier designation for Kindergarten students.)

An LEP student remains identified as an LEP student until, as a result of testing on the annual assessment of English language proficiency (ACCESS for ELLs), he or she has met the following criteria:

1. a composite score of 5.0 or higher; and2. a score of 4.0 or higher in each tested domain – reading, writing, speaking, and listening.

(Students in grades 1-12 must take Tier B or Tier C. There is no tier designation for Kindergarten students.)

3. Students in grades K, 1, 2 participate in NWEA MAP assessments, and results are used to


establish goals for students. Students in grades 11 receive WorkKeys or ACT Assessments. Students in grades 12 may participate in MAP assessments if they have not achieved levels of 3 or better on the WorkKeys Reading and Writing Assessments.

10. Describe the district’s procedures to ensure equal access for LEP students to the full range of district programs, including special education, Title I, gifted and talented programs, and nonacademic and extracurricular activities.

The NWABSD ‘s LEP students are almost all Inupiaq residents of this region, not students of families from other countries, so they are included in the regular classroom, sports, teams, activities, and all Title I services.

In addition, Board Policy 6000(a) assures the district shall provide comparable educational opportunities for all students. The Superintendent or designee shall schedule teachers and classes so that there is a minimum variation in the student-teacher ratio from school to school at the beginning of each school year. He/she shall further ensure that the amount and quality of textbooks, instructional supplies and equipment are closely comparable in every district school and at each level. (cf. 0410 - Nondiscrimination) (cf. 6171 - Title 1 Programs) Instruction in the core curriculum shall not be diminished when students receive supplementary services funded by special governmental programs.

cf. 6145 - Extracurricular and Cocurricular Activities)The Board shall not approve membership of the district, or any school in the district, in any voluntary interscholastic athletic organization which discriminates against or denies the benefits of any program to any person on the basis of race, sex, or ethnic origin.

(cf. 0410 - Nondiscrimination in District Programs and Activities)The Board shall maintain general control over all aspects of the interscholastic athletic policies, programs and activities in the district, including eligibility, season of sport, number of sports, personnel, and sports facilities. The Superintendent or designee shall be responsible to the Board for district compliance with federal and state law.

The process for determining if a student meets the eligibility criteria for participating in activities for gifted and talented students requires gathering information from sources listed on scoring summaries from school and community observations, student learning, and/or classroom performance, and peer rating forms. The participation becomes a function of the school’s learning plan, portfolio development, Multi-tiered Student Support Team (MTSST), or the youth leadership team. Identification components such as those listed above are indicators, but do not necessarily qualify or disqualify a student from activities. Indicators are identifiers for a need for Individual Learning Plan (ILP) review and appropriateness of activities for the individual student.

Primary students may be identified through parent, teacher, counselor, or administrative referral, with a collection of data from developmental screening tools and universal screeners. If an MTSST or parent determines more data is required, further assessments can be requested through the site administrator.

11. Describe how the district will annually evaluate the effectiveness of the program in meeting students' English-language development needs, in achieving student academic progress goals, and reflecting any identified need for program modification.

Measurements shall be: Protocol completion following collaborative meetings, including notes of reading and writing program

modifications and accommodations for meeting needs of LEP students Walk-throughs at sites, with immediate feedback, noting vocabulary and visual supports aligned and


referenced with immediate lessons in classrooms Compass Learning’s Site Based and District Level reports for monitoring lessons completed, average

test scores, and time spent on computer assigned vocabulary lessons District’s use of overall growth of LEP student performance based on results of W-APT, MAP and AMP

and/or other state required assessments. District’s increasing percentage of LEP students making growth in reading content area, and specifically

vocabulary development as measured by the NWEA MAPS.

12. Describe how the district provides for parent and community involvement. Include the district’s means of outreach to parents of LEP students informing them they can be involved in the education of their children.

The NWABSD will implement an effective means of outreach to parents of limited English proficient students to inform the parents how they can be involved in the education of their children, and be active participants in assisting their children to attain English proficiency and meet State academic achievement standards. Site council meetings are held at least six times a year. The site advertises meetings via public announcements on the radio, postings at the local stores and post offices, and notes home. Agendas will contain specific invitations for parent input and recommendations.

The DTC, who is also the Compass Learning supervisor, will review assessment data and reading and WIDA standards with local ASCs; the local assessment assistant for administering the LEP assessment will be requested to attend this meeting. Together, a clearer communication for planning expectations can be established.

In addition, parents review assessment results and plan for improvement for each child during conferences. Parents are included in decision-making and goal planning and sign permission for inclusion or withdrawal of their student from LEP tutoring services. Parents have access to computer based tutoring program after school hours.

13. For Title III-A Districts only: If your district receives Title III-A funds, include a description of the district’s plan to meet the Alaska Annual Measurable Achievement Objectives (AMAO’s) for English Language Proficiency. Please refer to the following link for information on the Alaska AMAOs: http://education.alaska.gov/nclb/pdf/Title_III_Objectives_AMAOs.pd f .

N/A see #15

14. For Title III-A Districts only: Districts receiving Title III-A funds who failed to meet AMAOs for two consecutive years must complete an improvement plan which addresses strategies for achieving targets not met including contributing factors for each target not met. The district has been separately notified of which targets were not met (making progress in learning English, attaining proficiency in English, or meeting the AMO targets in reading, writing, math and graduation rate for the LEP subgroup).

If the district has been notified that it has failed to meet the AMAOs for two consecutive years, please describe the factors that contributed to the district not meeting the AMAO targets and include strategies in this Plan of Service for meeting those targets as applicable.

N/A see #15

15. For Title III-A Districts only: For districts that have failed to meet AMAO targets for 4 years in a row, federal law requires EED to provide technical assistance to those districts. It also requires EED to choose one of the following options [3122(b)(4)]: Require the district to modify the curriculum, program, and method of instruction; or Determine whether the district will continue to receive Title III funds and require that the district

replace educational personnel relevant to its failure to meet the AMAOs.


http://education.alaska.gov/nclb/pdf/Title_III_Objectives_AMAOs.pdf

If the district has been notified by EED that it has failed to meet the AMAO targets for 4 years in a row, following the technical assistance provided by EED, outline the modifications to the curriculum, program, and method of instruction that are being made to address the AMAO targets not met.

The percent of tested LEP students that met the “making progress” criteria in 2012-2013 of 34.3% on the composite overall proficiency level from the previous year was not met. Of the 94 students, only 25.07% made progress. In addition, the percent of tested LEP students that met the exit criteria, with a code of LT target, was 5.2%. The district only had 3.44% of the 13 students tested meeting the LT criteria. Most students are between Level B 3 and 4, indicating vocabulary, especially academic vocabulary as it relates to comprehension, needs to be more strongly developed.

The NWABSD will provide specific guidance to teachers and administrators regarding the application of WIDA scores to language levels.The NWABSD will require staff to target, on lesson plans and walk throughs, specific visual and oral based strategies as provided in program guides and quarterly PD sessionsThe NWABSD will require staff to provide on lesson plans and walk throughs, as well as weekly Compass /Odyssey utilization reports, evidence of inclusive vocabulary instruction and tutoring.The NWABSD will require student academic progress evidence in the area of literacy on MAP Screeners and Weekly Program assessments, and provide on-site review regarding relationship with WIDA Standards and ILPs for LEP identified students.

In addition, the improvement plan to meet AMAOs includes:(1) To address the need for a high quality language arts program, we are reviewing our current PreK – 12 th grade language arts programs as part of the district curriculum review process. Part of this includes an in-depth review of the LEP interventions with each program to ensure that those interventions address language acquisition instruction and are aligned with Alaska and WIDA Standards.{2) To understand what the needs are, we are sending out surveys to gather important information about the areas we need additional language arts support. The survey data will help us determine how we need to modify the curriculum, the program, and/or the method of instruction.(3) To help identify teacher needs and to ensure that our current curriculum is being used with fidelity, we are increasing our principal observations of teachers using the Danielson Framework (4) To address the need for early learners to increase vocabulary and language acquisition skills, we are introducing the use of iPads in the early elementary grades to engage early learners using apps for vocabulary and language acquisition.(5) To improve the follow-up training for our teacher and paraprofessional staff, the curriculum department is providing a new instructional support program through the use of regularly scheduled video conferences with teachers in common content areas. The goal is that it will improve teacher instruction, teacher retention, and student learning, including that of ELL students.(8) To improve participation and the quality of assessment, we restructured our district assessment and intervention team.- In addition to a DTC, we now have an additional person providing guidance and supervision for administering LEP assessments and reviewing accommodations and ILPs specific to LEP students.-We have a goal of testing 100% of our LEP children (at least 95%)(9) To improve our data review process, we restructured our district assessment and intervention team. The DTC, along with the RTI intervention specialist and data specialist, will work together to review assessment data.(10) To improve the focus on the importance of language and literacy, the superintendent has identified reading and language as a focus area for all staff, including high school and non-language arts content instructors. The staff training involves strategies to help students find information in textbooks, build content area vocabulary, and read for information


APPENDIX A: DEFINITIONS

Limited English proficient student [4AAC 34.090, NCLB 9101(25)]In order to be identified as an LEP student, a student must meet all parts (A-D) of the following definition of an LEP student.

The term “limited English proficient”, when used with respect to an individual, means an individual – A) who is between 3 and 21 years old;B) who is enrolled or preparing to enroll in an elementary school or secondary school; C) who falls into one or more of the following categories of individuals:

(i) an individual not born in the United States or whose native language is a language other than English;

(ii) an American Indian, Alaska Native, or a native resident of the outlying areas (Virgin Islands, Guam, American Samoa, or Northern Mariana Islands) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; and

D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the

(i) ability to obtain a proficiency level of proficient or advanced, as described in 4 AAC 06.739, on the state assessments in reading and writing;

(ii) ability to successfully achieve in classrooms where the language of instruction is English; or

(iii) the opportunity to participate fully in society.

Immigrant Children and Youth [NCLB 3301(6)]

The term immigrant children and youth' means individuals who —

(A) are aged 3 through 21;

(B) were not born in any State; and

(C) have not been attending one or more schools in any one or more States for more than 3 full academic years.

Note that immigrant children and youth may or may not be identified as LEP students. It is not a requirement to be an LEP student to qualify as an immigrant student.

Alaska Department of Education & Early Development Plan of Service - Appendix A: DefinitionsForm 05-14-024 Updated December 2013

APPENDIX B: DEFINITION of LANGUAGE INSTRUCTION PROGRAMS

The definitions below are from the National Clearinghouse of English Language Acquisition website at http://www.ncela.gwu.edu/files/uploads/5/Language_Instruction_Educational_Programs.pd f . L1 represents the student’s home or primary language of influence. L2 represents the language the student is trying to learn, or English. If you are using a program other than one listed below, provide a description of the program and include information indicating how research shows that it is proven to be effective for LEP students.

Sheltered English instruction: The goal is increasing proficiency in English while learning content in an all-English classroom instructional setting. Students from various linguistic and cultural backgrounds can be in the same class. Instruction is adapted to students’ proficiency in English, and is supported by visual aids and L1 support as available.

Sheltered Instruction Observational Protocol (SIOP) is a fully developed prototype of this program. Sheltered English instruction is not in itself a complete language acquisition program, and should be used in conjunction with specific language acquisition support for LEP students.

Structured English immersion (SEI): The goal is fluency in English, usually serving only English language learners in the classroom. All instruction is in English, adjusted to the proficiency level of students so subject matter is comprehensible. Teachers should have some receptive skills in the students’ home language(s) and generally use sheltered instructional techniques.

Specially Designed Academic Instruction in English (SDAIE): A specific prototype of Sheltered English Instruction (see above).

Content-based English as a second language (ESL) program (or Push-in ESL): The goal is fluency in English. Students are served in a mainstream classroom, receiving instruction in English with some native language support if needed. The ESL teacher or an instructional aide provides clarification, translation if needed, and uses ESL strategies.

Pull-out English as a Second Language (ESL) or English language development (ELD): The goal is to develop fluency in English. ELL students leave mainstream classroom part of the day to receive ESL instruction, often focused on grammar, vocabulary, and communication skills, not academic content. There typically is no support for students’ home languages.

Two-way immersion program or Two-way bilingual program: The goal is to develop strong skills and proficiency in both home language (L1) and English (L2)—for this reason, may also be called dual language program. Includes students from L2 background and students with L1 background. Instruction is in both languages, typically starting with a smaller proportion of instruction in L2, and gradually moving to half of the instruction in each language. Students typically stay in the program throughout elementary school.

Heritage language program or Indigenous language program: The goal is literacy in two languages. Content taught in both languages, by teachers fluent in both languages. Typically targets non-English speakers with weak literacy skills in L1 Known by the name Indigenous Language Program particularly in American Indian educational communities, the program supports endangered languages and serves students with weak or no receptive and productive skills in the language.

Developmental bilingual program (also known as Late exit transitional program, or Maintenance bilingual education program): The goal is to develop some skills and proficiency in L1 and strong skills and proficiency in L2 (English). Content taught in both languages, with teachers fluent in both languages. These programs may also be called dual language programs. Instruction at lower grades is in L1, gradually transitioning to English; students typically transition into mainstream classrooms with their English-speaking peers. The variations among programs focus on different degrees of literacy in L1, but students generally do continue to receive some degree of support in L1 after the transition to L2 classrooms.

Transitional bilingual program (also known as Early exit bilingual program or Early exit transitional program): The goal is to develop English proficiency skills as soon as possible, without delaying learning of academic core content. Instruction begins in L1, but rapidly moves to English (L2). Students typically are transitioned into mainstream classrooms with their English-speaking peers as soon as possible.

Alaska Department of Education & Early Development Plan of Service - Appendix B: Definition of Language Instruction ProgramsForm 05-14-024 Updated December 2013

http://www.ncela.gwu.edu/files/uploads/5/Language_Instruction_Educational_Programs.pdf

APPENDIX C: TITLE III-A REQUIREMENTS

Plan of ServiceThe district verifies that a current Plan of Service for instructional programs for LEP students is in place and that teachers, researchers, school administrators and, if appropriate, education related community groups were involved in the development of the plan.NCLB REFERENCE: 3116(B)(5)

The district verifies that the Title III-A Plan of Service and language instructional programs have been based on scientifically based research on teaching LEP children.NCLB REFERENCE: 3116(D)(3)

Standards & AssessmentsThe district verifies that the district provides language instruction programs linked to the State English language proficiency standards so that all LEP students can meet the annual measurable achievement objectives (section 3122) for making progress in learning English.NCLB REFERENCE: 3116(B)(3)(A)

The district verifies that the district annually assesses the English proficiency of all LEP children participating in Title III-A programs.NCLB REFERENCE: 3116(D)(2)

The district verifies the district has ensured that the programs will enable children to speak, read, write, and comprehend the English language and meet challenging State academic content and student academic achievement standards.NCLB REFERENCE: 3116(D)(4)

Parent Information & NotificationNotification of identification as LEP and program placement:The district will inform parents of limited English proficient children identified for participation in a language instruction program not later than 30 days after the start of the school year, or within 2 weeks of placement in a program if the child is identified during the school year, of the following (in an understandable and uniform format and, to the extent practicable, in a language the parent can understand):

The reasons for the identification and need for placement; The child’s level of English proficiency, how it was assessed and the child’s level of academic achievement; The method of instruction used in their child’s program and the methods of instruction used in other available

programs including how such programs differ; How the program selected will meet the education needs of the child; How the program will help their child learn English and meet age appropriate academic achievement standards

for grade promotion and graduation; The specific exit requirements of the program; the expected rate of transition from the program into classrooms

not tailored for LEP students, and the expected rate of graduation from secondary school for such program (if funds are used in secondary schools);

How the program meets the IEP objectives of a child with a disability; and Information pertaining to parental rights including written guidance explaining the right to have their child

removed from the program upon request, the options to decline enrollment or choose another program if available, and assisting parents in choosing from available programs.

NCLB REFERENCE: 3302(a, c & d)

Alaska Department of Education & Early Development Plan of Service - Appendix C: Title III-A RequirementsForm 05-14-024 Updated December 2013

Notification of failure to meet AMAOs (for Title III-A districts only):If a district that receives III-A funds has failed to make progress on the Alaska Annual Measurable Achievement Objectives (AMAOs), the district will, not later than 30 days after such failure occurs, inform parents of LEP children of the district’s AMAO results.NCLB REFERENCE: 3302(b & c)

Parent Involvement OutreachThe district will implement an effective means of outreach to parents of limited English proficient students to inform the parents how they can be involved in the education of their children, and be active participants in assisting their children to attain English proficiency and meet State academic achievement standards. The district must send notice of and provide opportunities for regular meetings for the purpose of formulating and responding to recommendations from parents of LEP students.NCLB REFERENCE: 3302(e)(1-2)

NondiscriminationDistricts shall not admit or exclude any children from Title III-A programs based on a surname or language-minority status.NCLB REFERENCE: 3302(f)

Fluency CertificationDistricts shall certify that all teachers in any language instruction educational program funded under Title III-A are fluent in English and any other language used for instruction, including having written and oral communication skills.NCLB REFERENCE: 3116(c)

Required use of FundsThe district shall use Title III-A funds to increase the English proficiency of limited English proficient children by providing high-quality language instruction educational programs that are based on scientifically based research demonstrating the effectiveness of the programs in increasing —

English language proficiency; and student academic achievement in the core academic subjects

NCLB REFERENCE: 3115(c)(1)

The district shall use Title III-A funds to provide high-quality professional development to teachers (including classroom teachers that are not teaching language instruction education programs) and educational personnel who are involved in the instruction of LEP students.Professional development shall be:

designed to improve the instruction and assessment of limited English proficient children; designed to enhance the ability of teachers to understand and use curricula, assessment measures, and

instruction strategies for LEP students; based on scientifically based research demonstrating effectiveness of professional development in increasing

children’s English proficiency or the subject matter knowledge, teaching knowledge and teaching skills of such teachers; and

of sufficient intensity and duration to have a positive and lasting impact on teachers’ performance (not one day or short-term workshops and conferences, unless they are one component of a professional development plan to meet the needs of the individual teacher).

NCLB REFERENCE: 3115(C)(2)

Alaska Department of Education & Early Development Plan of Service - Appendix C: Title III-A RequirementsForm 05-14-024 Updated December 2013

PARENT LANGUAGE QUESTIONNAIRE(Home Language Survey)

School DistrictThis form is required by state and federal law.

Identification of students who may have limited proficiency in the English language enables the school to provide appropriate learning programs for the student. Please complete this form and return it to the school office as soon as possible. If you have questions or need help with the form, please contact:

Name: Phone: Email:

Student Name: Alaska Student ID #:(Last Name, First Name)

Place of Birth: Date of Birth: / /Month Day Year

School: Grade: Gender: □ Female □ Male

PART I: STUDENT LANGUAGE BACKGROUND

1. What is the first language learned by the student? English OtherSpecify

2. What language(s) does the student currently use in the home? English OtherSpecify

3. Is this student participating in a student exchange program? Yes No

4. When did the student first attend a school in the United States (if known)? /Month Year

PART II: FAMILY LANGUAGE BACKGROUND (Please complete all columns)

Mother/Guardian Father/GuardianOther Significant Adult*

Relationship:

1. Home community and state

2. First language learned

3. Language(s) spoken to the student

4. Language(s) spoken in the adult’s home* Other significant adult could be a grandparent, aunt, uncle, daycare provider, etc. who has contributed to the student’s language development.

PART III: PARENT VERIFICATION OF LANGUAGE USE (Please check appropriate box)Non-

EnglishMostly Non-English

/Some EnglishBoth

EquallyMostly English/Some

Non-EnglishEnglish

Only

A. When speaking with family, (s)he speaks:

B. When speaking with friends, (s)he speaks:

PART IV: PARENT/GUARDIAN SIGNATURE

Parent/Guardian Signature: Phone Number:

Printed Name: Date:

Alaska Department of Education & Early Development Plan of Service – Parent Language QuestionnaireForm 05-14-024 Updated December 2013

Alaska Department of Education & Early Development Plan of Service – Parent Language QuestionnaireForm 05-14-024 Updated December 2013

LANGUAGE OBSERVATION CHECKLISTPART A

This form must be completed by English speaking teacher(s) in collaboration withprogram staff familiar with the student.


School: Grade: Language:(home language other than English)

Compared to Standard English-speaking students of the same age, does the student consistently exhibit any of the following characteristics when listening, speaking, reading or writing?

CHARACTERISTICS ORAL WRITTEN

Yes No Yes No

a. Uses pronouns, genders correctly

b. Uses tenses correctly

c. Uses singular & plural forms correctly

d. Uses prepositions correctly

e. Understands teacher directions

f. Uses appropriate sentence structure.

g. Uses developmentally appropriate vocabulary.

READING – PLEASE CHECK ONE: COMMENTS:

Non-reader (not reading)

Developing reader (reading below grade level)

Fluent (at or above grade level)

WRITING – PLEASE CHECK ONE: COMMENTS:

Non-writer (not writing)

Developing writer (writing below grade level)


ORAL – PLEASE CHECK ONE: COMMENTS:

Non-speaker (non-English speaker)

Developing speaker (speaks below grade level)


Date (Month/Day/Year) Printed Name Signature Position

Printed Name Signature Position

Alaska Department of Education & Early Development Plan of Service - Language Observation Checklist, Part AForm 05-14-024 Updated December 2013

LANGUAGE OBSERVATION CHECKLISTPART B

This form is only required of schools that provide dual language (immersion) or transitional programs in the student’s home language.

Use this form to identify the student’s listening, speaking, reading & writing skills in the home language.This form should be completed and signed by one of the following (check one):

a. School staff member who is proficient in the student’s home languageb. Speaker/Parent of the student’s home language


School: Grade: Language:(home language other than English)

Non-English

Mostly Non-

English, Some

English

Both Equally

Mostly English,

Some Non-English

English Only

1. Language used by student 4 3 2 1 0

2. Language used by the adults in the home. 4 3 2 1 0

3. Circle the numbers to show how the language is used by the student.

a. Prefers to use this language with friends 4 3 2 1 0

b. Follows simple directions in this language 4 3 2 1 0

c. Understands most things in this language 4 3 2 1 0

d. Speaks in this language 4 3 2 1 0

e. Prefers to use this language in classroom activities 4 3 2 1 0

4. Reading in the home language. Please check one: Non-reader Developing reader Fluent reader

5. Writing in the home language. Please check one: Non-reader Developing reader Fluent reader

Interviewer Signature:

Signature of Interviewer Printed Name of Interviewer Date (Month/Day/Year)

Alaska Department of Education & Early Development Plan of Service - Parent Language Questionnaire/Home Language SurveyForm 05-14-024 Updated December 2013

· Web viewAlaska Department of Education & Early DevelopmentPlan of Service - Language...

Documents

Transcript of · Web viewAlaska Department of Education & Early DevelopmentPlan of Service - Language...