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HOMEWOOD SCHOOL DISTRICT 153

English Language Learning: A Resource Handbook

2018-2019

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Homewood School District 153“All Children Will Learn & All Children Will Be

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TABLE OF CONTENTSIntroduction p. 3

English Learning Program Goals p. 3

English Learning Staff Directory p. 4

Staff Certification p. 4

Procedures for Identifying English Learners p. 5

ACCESS® 2.0 for ELLs p. 6

EL Exit Criteria p. 7

Monitoring Guidelines p. 7

Grants Available for Funding English Learning Services p. 8

EL/Bilingual Program Placement p. 9

RtI and English Learners P. 9

Assessment Tools for English Learners P. 10

Comprehensive Services for English Learners in Illinois p. 12

Bilingual Parent Advisory Committee (BPAC) p. 13

Bilingual Parent Education Meetings (BPEM) p. 14

Second Language Acquisition p. 15

A Brief Guide to Working with English Learners… p. 17

Stages of Language Development p. 18

What Do All Language Learners Need? p. 24

Making Academic Language Accessible p. 25

Accommodation Ideas for English Learners p. 26

Frequently Asked Questions about English Learners p. 27

Glossary of Terms p. 31

Appendix A: Home Language Survey (English and Spanish) p. 40

Appendix B: English Learning Qualification Letters (English and Spanish) p. 42

Appendix C: English Learning Dismissal Letters (English and Spanish) p. 44

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INTRODUCTION

Homewood School District 153 is committed to ensuring that all children will learn and all children will be served. This includes providing equal access to English Learners (ELs). The purpose of this resource book is to provide educators with information that will:

● Explain the process and developmental stages of language acquisition.● Promote a collaborative approach among teachers, administrators and other personnel

involved in the education of ELs.● Create an awareness of the laws, regulations and policies related to the educational

rights of ELs.● Provide access to resources that give more information about how to best meet the

unique needs of ELs.

ENGLISH LEARNING PROGRAM GOALS GOALS

The English Learning Program will help all students:

● read, write, speak and listen proficiently in English.● recall, explain, argue and discuss in English.● have access to programming appropriate to meet their individual needs. ● demonstrate an understanding of their own cultural heritage as well as those of America

and other cultures around the world. ● be given the opportunity and be encouraged to participate in a wide variety of

extracurricular activities appropriate to age and grade-level.

The English Learning Program with help all parents and teachers understand:

● the rationale for each child’s identification as an English Learning student.● the child’s level of English Proficiency and progress towards proficiency in English.

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● how the English Learning program will meet each child’s individual needs.● specific exit requirements of the program.● information about student and parent rights.

ENGLISH LEARNING STAFF DIRECTORY

Name Title School Extension Email Address

Amin, Tara

Ayala, Celeste

EL Teacher

EL Teacher

James Hart

Churchill

2313

2276

[email protected]

[email protected]

Koncel, Morgan Coordinator of EL/Bilingual Programming

Churchill 2401 [email protected]

Mlot, Colette EL Teacher Willow 2107 [email protected]

Schaeflein, Kathy

Woodbury, Damaris

Director of EL/BilingualProgramming

EL/Bilingual Teacher

District Office

Willow

2405

2107

[email protected]

[email protected]

STAFF CERTIFICATION

Staff Member(s) Certification Held/Description

EL Teacher All Homewood School District teachers are highly qualified. Teachers in the EL Department must have an ESL endorsement on their licenses.

Bilingual Teacher All Homewood School District teachers are highly qualified. Bilingual teachers must have an Bilingual endorsement on their licenses or a transitional bilingual certificate (Type 29).

Director of EL/Bilingual Programming Holds a valid administrative certificate.

Coordinator of EL/Bilingual Programming

Has an ESL endorsement on his/her certificate.

WIDA Screener and ACCESS 2.0® for ELLs Test Administrators

Trained and certified to administer specific assessments.

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mailto:[email protected]

mailto:[email protected]

PROCEDURES FOR IDENTIFYING ENGLISH LEARNERS

from Illinois Administrative Code 228

Below are the steps that Homewood School District 153 takes for each new student enrolled:

1. Upon registration, the district shall administer a home language survey for the purpose of identifying students who have a language background other than English.

a. The student shall be identified as having a language background other than English if the answer to either statement is yes:

i. Whether a language other than English is spoken in the student's home and, if so, which language; and

ii. Whether the student speaks a language other than English and, if so, which language.

2. Within 30 days of the student’s enrollment, the district shall screen the English language proficiency of each student identified through the home language survey as having a language background other than English by using the prescribed screening instrument applicable to the student's grade level:

a. Preschool: Pre-IPTb. Kindergarten- 1st half of 1st grade: MODELc. 2nd half of 1st grade-8th grade: WIDA Screener

3. Within 30 days of the completion of the English proficiency screener, a letter is sent to parents to inform them of their child’s eligibility for English Learning services.

a. If eligible, the student is placed in the appropriate English Learning setting.b. Parents may request, in writing, to discontinue services at any time.

4. Each winter all students identified as English Learners will take the state-mandated ACCESS 2.0® for ELLs language proficiency assessment. If the parent declines services, ACCESS 2.0® for ELLs will still be administered. This annual state assessment is NOT an optional activity.

a. Students will continue to take the ACCESS® for ELLs language proficiency assessment

each year until demonstrating proficiency.

5. The Illinois State Board of Education has adopted a new exit criterion. Effective June 2017, a student must obtain an overall composite proficiency level of 4.8 on the ACCESS® for ELLs to be considered English language proficient.

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a. Any student that does not achieve the minimum composite is considered an English Learner (EL).

ACCESS 2.0® for ELLs TESTINGAdministered each January/February, ACCESS 2.0® for ELLs allows educators to:

● Help students and families understand students’ current level of English language proficiency along the developmental continuum.

● Measure whether students are prepared to exit English language support programs.● Generate information that assists in determining whether ELs have attained the

language proficiency needed to participate meaningfully in content area classrooms without program support.

● Provide teachers with information they can subsequently use to enhance instruction and learning in programs for their EL students.

● Provide districts with information that will help them evaluate the effectiveness of their EL/bilingual programs.

Students are assessed in four communication domains:

● Listening● Reading● Writing● Speaking

Each assessment item and task will target at least one of the five WIDA ELD Standards:

● Social and Instructional Language● Language of Language Arts● Language of Mathematics● Language of Science● Language of Social Studies

Scores are typically available each May.

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EL EXIT CRITERIA

The Illinois State Board of Education has adopted a new exit criterion. Effective June 2017, a student must obtain an overall composite proficiency level of 4.8 on the ACCESS 2.0® for ELLs to be considered English language proficient. Any student that does not achieve the minimum composite criteria is considered an English Learner (EL). A district must obtain the written permission of parents to exit English proficient students prior to the end of three years in the program. If the parent does not approve of the exit decision, the district must identify the student as English proficient, but can continue to serve the student in the TBE/TPI program until the three year time frame is met. However, at the end of the three-year period the student will cease to receive EL services. English proficient students are not eligible for Title III/LIPLEPS funded services.

Students must be academically monitored for four years following their exit from the program.

MONITORING GUIDELINES

Students in District’s 153 EL Program must be monitored for four years following their exit from the program.

● It is the responsibility of the EL teacher to facilitate the monitoring process.● Informal monitoring should be conducted throughout the school year by EL staff via

conversations with classroom/mainstream teachers, analysis of student assessment data, etc.

● Formal monitoring will take place K-8 using the District 153 EL Monitoring Form at each of each trimester/quarter (as applicable).

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GRANTS AVAILABLE FOR FUNDING ENGLISH LEARNING SERVICES

Homewood School District 153 currently accepts funding from the following sources:

Grant Name Source Purpose

Title III/LIPLEPS Federal

Title III provides the school district with funding to assist English Learners (ELs) attain English proficiency and academic achievement.

This support includes small group instruction, intervention programs provided before, during and after school, parent education, parent involvement and professional development for teachers of ELs.

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EL/Bilingual Program PlacementProgram Type Description

EL PulloutTransitional Program of Instruction

(TPI)

● Students meet with an EL teacher each day for one period or 30 minute block of time

● Teach listening, speaking, reading and writing skills through academic content

Part-Time Bilingual Instruction

Content-Based Transitional Bilingual Education (TBE)

● Teach listening, speaking, reading and writing skills through academic content- based on student need

● Delivered in both Spanish and English to multilingual students

● Taught with Spanish and English materials that are the same as or similar to those used in the general classroom

● Move towards English only instruction

Full-Time Bilingual Instruction

Content-Based Transitional Bilingual Education (TBE)

● Teach listening, speaking, reading and writing skills through academic content in all core subject areas

● Delivered in both Spanish and English to multilingual students

● Taught with Spanish and English materials that are the same as or similar to those used in the general classroom

● Move towards English only instruction

RtI AND ENGLISH LEARNERS

To access a report, published by the WIDA Consortium, of research regarding English Learners and how to develop a culturally and linguistically responsive approach to RtI, visit h ttps://www.wida.us/get.aspx? id=601.

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Assessment Tools for English LearnersAssessment Name Acronym Purpose Type Who

Pre-IDEA Proficiency Test Pre-IPT initial identification, program placement and progress

monitoring

formal, formative, norm-referenced

Pre-kindergarten students

WIDA Measure of Developing English Learners

MODEL initial identification, program placement and progress

monitoring


Kindergarten- 1st graders through the end of the first

semester

WIDA Assessing Comprehension and

Communication in English State-to-State Placement Test

WIDA Screener initial identification and program placement

formal, summative, norm-referenced

1st graders beginning at the end of the first semester-8th grade

Assessing Comprehension and Communication in English

State-to-State for Kindergarten

ACCESS for Kindergarten

monitor students' progress in acquiring academic English


Kindergarten students

Assessing Comprehension and Communication in English State-to-State for English

Language Learners 2.0

ACCESS 2.0 monitor students' progress in acquiring academic English


1st-8th grade students

Alternate Assessing Comprehension and

Communication in English State-to-State

Alternate ACCESS assesses the English language proficiency (ELP) for students who have significant cognitive disabilities that prevent their meaningful participation in

the ACCESS for ELLs 2.0 assessment


1st-8th grade students

Spanish Pre-IDEA Proficiency Test

Spanish-Pre-IPT (Oral)

assesses the Spanish language proficiency (SLP) of students when determining

placement in a bilingual program of instruction


Pre-kindergarten students

Spanish IDEA Proficiency Test Spanish-IPT I & II (Oral and Reading & Writing)

assesses the Spanish language proficiency (SLP) of students when determining

placement in a bilingual program of instruction


K-8th grade students

Standardized Test for the Assessment of Reading- Early

Literacy

STAR-Early Literacy

assess and monitor development of early

literacy skills


K-2 students (as needed)

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Assessment Name Acronym Purpose Type Who

Standardized Test for the Assessment of Reading-

Reading

STAR-Reading (Spanish and/or

English)

assess and monitor development of content-area

literacy skills



Standardized Test for the Assessment of Reading-Math

STAR-Math (Spanish and/or

English)

assess and monitor development of content-area

math skills



Partnership for Assessment of Readiness for College and

Careers

PARCC assess mastery of content knowledge in literacy and

mathematics


3rd-8th grade students

Illinois Science Assessment ISA assess mastery of content knowledge in science


5th & 8th grade students

Teacher-created assessments of language development

Assess and monitor development of social and

academic language proficiency in English and

Spanish

Informal, formative, criterion-referenced

Pre-kindergarten-8th grade students

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Comprehensive Services for English Learners in Illinois

Category Guaranteed to ALL Students Accessibility for English Learners

Comprehensive Planning: Collaborative and Intentional

Team meetings (grade level/content)IEP meetings

Data Review (RtI/MTSS)

Bilingual/EL teachers will be consistent, collaborative and intentional

participants in all meetings that pertain to ELs

Leadership: Knowledgeable, Inclusive and Shared Efficacy

Administrators are knowledgeable, experienced, innovative and dynamic

leaders

Bilingual Program Directors are administrators. They are involved and empowered in all decisions regarding

ELs

Curriculum, Instruction and Assessment: Accessible and Differentiated

Illinois Learning Standards for Content Instruction (CCSS/NGSS)

PARCC

English Language Development (ELD) Standards

Instruction of ELs in native language that includes culture and history

Community and Family Engagement: Culturally and Linguistically Responsive

Parent Teacher Association (PTA)Parent volunteers

Understanding the importance of the role families play in the educational

process

Bilingual Parent Advisory Council (BPAC)Translating communications from the school district sent home to families

upon request

School Culture and Climate: Culturally and Linguistically Responsive

Welcoming environmentEngaging activities for all families

Parent LearningCommunities, Committees and

Learning Supports

Sensitivity to the culture and language of families

Specialized staff

Professional Development: Targeted and Integrated

Access to teachers who have opportunities for high-quality

professional development related to best practices and aligned to district

goals and state/federal mandates

Access to teachers who have opportunities for integrated and

targeted professional development that specifically addresses topics

related to bilingual education, second language acquisition, cultural

sensitivity, etc...

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Bilingual Parent Advisory Council (BPAC)Adopted from Illinois Administrative Code 228

School districts that have Transitional Bilingual Education (TBE) Programs are required to establish a Bilingual Parent Advisory Committee (BPAC).

The committee is comprised of parents of children in the TBE program and other interested community members. Two-thirds of the committee members must be parents of children in the bilingual education program.

The committee meets four times a year and participates in the planning, operation, and evaluation of the TBE program. All parents of students in the Bilingual Education Program are invited to become members of the Committee.

Homewood School District 153 BPAC’s purpose:

1. To maintain open communication between the parents of students in the program and the school district.

2. To provide parents of bilingual students the opportunities to learn and discuss the EL program.

3. To inform and discuss the purpose and advantages of bilingual and EL education.4. To provide input on topics for parent education programs. 5. To review the district’s annual grant application.

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Bilingual Parent Education Meeting (BPEM)School districts receiving Title III funds must implement an effective means of outreach to parents of ELLs. Outreach to parents must include information on how parents can become involved in the education of their children and how they can actively participate in helping their children learn English, achieve at high levels in the core academic subjects and meet state standards. Outreach also must include regular meetings for parents and notices of such meetings to parents so that they can provide suggestions and recommendations. These parent meetings are held three times each year. Childcare is provided.

Topics include information about:

● selecting books and reading with children at home. ● what is expected of parents pertaining to the completion of homework. ● community resources, such as the public library, medical and dental clinics and sources of

emergency food and clothing. ● the role of special school staff members and the services they could provide, such as the

counselor and the nurse. ● what decision making committees exist at the school and what is involved for those who ‐

participate. ● adult ESL classes (if applicable) and family literacy programs.

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SECOND LANGUAGE ACQUISITIONAdapted from CAPELL English Language Learners and Special Education: A Resource Handbook 2011

Second language acquisition is a complex process that develops over an extended period of time. It varies with each individual student and is contingent on many factors that can affect the process. Since language depends largely on the context in which it takes place and is acquired in varying degrees of proficiency, it is useful to examine the various factors that affect it as they relate to the individual student’s learning and academic growth. Some typical examples of these factors include:

Self-Concept: Self-confident students take risks with learning, get more opportunities to build language skills, and are not as easily discouraged by errors.

Personality: Outgoing students usually take advantage of opportunities to practice their new language with others.

Life Experience: The prior knowledge and experience of students help in their development of related language, vocabulary, and concepts. Students from war-torn countries may experience more difficulty developing the trust necessary for developing language-learning skills in a new environment. Students with diverse cultural traditions may be able to strengthen their language learning skills by contrasting their life experiences with their new environment.

Family Situation: The home and family environment in which the student lives can greatly affect the student’s academic success and educational experience. Students who have left family members behind in their home countries may be unhappy. Students whose families are experiencing financial and/or emotional difficulties may have trouble adjusting to the new learning environment. Students who come from families that stress the importance of education may have well-developed learning skills.

Culture:Cultural differences may influence students’ behavior in the classroom. Learning styles may reflect cultural experiences. The role of parents in the educational process may also reflect their cultural background and may differ from what is expected in American schools.

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Literacy: Literacy in a student’s first language facilitates the transfer of skills to a second language. A student who is not literate in his or her first language may require additional time to develop basic literacy skills. Additionally, a different writing system (alphabet) may cause students difficulty with reading, writing, and spelling in a second language.

Motivation: Students who are successful in the learning environment or those who are encouraged to succeed are usually motivated to learn. All other factors listed here also influence motivation.

Anxiety: Students who fear failure and the lack of social acceptance may experience anxiety that interferes with their learning.

Instruction: Differentiated instructional programs that incorporate a variety of strategies designed to reach individual students’ various learning styles and provide a rich language environment offer the best chance of success for second language learners.

Teachers: Students will usually thrive with a caring teacher who offers ample opportunities for learning in a stimulating multi-sensory environment.

Other Students: All students should be encouraged to model effective learning strategies and appropriate classroom behavior for their peers. Language minority students are often influenced by good learning techniques and appropriate behavior demonstrated by their peers.

School-Community: A student whose first language and culture are appreciated and valued will develop a positive self-concept and bring cultural richness to both the school and the community.

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A BRIEF GUIDE TO WORKING WITH ENGLISH LEARNERS (ELS)

from Lisa Mount, NTP ELL: Working with English Language Learners

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Stages of Language Development

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What Do All Language Learners Need?

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Making Academic Language Accessible:Six Key Strategies for Teachers of ELs

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ACCOMMODATION IDEAS FOR ENGLISH LEARNERS

Directions for Assessments and Assignments:

____ Read directions to the student____ Repeat directions as needed____ Simplify/restate directions____ Have student demonstrate understanding by repeating directions to you____ Have student demonstrate understanding by completing the first item with you____ Highlight keywords or phrases in directions____ Pre-teach vocabulary and concepts Assessment and Assignment Completion:

____ Permit extended time____ Modify length of task____ Prompt to remain on task____ Read the assignment/questions to the student____ Provide written steps for oral directions____ Mask portions of the test/assignment to direct student’s attention to specific areas____ create visual cues with colored highlighters or stickers____ Provide the opportunity to re-take test/redo assignment____ Permit oral responses____ Differentiate response modality (i.e. use short response or multiple choice instead of matching) Teaching Techniques:

____ Use a slower rate of speech____ Provide think time for students to produce language/ideas____ Utilize simple sketches to illustrate ideas____ Focus on meaning____ Stimulate and build upon prior knowledge____ Use video clips____ Provide study guides/charts/maps/graphs before teaching the lesson ____ Create picture dictionaries with the student Instructional Approaches:

____ Small group instruction____ Peer Support/Buddy Work____ Differentiated assignments____ Digital recordings of stories/chapters/lessons

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____ Use of technology as a visual guide (calculator/computer/word banks/picture dictionaries)____ Use of manipulatives/visuals/graphic organizers

FREQUENTLY ASKED QUESTIONS ABOUT ENGLISH LANGUAGE LEARNERS

Q: What is the difference between EL, ELL, ESL and LEP?

A: For all intents and purposes, these acronyms all have similar meanings EL = English Learner (person) ELL = English Language Learner (person) LEP = Limited English Proficiency (characteristic of speech) ESL = English as a Second Language (program model) Q: What is a Home Language Survey?

A: At registration, every parent/guardian completes a Home Language Survey (HLS) for each child. This document asks 2 important questions:

1. Is a language other than English spoken in the home?2. Does your child speak a language other than English?

Q: Which children are screened for English Learning services?

A: If, on the HLS, a parent/guardian answers “yes” to either question, then the child is screened for EL services. If the child does not meet the minimum requirements of the screener, then he/she will receive EL services. Q: How do you screen students?

A: The EL teacher uses the state mandated tool for screening students for the EL program. For pre-K/EC students, the Pre-IPT is used. For kindergarten through first trimester 1 st grade students, the MODEL is used. For second trimester 1st graders-12th grades, the WIDA Screener is used.

Pre-K and first trimester kindergarten students only listening and speaking are assessed. All other students are evaluated in the areas of listening, speaking, reading and writing.

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Q: How often must students meet with the EL teacher?

A: Students should receive anywhere between 150-300 minutes (5-10 thirty minute periods) per week with the EL teacher. Q: Can a parent refuse EL services for their child?

A: Yes, however, the student will still take the ACCESS for ELLs test each January until they demonstrate proficiency in English. Parents can change their minds about resuming/beginning services at any time. Q: What is the ACCESS test?

A: The ACCESS for ELLs test is an assessment given to all ELs each January/February to assess their proficiency in listening to, speaking, reading and writing in English. Scores are typically reported in early May. Q: How does a child exit the EL program?

A: In the state of Illinois, a student is considered proficient in English when they reach a level 6.0 on a scale of 1.0-6.0. However, students may be exited from the EL program after achieving an overall score of 4.8 on the ACCESS for ELLs test. Please note that just because a child exits the EL program with a score of 4.8, does not mean that they are fully proficient in English. Only a score of 6.0 signifies full fluency.

Q: What do the scores on the ACCESS for ELLs test mean?

A:

Proficiency Level Description of Language Proficiency Levels

1-Entering Knows and uses minimal social and academic language with visual support

2-Emerging Knows and uses some social English and general academic language with visual support

3- Developing Knows and uses social English and some specific academic language with

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visual support

4- Expanding Knows and uses social English and some technical academic language

5- Bridging Knows and uses social and academic language working with grade level material

6- Reaching Knows and uses social and academic language expected of native English speakers

Q: What does the EL teacher do with the students?

A: The EL teacher works to help the students learn to use the English language to communicate socially with their peers and academically to succeed in the classroom. The EL program focuses on listening, speaking, reading and writing in English in all content areas (language arts, science, social studies, math, etc…). Q: How long does it take to learn a new language?

A: For an average EL, it takes between 1-3 years to learn how to fluently communicate in a social setting with peers- otherwise known as BICS (Basic Interpersonal Communication Skills). It takes approximately 5-7 years to fully develop fluency in academic language- otherwise known as CALPS (Cognitive Academic Language Proficiency). In total, it may take ELs up to 7-10 years to catch up to their peers.

Q: If a child sounds fluent in English, why does he/she still receive EL services?

A: Even though a child may have age-appropriate conversational/social skills in English, it typically takes much longer to acquire that same proficiency with academic language.

Q: What can I do to help my English Learners achieve in the classroom?

A: As with all the other children in our classrooms, ELs have unique needs. Some general tips to help children are to: - use pictures, gestures and body to illustrate and act out concrete concepts. - spend time frontloading academic words. - preview academic content with students. - define procedural words (e.g. illustrate, define, compare, etc…) clearly. - use video clips. - use consistent language, visuals and graphic organizers to prevent confusion.

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Q: What about communicating with parents?

A: If you are uncertain about a parent’s English fluency, ask the EL teacher. If an interpreter is needed, ask the EL teacher to schedule a phone call, set up a meeting or compose an email.

Q: Can students receive both English Learning and special education services?

A: Yes, there are no regulations that prohibit a student from participating in both programs. Once a child qualifies for special education services, educators must look at his/her specific social, language and academic needs and select the appropriate instructional program to meet those needs, while ensuring the child is placed in the least restrictive environment.

Q: How long should we wait before referring an EL student for possible special education services?

A: A referral to special education can be made by a parent at anytime. There is no time restriction for staff referring an EL for evaluation when a team of teachers (including special education and English Learning staff members) meet to determine that screening is appropriate and interventions, instructional strategies, and program options implemented have proven unsuccessful over an extended period of time.

Q. How do we know if an EL should be referred for special education services?

A: When a student is not proficient in English and is experiencing an unusual amount of academic difficulties, it can be a challenge to determine if the difficulty stems from the language difference or from a true disability that has an adverse impact on education that would require the provision of special education and related services.

In many cases, school personnel may never know for sure the reason behind the student’s difficulties. In the end, however, even if school personnel are not totally confident in the accuracy of the conclusion, the important result of the process is that the student receives appropriate services and the best chance for academic success.

Q: Do ELs need an IEP or 504 plan to receive accommodations on tests?

A: No. All ELs are entitled to receive testing accommodations on state, district and classroom tests, although these accommodations are limited in number and differ from what is available

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for students with an IEP or 504 Plan. If an EL is also identified as disabled as defined by IDEA, or Section 504, then these accommodations would need to be included in the child’s individualized education program (IEP) or 504 plan.

GLOSSARY OF TERMS A

Academic English

The English language ability required for academic achievement in context-reduced situations, such as

classroom lectures and textbook reading assignments. This is sometimes referred to as Cognitive/Academic

Language Proficiency (CALP).

Accommodation (for English Language Learners)

Adapting language (spoken or written) to make it more understandable to second language learners. In

assessment, accommodations may be made to the presentation, response method, setting, or

timing/scheduling of the assessment (Baker, 2000; Rivera & Stansfield, 2000).

B

Basic Interpersonal Communication Skills (BICS)

Basic Interpersonal Communication Skills (BICS) is often referred to as "playground English" or "survival

English." It is the basic language ability required for face-to-face communication where linguistic interactions

are embedded in a situational context called context-embedded language. BICS is part of a theory of

language proficiency developed by Jim Cummins, which distinguishes this conversational form of language

from CALP (Cognitive Academic Language Proficiency).

BICS, which is highly contextualized and often accompanied by gestures, is cognitively undemanding and

relies on context to aid understanding. BICS is much more easily and quickly acquired than CALP, but is not

sufficient to meet the cognitive and linguistic demands of an academic classroom.

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An educational program in which two languages are used to provide content matter instruction. Bilingual

education programs vary in their length of time, and in the amount each language is used.

Bilingualism

Bilingualism is the ability to use two languages. However, defining bilingualism can be problematic since

there may be variation in proficiency across the four language dimensions (listening, speaking, reading and

writing) and differences in proficiency between the two languages. People may become bilingual either by

acquiring two languages at the same time in childhood or by learning a second language sometime after

acquiring their first language.

Bilingual Parent Advisory Committee (BPAC)

School districts that have Transitional Bilingual Education (TBE) Programs are required to establish a

Bilingual Parent Advisory Committee (BPAC) comprised of parents of children in the TBE program and

other interested community members. The committee meets four times a year and participates in the

planning, operation, and evaluation of the TBE program.

Bilingual Parent Education Meeting (BPEM)

School districts receiving Title III funds must implement an effective means of outreach to parents of

ELLs. Outreach also must include regular meetings for parents and notices of such meetings to parents

so that they can provide suggestions and recommendations. These parent meetings are held three times

each year.

Biliteracy

Biliteracy is the ability to effectively communicate or understand written thoughts and ideas through the

grammatical systems, vocabularies, and written symbols of two different languages.

BPAC

See Bilingual Parent Advisory Committee.

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BPEM

See Bilingual Parent Education Meeting.

C

Cognitive/Academic Language Proficiency (CALP)

Cognitive/Academic Language Proficiency (CALP) is the language ability required for academic achievement in

a context-reduced environment. Examples of context-reduced environments include classroom lectures and

textbook reading assignments, where there are few environmental cues (facial expressions, gestures) that

help students understand the content. CALP is part of a theory of language developed by Jim Cummins, and is

distinguished from Basic Interpersonal Communication Skills (BICS).

D

Domain-Specific Words and Phrases

Vocabulary specific to a particular field of study (domain) in the Standards, domain-specific words and

phrases are analogous to Tier Three words.

Dominant language

The dominant language is the language with which a bilingual or multilingual speaker has greatest proficiency

and/or uses more often. See primary language.

dual language learner

A child who is learning a second language while continuing to develop his/her home language.

Dual language program/Dual immersion

Also known as two-way immersion or two-way bilingual education, these programs are designed to serve

both language minority and language majority students concurrently. Two language groups are put together

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and instruction is delivered through both languages. For example, in the U.S., native English-speakers might

learn Spanish as a foreign language while continuing to develop their English literacy skills and Spanish-

speaking ELLs learn English while developing literacy in Spanish. The goals of the program are for both groups

to become biliterate, succeed academically, and develop cross-cultural understanding.

E

Early Childhood English Language Learner (ECELL)

An ECELL is a child who is between the ages of zero and five (early stages of development) and who is in the

process of learning English as a second language.

ELD

English language development (ELD) means instruction designed specifically for English language learners to

develop their listening, speaking, reading, and writing skills in English. This type of instruction is also known as

"English as a second language" (ESL), "teaching English to speakers of other languages" (TESOL), or "English

for speakers of other languages" (ESOL). ELD, ESL, TESOL or ESOL are versions of English language arts

standards that have been crafted to address the specific developmental stages of students learning English.

EL

See English learner.

ELL

See English language learner.

English as a Second Language

English as a Second Language (ESL) is an educational approach in which English language learners are

instructed in the use of the English language. Their instruction is based on a special curriculum that typically

involves little or no use of the native language, focuses on language (as opposed to content) and is usually

taught during specific school periods. For the rest of the school day, students may be placed in mainstream

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classrooms, an immersion program, or a bilingual education program. Every bilingual education program has

an ESL component (U.S. General Accounting Office, 1994).

English Language Learner (ELL)

Students whose first language is not English and who are in the process of learning English.

ESL

See English As A Second Language

ESOL

ESOL stands for 'English for speakers of other languages' (see ESL).

Exit criteria

Exit criteria are a set of guidelines 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, grades, standardized test scores, and teacher

recommendations. In some cases, this redesignation of students may be based on the amount of time they

have been in special programs.

expressive language

The aspect of spoken language that includes speaking and the aspect of written language that includes

composing or writing.

F

First Language

See "native language." Sometimes referred to as L1 in shorthand.

G

General Academic Words and Phrases

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Vocabulary common to written texts but not commonly a part of speech; in the Standards, general academic

words and phrases are analogous to Tier Two words and phrases.

H

Home Language

See "native language."

L

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 (Hargett, 1998).

LEP

See Limited English Proficient.

Limited English Proficient (LEP)

Limited English proficient is the term used by the federal government, most states, and local school districts

to identify those students who have insufficient English to succeed in English-only classrooms. Increasingly,

English language learner (ELL) or English learner (EL) are used in place of LEP.

local education agency (LEA)

A public board of education or other public authority within a state that maintains administrative control of

public elementary or secondary schools in a city, county, township, school district or other political

subdivision of a state.

long-term English language learner

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A student who has been enrolled in U.S. schools for more than six years but continues to struggle

academically due to limited English proficiency.

N

Native language

The first language a person acquires in life, or identifies with as a member of an ethnic group. This term

variably means (a) the language learned from the mother, (b) the first language learned, (c) the native

language of an area or country, (d) the stronger (or dominant) language at any time of life, (e) the language

used most by a person, (f) the language toward which the person has the more positive attitude and affection

(Baker, 2000). Also referred to "home language" or "mother tongue."

P

Primary language

The primary language is the language in which bilingual/multilingual speakers are most fluent, or which they

prefer to use. This is not necessarily the language first learned in life. See also dominant language.

Pull-out ESL

Pull-out ESL is a program in which LEP students are "pulled out" of regular, mainstream classrooms for special

instruction in English as a second language.Push-in ESL

In contrast with pull-out ESL instruction, a certified ESL teacher provides ELLs with instruction in a

mainstream or content-area classroom.

R

receptive language

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The aspect of spoken language that includes listening, and the aspect of written language that includes

reading.

S

social English

Often referred to as "playground English" or "survival English", this is the basic language ability required for

face-to-face communication, often accompanied by gestures and relying on context to aid understanding.

Social English is much more easily and quickly acquired than academic English, but is not sufficient to meet

the cognitive and linguistic demands of an academic classroom. Also referred to as Basic Interpersonal

Communication Skills (BICS).

Standard English

In the Standards, the most widely accepted and understood form of expression in English in the United

States; used in the Standards to refer to formal English writing and speaking.

State education agency (SEA)

A state education agency is the agency primarily responsible for the state supervision of public elementary

and secondary schools.

T

TBE

See Transitional Bilingual Education.

Title III Title III funding is money provided by the federal government that must be used to implement language instruction

educational programs designed to help LEP students achieve standards. The state educational agency (SEA), local

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educational agency (LEA) and schools are accountable for increasing the English proficiency and core academic

content knowledge of LEP students.

Total Physical Response (TPR)

Total Physical Response is a language-learning approach based on the relationship between language and its

physical representation or execution. TPR emphasizes the use of physical activity for increasing meaningful

learning opportunities and language retention. A TPR lesson involves a detailed series of consecutive actions

accompanied by a series of commands or instructions given by the teacher. Students respond by listening and

performing the appropriate actions.

TPI

See Transitional Program of Instruction.

Transitional Bilingual Education (TBE)

An educational program in which two languages are used to provide content matter instruction. Over time,

the use of the native language is decreased and the use of English is increased until only English is used. It

serves students who are in a school attended by 20 or more students of the same language group who qualify for

the second language program.

Transitional Program of Instruction (TPI)

An educational program that is equivalent to an English as a Second Language (ESL) program. It serves students

who are in a school attended by 19 or fewer students of the same language group who qualify for the second

language program.

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Appendix A: Home Language Survey (English)

The state requires the district to collect a Home Language Survey for every student. The information is used to

count the students whose families speak a language other than English at home. It also helps to identify the

students who need to be assessed for English language proficiency.

Please complete one survey per child in your family.

Student Name: _____________________________________________________________

Grade: ________ Sex: Male/Female

Date of Birth: ________ Place of Birth: ___________________________________

1. Is a language other than English spoken in your home?

Yes _______ No _______

If yes, what language? ________________________________________________

2. Does your child speak a language other than English?

Yes _______ No _______

If yes, what language? ________________________________________________

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If the answer to either question is yes, the law requires the school to assess your child’s English language

proficiency.

________________________________________________ ________________________________

Parent/Legal Guardian Signature Date

Appendix A: Encuesta Sobre el Idioma (en español)

El estado requiere que el distrito recopila una encuesta de idioma para cada estudiante. La información se utiliza

para contar los estudiantes cuyas familias hablan un idioma distinto al inglés en casa. También ayuda a identificar a

los estudiantes que necesitan ser evaluados en el dominio del idioma Inglés.

Por favor complete una encuesta por cada niño(a) en su familia.

Nombre del Estudiante: _____________________________________________________________

Grado: ________ Sexo: Masculino/Femenino

Fecha de Nacimiento: ________ Lugar de Nacimiento: __________________________________

1. ¿Se habla algún idioma distinto al Inglés en su casa?

Sí ________ No _______

En caso afirmativo, ¿qué idioma? __________________________________________

2. ¿Su hijo(a) hablan un idioma distinto al Inglés?

Sí ________ No _______

En caso afirmativo, ¿qué idioma? __________________________________________

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Si la respuesta a cualquiera de estas preguntas es sí, la ley requiere que la escuela evalúe el dominio del idioma Inglés de su hijo(a).

________________________________________________ ________________________________

Firma del Padre/Guardián Legal Fecha

Appendix B: English Learning Qualification Letter (English)

Date: ___________________

To the Parent(s)/Guardian(s) of _______________________________________,

Recently, the

_______ Pre-IPT (preschool)

_______ WIDA MODEL (Kindergarten- first half of 1st grade)

_______ WIDA Screener (2nd half of 1st grade-8th grade)

screening assessment was administered to determine your child’s English language proficiency. The screening assesses speaking, listening, reading, and writing of the English language (only speaking and listening are assessed at the kindergarten and first trimester of 1st grade levels).

This screening test is given when parents indicate that a language other than, or in addition to, English is spoken in the home on the Home Language Survey, completed at the time of registration. The results of the screener indicate that your child is not yet fully English proficient.

It is therefore recommended that your child be placed in the English Learning (EL) program. Testing will continue on a yearly basis to determine your child’s English proficiency.

Please sign below indicating your choice and return to your child’s classroom teacher.

______I accept this placement for my child in the English Learning (EL) program.

______ I would like to schedule a meeting to discuss the placement for my child in the English Learning (EL) program.

_________________________________________________________________________________Parent Signature Date

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_____________________________________________________________________________________________Phone Number Preferred Language for Contact

If you have any questions, feel free to contact Morgan Koncel, the EL Coordinator by phone, at 708-647-2222 or by email, at [email protected]. Your prompt reply is appreciated.

Sincerely,

Morgan KoncelEL Coordinator

Homewood School District 153

Appendix B: English Learning Qualification Letter (en español)

Fecha: ___________________ A Los Padres/Custodios de ____________________________________________, Recientemente, el examen de

_______ Pre-IPT (preescolar) _______ WIDA MODEL (Kínder- primera mitad del primer grado) _______ WIDA Screener (segundo mitad del primer grado- octavo grado)

fue administrado para determinar el dominio del idioma de su niño(a). El examen aprecia habla, escucha, lectura, y escritura en inglés (solamente habla y escucha ha probado en kindergarten y grado de primer). El examen se da cuando los padres indican que un idioma distinto, o además de, en inglés se habla en la casa para la encuesta sobre el idioma hablado en la casa ha completado en el momento de la inscripción. Los resultados indican que su niño(a) no es hábil en inglés. Por eso, recomendamos que su niño(a) alista en el programa de Aprendizaje del Inglés (EL). Las pruebas continuarán sobre una base anual para determinar el dominio Inglés de su hijo(a). Por favor, escoge abajo y se firma. Nos da en cambio en un sobre. ______ Aceptó el programa de Aprendizaje del Inglés (EL) para mi niño/a. ______ Me gustaría programar una reunión para discutir la colocación de mi hijo/a en el programa de Aprendizaje del Inglés (EL). _______________________________________________________________________Firma de Los Padres/Custodios Fecha de hoy

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_______________________________________________________________________Número de Teléfono Idioma de su Preferencia Si tienes alguna pregunta, no dude en ponerse en contacto con Morgan Koncel, la Coordinadora de EL por teléfono, al 708-647-2222 o por correo electrónico, por lo [email protected]. Su pronta respuesta será apreciada.

Sinceramente,

Morgan KoncelCoordinador de Aprendizaje de Inglés


Appendix C: English Learning Dismissal Letter (English)

Date: _________________ To the Parent(s)/Guardian(s) of ___________________________________, Recently, the _______ Pre-IPT (preschool) _______ WIDA MODEL (Kindergarten- first half of 1st grade) _______ WIDA Screener(2nd half of 1st grade-8th grade) screening assessment was administered to determine your child’s English language proficiency. The screening assesses speaking, listening, reading, and writing of the English language (only speaking and listening are assessed at the kindergarten and first trimester of 1st grade levels). This screening test is given when parents indicate that a language other than, or in addition to, English is spoken in the home on the Home Language Survey completed at the time of registration. The results of this assessment show that your child meets the state standard for English proficiency. This means your child’s English proficiency is sufficient to experience success in the classroom without the additional support from the English Learning (EL) program. If you have any questions, feel free to contact Morgan Koncel, the English Learning Coordinator, by phone at 708-647-2222 or by email at [email protected].

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Sincerely,

Morgan KoncelEL Coordinator


Appendix C: English Learning Dismissal Letter (en español)

Fecha: ____________________ A los padres/custodios de_______________________________________, Recientemente, el examen de _______ Pre-IPT (preescolar)_______ WIDA MODEL (Kínder- primera mitad del primer grado) _______ WIDA Screener (segundo mitad del primer grado- octavo grado) fue administrado para determinar el dominio del idioma de su niño(a). El examen aprecia habla, escucha, lectura, y escritura en inglés (solamente habla y escucha ha probado en kindergarten y grado de primer). El examen se da cuando los padres indican que un idioma distinto, o además de, en inglés se habla en la casa para la encuesta sobre el idioma hablado en la casa ha completado en el momento de la inscripción. Los resultados demuestran que la aptitud de su hijo(a) en el inglés es suficiente para tener éxito en la escuela sin ayuda adicional del programa de Aprendizaje del Inglés (EL) un programa para principiantes de inglés. Si tienes alguna pregunta, no dude en ponerse en contacto con Morgan Koncel, el Coordinador de Aprendizaje de Inglés, por teléfono al 708-647-2222 o por correo electrónico a [email protected].

Sinceramente,

Morgan KoncelCoordinador de Aprendizaje de Inglés

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Homewood School District

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