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Microsoft Word - ProcedureManualUpdated11.02.09.docELL Mission Statement and Goals .................................................. 3 ELL Academic Year Calendar ......................................................... 4 ELL Program Description ................................................................ 6 ELL Consult Team........................................................................... 7 ELL Service Evaluation and Placement Guidelines ......................... 8
ELL Year End Evaluation Process .................................................. 9 ELL Reclassification Process ....................................................... 10 ELL Guidelines for Additional BEA Time ....................................... 11 ELL ACCESS for ELL's Scenarios for Testing............................... 12
ELL Material Department Request ................................................ 13 ELL Form Definitions..................................................................... 14
Form 1A: Teacher/BEA Schedule...................................... 15 Form 1B: Home Language Survey .................................... 16 Form 1C: ELL Service Evaluation and Request for .. Service/English................................................. 17 Form 1C: Language List/Codes .................................... 18-23 Form 1D: Parent Letter/Permission for Service (English)... 24
Form 1D: Parent Letter/Permission for Service (Hmong) ... 25 Form 1E: Individualized Student Record Plan ................... 26 Form 1 F: Student Information Card .............................. 27-28 Form 1 G: Student Status/Parent Notification ..................... 29 Form 1H: Notice of Dismissal ............................................ 30 Form 1J: ELL Reclassification and Monitor Process ......... 31
English Language Proficiency Levels ............................................ 32
Events and Opportunity Communication .................................. 33-34
Page 3 of 34
Mission Statement
The Eau Claire Area School District’s English Language Learners (ELL) Program guides students to English proficiency and academic achievement.
2010-2011 ELL Program Goals
o To improve the academic performance of English Language Learners as demonstrated by WKCE scores and student performance on the ACCESS.
o Maintain a high level of bilingual aide time across all
grades to serve ELLs and their families.
o Create consistency in programming across the district
o Further connect with our families using the bilingual helpline, welcome folders, and family nights
o Provide staff development opportunities for ELL teachers,
BEAs, general education teachers, adminstrators, and parents.
Page 4 of 34
ELL Academic Calendar - Year at a Glance
September Fill out referral form for any Ks or new students Set up a meeting of the consult team Get permission slips signed for the ELLs returning to the program Do the WAPT screener for the Ks and transfers Create a schedule for yourself and the BEA Share with the building secretary and ELL Coordinator
10/1 deadline for service evaluation forms WKCE ALL ELLs take the test For information on accommodations visit
http://www.dpi.state.wi.us/oea/ells.html Complete you PDP and visit with your building administrator Fill out the 1Es for each learner Have 1Es signed at conferences
Check in cumulative folders to make sure all kids have a home language survey, permission slip, and a red card
High School and Middle school registration Send home letters regarding upcoming ACCESS testing—for samples visit the DPI website http://dpi.wi.gov/ell/school-home.html December
ACCESS Middle school ELL teachers tag the files of your 8th graders with
post its label ELL. This notifies the registrar the learner needs ELL
ACCESS Elementary school ELL teachers-- contact the middle school
ELL teachers and let them know about the learners that will be ELL in the upcoming year.
Middle school ELL teachers --notify the high school teachers of the students that will be at their school, their level, and current programming.
Page 5 of 34
Northstar: -Locust Lane -Northwoods -Sam Davey South: -Robbins -Meadowview -Manz -Flynn - .5 of Lakeshore DeLong - .5 of Lakeshore -Putnam -Little Red -Roosevelt -Sherman -Longfellow
High School ELL teachers—please try to arrange a time with the middle school teachers when you could come and introduce yourself and the high school ELL program to the 8th graders
A great time to have an ELL family night at school April
• High School and Middle schools—sort out next year’s courses and scheduling.
Arrange a date with consult team for EOY review ACCESS scores are returned Compile the EOY data for the red cards in the blue folders Send 1Hs to Student Services Send home 1Gs
Page 6 of 34
Program Description
The English Language Learner (ELL) program in the Eau Claire Area School District connects with our districts Response to Intervention (RTI) Framework.
Tier 3 ELP level 1s and 2s are serviced with tier 3 targeted interventions
Interventions may but are not limited to:
• Self contained content courses
• Individualized ELL support
• Tier 1 and 2 interventions Tier 2
ELP levels 3s and 4s are serviced with tier 2 selected interventions Interventions may but are not limited to:
• Preteaching of content material
• ELL teacher provides supplemental support based on student need as determined by the ELL consult team
• Tier 1 interventions Tier 1
ELP level 5 are services with tier 1universal inteventions ELL teacher serves as a resource to the classroom teacher.
Our ELL staff prepares English Language Learner students for academic success by emphasizing academic language, content area knowledge, and learning strategies. We supplement the district curriculum using more and different material. We strive to provide a supportive communication system between the home and school and to provide a safe and supportive learning environment for our English Language Learners. By accessing district and community resources, we provide effective, comprehensive service to our students. Each school that serves English Language Learners has an English Language Learner Consult Team. The team provides direction and assistance to the English Language Learner Program in that school.
Page 7 of 34
English Language Learner Consult Team
Each school will establish an ELL Consult Team. The following outline describes the role and function for the team:
The ELL Consult Team may consist of the following members: • School Psychologist
• Principal
• Regular Education Teacher
• Others may include: o Counselor o Reading Specialist o Social Worker o Special Education Teacher(s) o Bilingual Assistants o Other
The ELL Consult Team role:
• Provide direction for the ELL program in the building
• Decide if students meet eligibility criteria
• Decide if ELL students should be exited from the program
• Submit recommendations to the ELL Administrator
The following areas will be reviewed prior to language testing and prior to recommending placement in the ELL program:
• Language Spoken in the Home
• Include Language Spoken by Caretakers
• Place of Birth o USA o Other
• Number of Years in the United States
• Number of Years in United States Schools
• Standardized test results
• Classroom Performance
ACCESS Testing
• The ACCESS assessment tool given to all ELL's in the district that have an English proficiency level that is below a 6.
Page 8 of 34
The goal of the ELL department is to provide English Language Learners a successful and rewarding educational experience by providing appropriate educational services to meet their individual needs. As a part of this process, it is each building’s responsibility to identify those students who appear to be having difficulties and provide services appropriate with their English Language Proficiency.
ELL Consultation Process The ELL consult team coordinates all ELL referrals, service and reclassification. The ELL teacher at the building serves as the team leader and will initiate the service evaluation process and initial assessment. The consult teams will meet to discuss the student and review the results of the WAPT. Consult team members will review each student’s academic history as a part of evaluating the student. The team will make recommendations to the ELL Administrator regarding the student’s English Proficiency Level and if ELL services are required for the student.
The ELL Service Approval Process
1) The ELL teacher will forward all ELL Service Evaluation forms to the Student Services Department at the Board of Education Office for final approval. Once approved, the student information will be entered into the ELL database.
2) The Student Services Department will forward the referral back to the ELL teacher and will send an updated list of students to the building principal and the ELL teacher.
3) The ELL teacher will be responsible for gaining written parent permission on
Form 1D and placing the parent permission in the student’s cumulative folder.
If parents deny their child placement in the ELL program, the ELL teacher will forward a copy of Form 1D (permission for service) to the Student Services Department for documentation in the ELL database.
Page 9 of 34
ELL Year End Evaluation Process
The ELL Consult Teams will meet prior to the end of each academic school year to evaluate the results of the ELL interventions in the building. The ELL Consult Team will review:
• Currently Served ELL students o Teams use the annual assessment results along with other relevant information to
determine if there is a need for continued ELL services. o Information may include but is not limited to:
State standardized test results ACCESS test results DRP reading scores Current grades Progress towards the state standards Curriculum based assessments Classroom and ELL teacher’s informal assessments
• If the team determines a child is proficient they can begin the reclassification process o Call the home and notify the family of the child's success and alert them to the
forms that you will be sending home The 1G indicating the child does NOT qualify for services The 1H/Dismissal which needs a signature Complete a Form 1J for the child and put it in the child's blue ELL folder in
the cumulative folder
• Monitored Students Students who have been reclassified within the last two years o Complete the monitor section of the 1J
If monitor period is complete o Copy 1J and mail it to Student Services o Staple 1J to red card and retire it to blue folder
After the meeting The ELL teacher will:
o Update the red ELL program cards contained in the ELL blue folder in the students’ cumulative folder
o Send the 1G to the homes of the students who qualify for services in the next school year
o Schedule continuing ELLs appropriately and change intervention if the current model is not working
o Forward EOY Consult Team Evaluation Results to Student Services A copy of the Consult Team’s End of Year Determinations Year end ELL Performance Levels
• ACCESS Levels
• Form 1H if student is dismissed
• Form 1G: Student Status for Next Year to notify parents about their child’s status for next year.
Page 10 of 34
The ECASD ELL Program Reclassification Process
Students classified as English language learners (ELL) will no longer be considered limited-English proficient when they have the language skills necessary to compete with mainstream English speakers in age and grade appropriate settings in all areas of language development without the use of adapted or modified English materials. These ELL students will: 1. Understand and speak English in relation to the full range of demands of the classroom and the
academic language needed to succeed; 2. Read and comprehend English as evidenced by successful classroom performance and average
district score on standardized achievement tests; 3. Write English as evidenced by successful classroom performance and average district scores on
standardized achievement tests; and 4. Meet or exceed district guidelines in their academic subjects.
In general, when the student scores a Level 6.0 composite score on the ACCESS for ELLs® the student is exited from the English language proficiency (ELP) program. You can consider the reclassification of an ELL student as fully English proficient by applying the following criteria and evidence:
1. The student is in the fourth grade at a minimum. 2. The student has attained an English language proficiency (ELP) Level 5*. 3. Two or more additional pieces of evidence of English language proficiency (ELP) must be evaluated and kept on file in the district. See Evidence of English Proficiency. 4. Parents and teachers agree that the student has reached full English proficiency. Parents must be a part of the exit decision; other pertinent team members may include the bilingual and/or ESL teacher, the classroom teacher(s), and other relevant staff.
5. Districts must have a policy in place for reclassification of ELL students and re-entry into the ELP program if evidence indicates that reclassification was premature.
The following are examples of evidence that may be used to document that the student has become fully English proficient. • District/school writing samples meet or exceed grade level expectations.
Student scores a 5.5 or above on the Reading section of the ACCESS for ELLs®. • Student scores are in the proficient or advanced categories on the Wisconsin Knowledge & Concepts Examinations (WKCE) without ELL accommodations in all assessed content areas.
Student is achieving academically at their age appropriate grade level without the use of adapted or modified English materials.
Other relevant evidence (e.g., excellent grades, class work, and performance on local assessments).
When a child meets the above criteria, complete the ECASD form 1J, staple it to the students red card
and file it in the students cumulative folder
Send a copy of the 1J to student services
Page 11 of 34
Guidelines for Additional BEA Time
There are times when a school may need additional Bilingual Educational Assistant services. PRIOR APPROVAL IS NECESSARY. All questions and requests should be forwarded to Kristen Gundry.
[email protected] #15383 (852-4127)
If the child is currently in the ELL Program:
Consult the list of approved BEAs to find someone. Contact him/her and set it up. Send an e-mail confirming the time and date after services have been rendered. The BEA should send the timecard to Student Services for payment.
If the child is NOT in the ELL Program:
Follow the procedures as above, except don’t forward the time card to Student Services. The building is responsible for paying for the time.
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Situation Test? Comment Title III?
Student’s LEP level is 1-5 & student is receiving ELL services
All students LEP 1-5 should have a Form 1C on file.
Form 1C completed & Student’s LEP level is 6 or 7 & Never received ELL services & No services Recommended
Students may be monitored but not through ACCESS for ELLs testing.
Form 1C completed & Student’s LEP level is 1 - 5 & Never received ELL services & No services Recommended
Students may be monitored but not through ACCESS for ELLs testing
Form 1C completed & Student’s LEP is 1-5. Service is recommended but Parents Refuse Services. We will keep testing until student receives a 6 or higher.
We receive State funding as student is below LEP 6. We do not need parent permission to test as it is federal requirement as we receive funds through Title III.
Student was administered W-APT & ELL Team decides student does not qualify for ELL Services Form 1C needs to be completed to show that no services have been recommended
Students may be monitored but not through ACCESS for ELLs testing.
Student has a Home Language Survey on File indicating a Language Other than English. No services recommended and 1C is completed to show that
A Home Language Survey on file does not mean a student needs ELL services. The ELL teacher should review and initiate an ELL Referral (Form 1C) if needed.
Page 13 of 34
ELL Department Material Request
Please attach the catalog, webpage print out, and completed order form. Date Name School Academic Year Materials are needed for Targeted student population for these materials (ex. elementary science support, 8th grade social studies instruction) Requested item/s
Vendor Item number Item name Cost per item Qty Total cost
Have you checked the following funding sources? Building Department Media Center Teaching and Learning
How will this material help facilitate language development? How does this material help you better reach your targeted instructional goal for the students? If the material request is approved, please work the media specialists to ensure that the materials are coded as ELL, so we can locate the materials at a later date. Please send completed form to ELL Administrator. * * * * * * * * * * * * * * * F o r O f f i c e U s e O n l y * * * * * * * * * * * * * * * Approved Denied
Initialized by ELL Administrator funding source (district, grant #, or Title)
Page 14 of 34
1A Teacher / BEA Schedule Format - All ELL teachers and BEAs need to fill out this form as directed on the bottom of the form and return it to Kristen Gundry at South Middle School.
First 2
weeks of school
1B Home Language Survey - This form will be used by the person enrolling a student into school if the parent or guardian indicates a language other than English is spoken at home. Based on this information, an ELL Initial Referral (Form 1C) may be generated. The ELL teacher may also use the form if this information is not already available. Form 1B should be filed in the cumulative folder.
As needed
1C ELL Service Evaluation – This form is completed by the Consult Team after the student has completed the WAPT with the ELL teacher. The Consult Team looks at the learners' records and test results to determine if the child needs language support. The completed form is sent to the ELL administrator.
All incoming kindergarten
students and new
students to the District
1D Parent Welcome Letter / Permission for Service - The ELL Program is required by law to obtain parent permission for placement in the ELL program prior to initiating services. Form 1D is a letter from the ELL Administrator welcoming students to the program and seeking parent permission. The parent/guardian is asked to return this form to the school and the form should be filed in the student’s cumulative folder. ELL teachers are responsible for ensuring that this form is received and in the cumulative folder prior to initiating service. This form should also be used whenever a new student enters the program.
service is provided
1E Individualized Student Record Plan for ELL Students - The Department of Public Instruction (DPI) has emphasized the importance of accountability and documentation for program effectiveness. This form has been adopted from DPI recommended forms and will be used by ELL teachers to communicate with parents and document service. Form 1E should be put in the student’s cumulative folder.
Within first 30 days of
1F Student Information Card / Annual Eligibility Review (red card) - The law requires that ALL ELL students be assessed annually to determine if placement in an ELL program continues to be needed. This Student Information Card summarizes annual testing and other available information. Final completion of this card is the responsibility of the ELL Consultation Team. Form 1F should be put in the student’s cumulative folder.
After annual
testing & review
1G Student Status / Parent Notification Form - After the ELL Consult Team has finished its end-of-the-year assessment process, send this form home to each ELL student. The BEA needs to call home to explain this to parents.
Last month of school
1H ELL Notice of Dismissal – This form may be used for students who are to be dismissed from the program due to any of the following: student no longer needs ELL services; student’s parent/guardian requested child be withdrawn from program; student is habitually truant and not participating in the ELL program; other reasons-must define. Every attempt should be made to obtain the parent/guardian’s signature. The original shall be placed in the student’s cumulative folder, one copy to the parent/guardian, and one copy to Student Services.
Any time student is dismissed
from program
Time Monday Tuesday Wednesday Thursday Friday
Guidelines for Setting up a Schedule In addition to your regularly scheduled classes, please include travel time, lunch, duty, and prep. time from the time you arrive until
the time you leave each day. This schedule is not set in stone. It is just meant to give people a good idea about how you spend your time. We will ask that you fill this out within the first two weeks of school. If there are changes during the year, we will ask that you
submit an updated schedule. This also serves the purpose of documenting the amount of duty you are doing.
Page 16 of 34
Place of Birth Number of Years of Education OUTSIDE of the U. S.
Number of Years of Education INSIDE the U.S.
Relationship of Person Completing Survey
Mother Father Guardian Other Specify
Directions: Check the correct response for each of the following questions and indicate other languages if appropriate:
English Other Other Language(s)
1. What language did the child learn when she or he first began to talk?
2. What language does the family speak at home most of the time?
3. What language does the parent(s) speak to her/his child most of the time?
4. What language does the child speak to her/his parent(s) most of the time?
5. What language does the child hear and understand in the home?
6. What language does the child speak to her/his brothers/sisters most of the time?
7. What language does the child speak to her/his friends most of the time?
8. Can an adult family member or extended family member speak English?
Yes No
9. Do you want a translator/interpreter available at school conferences?
Yes No
ELL Review Team (please list names of participants): Date of Meeting: / / Student First Name
Middle Initial
Last Name
Parents Name(s)
Student ID
Last District Attended
DPI Language Code
(HMN=Hmong, SPA=Spanish, KOR=Korean, RUS=Russian, ARB=Arabic) OR, refer to DPI list at http://dpi.wi.gov/ell/doc/langcodes4web.doc
Born in USA If no, then other Country Yes No -
Arrival Date
# Years in ELL
Reason for Evaluation: WAPT Administered By: Date: / / Results: Standardized Test Information: Previous Language Assessments: Strengths: Other Information:
Team Recommendation: Language Proficiency Level
Student should receive ELL services
Student should not receive ELL services
_____________________________________________________ _____________________
As of February 2009
Language List/Codes For use in identifying “Native Language” (Field #15) for ACCESS for ELLs™ test booklets and Pre-ID labels. We are moving from 2-digit alpha codes to 3-digit alpha and numeric codes to identify first/native languages of English language learners in Wisconsin schools. The following list of language names and codes are from the Summer Institute of Linguistics (SIL) on-line Ethnologue (15th Edition). The codes used are from the most recent ISO (International Standardization Organization) draft edition (DIS=Draft International Standards). We are using the most recent codes published (both online and in print) by (SIL) which are identified by “639-3.” For more detailed information, go to: www.ethnologue.com/ethno_docs/introduction.asp. Numeric codes are being used for non-language needs (e.g., “not on list” when the language being recorded does not appear on this list; or “Other South Asian” when the actual name of a language from India or surrounding countries is not known). There are several ISO/DIS 639-3 codes for Hmong. However, because currently in Wisconsin districts do not generally distinguish among the various Hmong languages (e.g., between “Blue/Green” Hmong and “White/Striped” Hmong) we will use the older ISO 639-2 code for Hmong (hmn). To look for a language not on this list, go to: www.ethnologue.com/site_search.asp. It is sometimes important to note the region of the country where a language is spoken because there are often more than one with the same common name, but more than one actual language and accompanying code. For an example, see the online reports for “Dinka” codes. Instructions for reporting languages not appearing on the list below are included at the end of the list. Language
(with alternate names)
(NOT all-inclusive)
Afar aar Ethiopia Afrikaans afk South Africa Akan (Asante, Asanti, Ashanti, Twi) aka Ghana; Ivory Coast Aklan akl Panay Is.; Philippines Albanian, Gheg (Kosovo) aln Albania; Bulgaria; Kosova
Region; Macedonia; Serbia & Montenegro; USA
Albanian, Tosk als Albania; Greece; Turkey (Europe)
American Sign Language ase USA Amharic amh Ethiopia Arabic, Standard arb Saudi Arabia; Middle East;
North Africa Arabic, Sudanese Spoken (Khartoum Arabic)
apd Sudan
Page 19 of 34
Azerbaijani, North azj Armenia; Azerbaijan Azerbaijani, South azb Iran Bacama (Bachama) bcy Nigeria Bahasa Indonesian – see INDONESIAN
Bassa bsq Liberia; Sierre Leone Belarusan bel Belarus; Azerbaijan; Estonia;
Kazakhstan; Kyrgyzstan; Latvia; Lithuania; Moldova; Poland; Russia (Europe); Tajikistan; Turkmenistan; Ukraine; Uzbekistan
Bengali ben Bengal; India; Bangladesh Bosnian bos Bosnia-Herzegovina Bulgarian bul Bulgaria; Greece; Moldavia;
Romania, Serbia & Montenegro Burmese mya Myanmar (Burma) Cambodian – see KHMER khm Cambodia Cantonese – see CHINESE: YUE yue China Cebuano (Bisayan, Visayan) ceb Philippines Chamorro cha Guam; Northern Mariana
Islands Chin, Haka cnh Myanmar (Burma); Bangladesh;
India Chinese: Gan gan China Chinese: Hakka hak China Chinese: Mandarin cmn China Chinese: Min Bei (Northern Min, Min Pei)
mnp China; Singapore
Chinese: Min Dong (Area from Fu'an in northeastern Fujian to Fuzhou in east central Fujian)
cdo China; Brunei; Indonesia (Java and Bali); Malaysia (Peninsular); Singapore; Thailand
Chinese: Min Nan (Southern Min, Minnan), (Taiwanese, Formosan)
nan Taiwan; China; Brunei; Indonesia (Java & Bali); Malaysia (Peninsular); Philippines; Singapore; Thailand
Chinese: Other (actual language name is unknown) – see OTHER CHINESE
555 China
Chinese: Wu wuu China Chinese: Xiang (Hunan) hsn China Chinese: Yue (Cantonese) yue China Chippewa (Southwestern Ojibwa, Ojibwe, Ojibway)
ciw USA: upper Michigan westward to North Dakota
Chuukese (Chuuk, Truk, Trukese) chk Micronesia Chuvash (Bulgar) chv Russia (Europe) Croatian hrv Bosnia & Herzegovina; Croatia;
Hungary; Italy; Slovenia Crow cro USA: Southern Montana Czech ces Czech Republic
Page 20 of 34
Dan (Yacouba, Yakuba, Gio, Gio- Dan)
daf Côte d’Ivoire; Guinea; Liberia
Danish dan Denmark Dinka, Northeastern dip Sudan Dinka, Southwestern dik Sudan Dinka, Northwestern diw Sudan Dutch nld Netherlands English eng Canada; United Kingdom;
United States Estonian est Estonia Farsi, Western (Persian, Parsi, Iranian)
pes Iran; Iraq; Oman; Qatar; Tajikistan; United Arab Emirates
Farsi, Eastern (Persian, Dari, Parsi) prs Afghanistan; Pakistan Filipino (Pilipino) fil Philippines Finnish fin Finland French fra France Fula – see FULFULDE, ADAMAWA – and –
depend on the actual language
– could be either of the two
Fulani – see FULFULDE, ADAMAWA fub Fulfulde, Adamawa (Adamawa Fulani, Ful, Fula, Fulbe, Eastern Fulani, Fulfulde, Foulfoulde)
fub Cameroon; Chad; Nigeria; Sudan
Gaelic (Irish) gle Ireland Gaelic, Scots gla United Kingdom Ganda (Luganda) lug Uganda (note: people are
called “Baganda”) Georgian kat Georgia German deu Germany Gikuyu (Kikuyu, Gekoyo, Gigkuyu) kik Kenya Gio – see DAN daf Liberia (Dan is called Gio in
Liberia) Greek ell Greece Guaraní, Eastern Bolivian gui Bolivia Guaraní, Western Bolivian gnw Bolivia Guaraní, Mbyá gun Brazil; Paraguay Guaraní, Paraguayan gug Paraguay Gujarati guj India Haitian Creole French (Kreyol, Aiysyen)
hat Haiti; Dominican Republic; Guadeloupe
Hausa hau Nigeria Hebrew heb Israel Hiligaynon (Ilonggo, Illogo, Hiligainon)
hil Philippines
Hindi hin India; Nepal Hmong hmn USA; China; Laos; Thailand;
Viet Nam Ho-Chunk (Winnebago, Hocak Wazijaci, Hocác, Hocank, Hochank)
win USA: Central Wisconsin, Eastern Nebraska
Hungarian hun Hungary Ibibio ibb Nigeria Icelandic (Íslenska) isl Iceland Idomo idu Nigeria
Page 21 of 34
(NOT all-inclusive)
Igbo (Ibo) ibo Nigeria Ilonggo – see HILIGAYNON hil Philippines Ilocano (Iloko, Ilokano) ilo Philippines Indonesian (Bahasa Indonesian) ind Indonesia (Java and Bali) Italian ita Italy Iu Mien ium China; Laos; Thailand; Viet
Nam Ilonggo – see HILIGAYNON hil Philippines Jamaican Creole English (Patwa, Patois)
jam Jamaica; Costa Rica; Panama
Japanese jpn Japan Kannada kan India Karen, S’gaw ksw Myanmar; Thailand Khmer (Cambodian) khm Cambodia; Viet Nam Khmu kjg Laos; China; Thailand; Viet
Nam Kikuyu – see GIKUYU Kik Kenya Kirundi – see RUNDI run Konkani knn India Korean kor Korea Kosovo – See ALBANIAN/ GHEG ALBANIAN
aln Albania; Bulgaria; Macedonia
Kosraean (Kusaie, Kosrae) kos Micronesia Krahn, Western (Krahn, Northern Krahn, Western Kran, Kran)
krw Liberia; Cot d’Ivoire
Kurdish, Central ckb Iraq Kurdish, Northern kmr Turkey Kurdish, Southern sdh Iran Lango (Lwo, Lwoo, Leb-Lano, Langi) laj Uganda Lao lao Laos; Thailand Latvian lav Latvia Lithuanian lit Lithuania Luo luo Kenya; Tanzania Maay ymm Somalia Macedonian mkd Macedonia; Albania; Bulgaria,
Greece Malagasy, Bara bhr Madagascar Malagasy, Southern Betsimisaraka bjg Madagascar Malagasy, Northern Betsimisaraka bmm Madagascar Malagasy, Plateau plt Madagascar Malay mly Malaysia (Peninsular); Brunei;
Indonesia (Sumatra); Singapore; Thailand
mnk – or - mzj
depend on the actual language
– could be either of the two
listed Mandinka (Manding, Mandingo, Mandingue, Mandique, Mande, Socé)
mnk Senegal; Gambia; Guinea- Bissau
Manya (Manya Kan, Mandingo) mzj Liberia; Guinea Maori mri New Zealand Marathi mar India
Page 22 of 34
Marshallese mah Marshall Islands Menominee, (Menomini) mez USA: Northeastern Wisconsin Mien – See IU MIEN Mixtec, Mixtepec (Eastern Juxtlahuaca Mixtec, Mixteco de San Juan Mixtepec - Distinct from other Mixtec)
mix Mexico [Oaxaca, San Juan Mixtepec, about 2000 located in Tlaxiaco (district head), San Quintín valley, Baja California]
Mohawk (Mohican) moh USA (Stockbridge- Munsee in Wisconsin)
Mon mnw Myanmar (Burma); Thailand Mongolian, Halh (Halh, Khalkha Mongolian, Mongol, Central Mongolian)
khk Mongolia; Russia (Asia)
Navajo (Diné, Navaho) nav USA Ndebele nde Zimbabwe; Botswana Ndebele nbl South Africa Nepali nep Bhutan; India; Nepal Ngwe (Nwe, Fontem, Fomopea, Bamileke-Ngwe)
nwe Cameroon
nob Norway
Ojibwe – see Chippewa ciw Oneida one USA: Central New York, Eastern
Wisconsin Oriya ori India, Bangledesh Other African 111 Other American Indian 333 Other Chinese 555 Other South Asian 777 India; Pakistan; Sri Lanka Palauan pau Palau Pampangan pam Phillipines Pashto, Southern (Pashtu, Pushto, Pushtu, Quetta-Kandahar Pashto)
pbt Pakistan; Afghanistan; Iran; United Arab Emirates
Pashto, Northern (Pakhto, Pashtu, Pushto, Yusufzai Pashto)
pbu Pakistan; Afghanistan; United Arab Emirates
Persian – see FARSI, WESTERN – and – FARSI, EASTERN
pes – or – prs
depend on the actual language
– could be either of the two
listed Polish pol Poland Pohnpeian pon Micronesia Portugese por Portugal; Brazil Potawatomi (Pottawotomi) pot Canada; USA: Southwestern
and Northern Michigan, Northern Wisconsin, Northeastern Kansas
Panjabi, Eastern (Punjabi, Gurmukhi, Gurumukhi)
pan Punjab region of N.W. India
Panjabi, Western pnb Pakistan, India Pular (Fuuta Jalon, Fulbe, Fulfulde Jalon, Futa Fula)
fuf Guinea; Gambia; Guinea- Bissau; Mali; Senegal; Sierra Leone
Q’eqchi’ kek Guatemala, Belize, El Salvador Romanian (Rumanian, Moldavian, Daco-Rumanian)
Page 23 of 34
(NOT all-inclusive)
Uganda Russian rus Russia (Europe) Rwanda (Kinyarwanda) kin Rwanda Samoan smo Samoa; American Samoa Saurashtra (Saurashtri, Sourashtra, Sowrashtra, Patnuli)
saz India
Serbian srp Albania; Bosnia & Herzegovina; Serbia & Montenegro; Macedonia; Romania; Russia (Europe); Turkey (Europe)
Shona sna Zimbabwe, Botswana, Z Sikaiana sky Solomon Islands Sinhala (Sinhalese, Singhalese, Singhala, Cingalese)
sin Sri Lanka; Singapore
Somali som Somalia Spanish spa Spain; Mexico; Central
America; South America; USA Swahili (Kiswahili, Kisuaheli) swh Tanzania Swedish swe Sweden Tagalog tgl Philippines Taiwanese – see CHINESE, MIN NAN nan Taiwan Tamil tam India Telugu tel India Thai tha Thailand Tibetan, Central bod China Tigrigna (Tigrinya, Tigray) tir Ethiopia; Eritrea Truk – see CHUUKESE chk Truk Islands; Caroline Islands Tswana (Chuana, Coana, Cuana, Setswana, Sechuana, Beetjuans)
tsn Botswana; Namibia; South Africa; Zimbabwe
Tulu tcy India Turkish tur Turkey (Asia) Twi – see AKAN aka Ukrainian ukr Ukraine Urdu urd India; Pakistan Uyhgur (Uighur, Uygur, Uigur, Uighuir, Weiwuer, Wiga)
uig China; Afghanistan; Kazakhstan; Mongolia; Turkey (Asia)
Uzbek, Northern uzn Uzbekistan; China Uzbek, Southern uzs Afghanistan; Turkey (Asia) Vietnamese vie Viet Nam Visayan – see CEBUANO ceb Waray-Waray (Samareño, Samaran, Samar-Leyte, Waray, Binisaya)
war Philippines
Wolaytta wal Ethiopia Wolof, Gambia wof Gambia Wolof, Senegal wol Senegal Yapese yap Micronesia Yoruba yor Nigeria 999 Not on List: To Report a language not found on this list, please contact
Tolu Sanabria at: [email protected]
Page 24 of 34
Dear Parent/Guardian: Welcome to the school year! We are confident that your child will have a productive and enjoyable year. Your child has been recommended to receive services from the English Language Learner (ELL) Program. The goals of the English Language Learner Program are to help students learn English more quickly and to assist students in core academic subject areas. The services your child will receive through the English Language Learner Program will help him/her be more successful in school. We encourage you to take advantage of these valuable services. Your cooperation and participation will be sought throughout the school year. With a school/home partnership we should be able to make significant progress. As the first step, we need your approval for your child to be enrolled in the program. You have the right to remove your child from the program by contacting your child’s ELL teacher . Please sign below and indicate if you would like your child to participate in the English Language Learner Program. If you have any questions or concerns, please feel free to contact us at the numbers provided below. Thank you.
Kaying Xiong , Ed.D. ELL Administrator Any questions, contact: Kristen Gundry, ELL Resource Teacher: 852-5383
Blia Schwahn, School Community Liaison: 852-6764
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
RETURN TO YOUR CHILD’S SCHOOL OFFICE Student’s Name LEP Level YES, I would like my child to participate in the English Language Learners
Program. NO, I do not want my child to participate in the English Language Learners
Program. ________________________________________ ____/____/____ Parent/Guardian Signature Date Original to Cumulative Folder Copy to Student Services ONLY IF NO 08.25.08
FORM 1D 500 Main Street Eau Claire, WI 54701-3770 715-852–3000
Page 25 of 34
Nyobzoo niamtxiv/Tus saibxyuas:
Zoosiab txaistos rau lub xyoo kawmntawv no! Peb ntseeg tias nej tus menyuam yuav kawm tau mus
zoo thiab ib xyoos txaussiabhlo rau nws.
Peb pom tias tsimnyog koj tus menyuam yuav tau muaj kev pabcuam losntawm cov Kawm Lus Aaskiv
– English Language Learner Program. Lub homphiaj ntawm Kawm Lus Aaskiv yog pab tej menyuam
kawm kom tau Aaskiv saizog thiab pab txog tej yam tseemceeb rau lawv. Tej yam uas lawv yuav tau
txais yog pabcuam kom nws ua tau zoo nyob rau hauv tsev kawmntawv. Peb xav kom nej nrog koomtes
rau txoj kev pabcuam uas muaj nujnqis no.
Koj txoj kev koomtesnroos nrog peb yog ib yam uas peb xav tau kom mus tag xyoo no. Nrog rau kev
koomtes ntawm tsev kawmntawv thiab niamtxiv los sibpab, peb yauvtsum ua tau ib yam nce qib zoo.
Rawsli thawj ruam, yog xav kom koj tsocai rau koj tus menyuam nkag rau qhov kev pabcuam no. Thov
pab suam koj lub npe rau thiab kos qhov tias koj tsocai rau nws los koom txoj kev pabcuam no rau tog
nramqab no. Yog koj muaj lus nug thiab tej yam txhawj txog, thov hu rau cov xovtooj nramqab no.
Tus ua Dejnum Saib Menyuam Kawmntawv
Yog muaj lusnug, hu rau: Kristen Gundry, Tus Siab Kev Pabcuam: 852-5383
Blia Schwahn, Tus Txuaslus Rau Tsev Kawmntawv: 852-3146
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
_____________________________________________ Menyuam Npe
____ Kuv txaussiab rau kuv tus menyuam koomtes rau qhov kev pabcuam no.
____ Kuv tsis xav tso kuv tus menyuam koomtes rau qhov kev pabcuam no.
____________________________________ ____/ ____/ ____ Niamtxiv/Tus Saibxyuas npe Hnub
Original to Cumulative Folder Form 1D Copy to Student Services ONLY IF NO 08.25.08
Page 26 of 34
Grade Level
ELP Level Date of ACCESS/ WAPT (circle one) / / Overall ACCESS/WAPT Score
Language Proficiency Goals based on WIDA Content Area ELP Standards
Reading Goal –
Listening Goal –
Speaking Goal –
Writing Goal –
Original to CUM File Form 1E - 08/20/2008
Page 27 of 34
Last First MI
Program Entrance Data
Date of Evaluation WAPT Writing Score WAPT Reading Score WAPT Speaking Score WAPT Listening Score Overall WAPT Score
Prof Level at which service was approved
Program Activity Data
Social St M B P A
Science M B P A
Date ____________________
Social St M B P A
Science M B P A
Math M B P A
Reading M B P A
Writing M B P A
Social St M B P A
Science M B P A
Math M B P A
Reading M B P A
Writing M B P A
Social St M B P A
Science M B P A
Math M B P A
Reading M B P A
Writing M B P A
Social St M B P A
Science M B P A
Math M B P A
Reading M B P A
Writing M B P A
Social St M B P A
Science M B P A
*WKCE Scores: M=Minimum, B=Basic, P=Proficient, A=Advanced
ELL Student Information
* Inclusionary, Pull Out, or Self Contained ** Content Based, Structured English Immersion, Sheltered English Instruction,
Program Reclassification Data
Date of Reclassification
Score Additional Factors in Reclassification
Consult Team Members
Present at Reclassification
Review Date WKCE ACCESS Tier Overall ACCESS
Support Rec’d Outside of School Day
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Proficiency Level:
Dear Parent/Guardian: Thank you for your help in your child’s academic success this year. As a regular part of our program, each child is evaluated by the ELL Consultation Team at the end of each school year to determine if he/she needs ELL services next year of if he/she needs to be exited from the program. Please read this form and call your child’s ELL teacher, at 852- or Kristen Gundry, ELL Resource Teacher, at 852-5383 with questions. The bilingual aide at the school may also call you about this form. Thank you. ELL Program Eau Claire Area School District
YES, your child qualifies for ELL services next year.
NO, your child does not qualify for ELL services anymore. He/She is English proficient.
Form 1G 08.25.08
500 Main Street Eau Claire, WI 54701-3770 715-852-3000 Fax: 715-852-3004
Page 30 of 34
DPI Proficiency Level
Your child is being reclassified as English Proficient and will no longer be receiving active ELL services. This change is being made for the following reason: Student received a 6 on the ACCESS and is English proficient IEP Team determined that ELL was not an appropriate service Student has met the following criteria and is recommended to be reclassified as a LEP 6: 1. The student is in the fourth grade at a minimum. 2. The student has attained an English language proficiency (ELP) level 5. 3. Two or more additional pieces of evidence of English language proficiency (ELP) must be evaluated and kept on file in the District. See Evidence of English Proficiency. 4. Parents and teachers agree that the student has reached full English proficiency.
Other reason approved by ELL Administrator
ELL Administrator______________________________________ Date_____________
ELL Teacher Signature Date Parent Name (printed) Parent Signature Date Original in Student File, One copy to Parent, One copy to Student Services Form 1H 11.02.09
Student’s Name First, MI, Last School
_______ Student received a 6 on the ACCESS and is English proficient
_______ IEP team determined that ELL was not an appropriate service
_______ Student has met the following criteria and is recommended to be reclassified as a LEP 6
1. The student is in the fourth grade at a minimum. 2. The student has attained an English language proficiency (ELP) Level 5*. 3. Two or more additional pieces of evidence of English language proficiency (ELP) must be evaluated and kept on file in the District. See
Evidence of English Proficiency. 4. Parents and teachers agree that the student has reached full English proficiency.
ELL Teacher ELL Consult Team 1. 2. 3. 4.
This student is being reclassified as fully English proficient and is no longer eligible for ELL services or assessment with the ACCESS for ELLs. If reclassification is premature, the student may re-enter the program.
Date of Reclassification: Exit form (1H) shared with family on (date):
Reclassification Evaluation
receiving hours/minutes of ELL/week.
The following are examples of evidence that may be used to document that the student has become fully English proficient.
District/school writing samples meet or exceed grade level expectations.
Student scores a 5.5 or above on the Reading section of the ACCESS for ELLs.
Student scores are in the proficient or advanced categories on the Wisconsin Knowledge & Concepts Examinations (WKCE) without ELL accommodations in all assessed content areas.
Student is achieving academically at their age appropriate grade level without the use of adapted or modified English materials
Other relevant evidence (e.g., excellent grades, class work, and performance on local assessments).
Year 1 Monitoring Evaluation
Classroom performance:
WKCE Reading
WKCE Writing
WKCE Science
Classroom performance:
WKCE Reading
WKCE Writing
WKCE Science
Monitor completion date:
Send a copy to Student Services and staple the original to the learners Red Card Form 1J - 11/16/2009
Level 1 – Beginning/Preproduction:
The student does not understand or speak English with the exception of a few isolated words or expressions.
Level 2 – Beginning/Production:
The student understands and speaks conversational and academic English with hesitancy and difficulty.
The student understands parts of lessons and simple directions.
The student is at a pre-emergent or emergent level of reading and writing in English, significantly below
grade level.
The student understands and speaks conversational and academic English with decreasing hesitancy and difficulty.
The student is post-emergent, developing reading comprehension and writing skills in English.
The student’s English literacy skills allow the student to demonstrate academic knowledge in content areas with assistance.
Level 4 – Advanced Intermediate:
and speaks academic English with some hesitancy.
The student continues to acquire reading and writing skills in content areas needed to achieve grade level expectations with assistance.
Level 5 – Advanced:
The student understands and speaks conversational and academic English well.
The student is near proficient in reading, writing, and content area skills needed to meet grade level
FULL ENGLISH PROFICIENCY LEVELS Level 6 – Formerly LEP/Now Fully English Proficient:
The student was formerly limited English proficient and is now fully English proficient.
The student reads, writes, speaks, and comprehends English within academic classroom settings.
Level 7 – Fully English Proficient/Never Limited-English Proficient
The student was never classified as limited-English proficient and does not fit the definition of a limited- English proficient student outlined in either state of federal law.
Page 33 of 34
Eau Claire Area School District Equitable Counseling Service Plan for Secondary ELLs
Counseling connection:
Secondary ELL teachers contact the counselors directly when student needs and concerns arise. Bilingual assistance is provided and, when needed, they discuss:
o Home contact o Family Meeting coordination o Attendance o Behavior o Cultural differences and acculturation
Students are hand scheduled by counseling and ELL staff working together.
Teachers remind students that counseling services are available to them and encourage the students to use these services.
Hmong Bilingual Liaison connects schools, the students, and the families.
Welcome Nights are hosted at the secondary schools to help families feel welcome in our schools.
Events Counselors and ELL staff need to communicate regularly regarding school events and opportunities. If you are planning an event for all of the student body—be sure to contact the BEA and ELL teacher in your building to arrange bilingual support for the non-English speaking students and their families. You will need to work with the administration in your building to determine compensation. The BEA time at these events will have to be paid out of the building funds. Planning ahead will help us all to include all families in our school events.
Bilingual Assistance Annual Planning Tool
Date Event Time Timecard Sample 8/16/2009
Back to School Family Night
5-8 3 hours
The School Counselor will:
Notify ELL staff at least one month in advance of upcoming events and opportunities Work with building administration to have bilingual services for events in the building
budget Share the written handouts with the building BEAs with adequate translation time
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ELL BEA will call the homes of all ELLs
2 weeks before the event 1 week before the event The day of the event
ELL teacher will:
Manage the invitation of ELL families to school events Create ELL family nights to help families feel welcome in the schools