ESOL Handbook - Lee County Schools

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ESOL Handbook

2020-2021

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Table of Contents

I. Introduction

• META Consent Decree (Overview)………………………………… 5

• Definition of Terms……………………………………………………. 6

II. Identification

• Registration and Home Language Survey……………………… 13

• Blue Insert.……………………………………………………………… 14

• Blue Insert Contents…………………………………………………. 15

• ESOL Services Guidelines.…………………………………………. 16

III. Assessments

• ACCESS for ELLs 2.0…………………………………………………. 18

• Aprenda…………………………………………………………………… 18

• CELLA…………………………………………………………………….. 20

• CELLA Online…………………………………………………………… 20

• Crane Oral Dominance………………………………………………. 21

• EKA………………………………………………………………………… 21

• Review of Educational Background……………………………… 21

• STAR Spanish…………………………………………………………… 22

• Statement of Language Dominance……………………………… 23

• How to Enter ESOL Testing Information on

the Mainframe…………………………………………………………. 23

IV. Service Delivery Models

• Mainstream/Inclusion………………………………………………. 24

• Sheltered English/Language Arts……………………………….. 24

• Dual Language…………………………………………………………. 24

V. Limited English Codes and Mainframe Information

• ZZ………………………………………………………………………….. 25

• LY …………..…………………………………………………………….. 27

• LF…………….…………………………………………………………….. 29

• LA…………………………………………………………………………… 31

• LZ…………………………………………………………………………… 31

VI. Lee County Mainframe Screen 19…………………………………… 35

VII. DEUSS and ODA

• DEUSS…………………………………………………………………….. 39

• ODA………………………………………………………………………… 41

VIII. Transfer Student Scenarios

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• Scenarios…………………..…………………………..…………….. 42

IX. The ELL Committee and Guidelines

• Guidelines………………………………………………………………. 46

• Mandatory ELL Committee Meetings…………………………. 44

• Hospital/Homebound……………………………………………….. 47

• LY Retention Guidelines…………………………………………… 47

X. Extension of Instruction

• General Information…………………………………………………. 48

• Extension of Instruction on the Mainframe…………………. 50

XI. FTE Max


• FTE Max on the Mainframe………………………………………… 52

XII. Basis L


XIII. LY Student Withdrawal and Re-Enrollment……………………… 53

XIV. Exit Criteria and Post Re-Classification (LF) Monitoring

• General Information and Steps………………….……………….. 56

XV. Duties and Responsibilities

• Principal Responsibilities…………………………………………… 57

• ESOL Administrator Responsibilities……………………………. 57

• ESOL Contact Responsibilities……………………………………. 58

• ESOL Paraprofessional Responsibilities………………………… 59

• Other Responsibilities……………………………………………….. 60

XVI. ELL Testing Accommodations

• ELL District/State Testing Accommodations………………… 60

XVII. MTSS and ELLs

• Steps in the MTSS Process………………………………………….. 61

• MTSS and LY Students: Questions and Answers……………… 63

• Accommodations and Differentiation for ELLs……………….. 64

XVIII. WIDA

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• General Information…………………………………………………… 64

• The Five WIDA English Language Development Standards.. 65

• WIDA Can-Do Descriptors……………………………………………. 66

XIX. ESOL Endorsement

• Endorsement Options……………………………………………….. 67

• Endorsement Chart…………………………………………………… 68

XX. SIOP

• General Information…………………………………………………… 69

XXI. Additional Information

• ESOL Instruction………………………………………………………. 70

• ESOL Mistakes That Could Cost the District Money……….. 70

• ESOL Help Desk………………………………………………………… 71

References……………………………………….……………………………… 72

Appendix A Parent Notification of Entry………………………………. 74

Appendix B Test Accommodation Notice………………………………. 77

Appendix C Pre-K Information Sheet……………………………………. 78

Appendix D Statement of Language Dominance.……………………. 80

Appendix E Review of ELL Educational Background.………………. 81

Appendix F ELL Committee Minutes (Blank).…………………………. 82

Appendix G Notice of ELL Committee Meeting.………………………. 83

Appendix H Student Performance Information………………………. 84

Appendix I ELL Committee Minutes- Extension of Instruction... 85

Appendix J ELL Committee Minutes- Basis L…………………………. 86

Appendix K ELL Committee Minutes- LF Monitoring………………. 87

Appendix L ELL Committee Minutes- Parent Meeting Summary MTSS………….. 88

Appendix M Suggested Accommodations for ELLs…………………….. 89

Appendix N Process Document for New Student Intake.…………….. 90

Appendix O Parent Notification of Exit.………………………………….. 91

Appendix P In-State Student Transfer Documentation Request….. 92

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I. Introduction

META Consent Decree (Overview)

Florida's authority for the implementation of the Consent Decree is found in Section 1003.56, F.S, English Language Instruction for Limited English Proficient Students and Rules 6A-6.0900 to 6A-6.0909, F.A.C., Programs for Limited English Proficient Students.

The Consent Decree addresses the civil rights of ELL students, foremost am ong those their right to equal access to all education programs. In addressing these rights, the Consent Decree provides a structure that ensures the delivery of the comprehensible instruction to which ELL students are entitled.

Section I: Identification and Assessment Synopsis: All students with limited English proficiency must be properly identified and assessed to ensure the provision of appropriate services. The Consent Decree details the procedures for placement of students in the English for Speakers of Other Languages (ESOL) program, their exit from the program, and the monitoring of students who have been exited.

Section II: Equal Access to Appropriate Programming Synopsis: All ELL students enrolled in Florida public schools are entitled to programming which is appropriate to their level of English proficiency, their level of academic achievement, and any special needs they may have. ELL students shall have equal access to appropriate English language instruction, as well as instruction in basic subject areas, which is understandable to the

students given their level of English proficiency, and equal and comparable in amount, scope, sequence and quality to that provided to English language learner (or non-ELL) students.

Section III: Equal Access to Appropriate Categorical and Other Programs for ELL Students Synopsis: ELL students are entitled to equal access to all programs appropriate to their academic needs, such as compensatory, exceptional, adult, vocational or early childhood education, as well as dropout prevention and other support services, without regard to their level of English proficiency.

Section IV: Personnel

Synopsis: This section details the certificate coverage and in-service training teachers must have in order to be qualified to instruct ESOL students. Teachers may obtain the necessary training through university course work or through school district provided in-service training. The Consent Decree details specific requirements for ESOL certification and in-service training and sets standards for personnel delivering ESOL instruction.

Section V: Monitoring Issues

Synopsis: The Florida Department of Education is charged with the monitoring of local school districts to ensure compliance with the provisions of the Consent Decree pursuant to federal and state law and regulations including Section 229.565, Florida Statutes (Educational Evaluation Procedures) and

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Section 228.2001, Florida Statues (Florida Educational Equity Act). This monitoring is carried out by the Office of Academic Achievement through Language Acquisition (AALA), Division of Public Schools, Florida Department of Education.

Section VI: Outcome Measures Synopsis: The Florida Department of Education is required to develop an

evaluation system to address equal access and program effectiveness. This evaluation system is used to collect and analyze data regarding the progress of ELL students and include comparisons between the LEP population and the non-ELL population regarding retention rates, graduation rates, dropout rates, grade point averages and state assessment scores.

Definition of Terms

ACCESS 2.0 FOR ELLs ACCESS for ELLs 2.0 is a large-scale English language

proficiency assessment administered to Kindergarten

through 12th grade students who have been identified as

English language learners (ELLs).

APRENDA A Spanish-language Reading/Math achievement test

administered to LY students who have recently arrived

from a Spanish-speaking country. It is used to determine

the need for remediation, for reading-placement decisions,

and as a programmatic assessment. As of the 2018-19

school year, it is only used in Charter Schools.

ALTERNATE ACCESS for

ELLs

This is an assessment of English language proficiency

designed for ELLs who have significant cognitive

disabilities which prevent them from participating in the

ACCESS 2.0 for ELLs.

ASSESSMENTS A portion of the Programmatic Assessment which shows

that a subject area (reading/math) test has been given to

an ELL student to determine his/her skills in the native

language and/or in English. Examples: Aprenda, FCAT,

FSA, EKA. (Note: LAB, CELLA and ACCESS are language

proficiency assessments; not basic subject area

assessments.)

BASIC INCLUSION Inclusion is a term that is often used to describe the

provision of instruction to students with special needs

and/or talents within the conventional/mainstream

classroom. In an inclusion model, for instance, elementary

ELL students are instructed in a conventional elementary

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classroom rather than in a self-contained classroom for

ESOL and bilingual basic subject instruction.

BASIS OF ENTRY (A) One-character code indicating basis of entry into the ESOL

program via an assessment. Basis of Entry A is used for

students in grades K-2.

BASIS OF ENTRY (L) One-character code indicating basis of the entry in the

ESOL program based upon an ELL Committee decision.

(Students must meet 2 of the 5 criteria.)

BASIS OF ENTRY (R) One-character code indicating basis of entry into the ESOL

program via an assessment. Basis of Entry R is used for

students in grades 3-12.

BASIS OF ENTRY (T) A student can be temporarily placed into the ESOL

program based on a “yes” response on the Home Language

Survey. The student must be tested during the 20-day

timeline, or upon entry into kindergarten. All current Pre-

k students identified as LY should have a Basis of Entry T

until they are tested in the spring, before going to

kindergarten.

BASIS OF EXIT (L) One character code indicating a student’s basis of exit from

the ESOL program via an ELL Committee decision. (The

student must meet 2 of the 5 criteria.) Students with a

Basis of Entry Code L, must exit via an ELL Committee

meeting.

BASIS OF EXIT (H) One character code indicating a student’s basis of exit from the ESOL program via the ACCESS for ELLs 2.0. This

code is used only for grades K-2.

BASIS OF EXIT ( I ) One character code indicating a student’s basis of exit from

the ESOL program via the ACCESS for ELLs 2.0, in

addition to other applicable requirements. This code is

used for grades 3-9.

**This code is also used for K-12 students who meet

the exit criteria via the Alternate ACCESS for ELLs 2.0,

in addition to other applicable requirements.

BASIS OF EXIT (J) One character code indicating a student’s basis of exit from

the ESOL program via the ACCESS for ELLs 2.0, in addition to other applicable requirements. This code is

only used for grades 10-12.

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CELLA Comprehensive English Language Learning Assessment.

Initial assessment administered to students identified as

LY as per responses on the Home Language Survey (HLS).

It is also used for Extension of Instruction meetings if a

student’s DEUSS date falls on October 1st or after (see

Extension of Instruction procedures-CELLA B).

CLASSIFICATION DATE The date a student is classified LY based on an initial

assessment (CELLA).

CLUSTERING This term refers to the practice of “grouping” students of

similar needs in order to facilitate the delivery of ESOL

instructional strategies.

CONSENT DECREE A judicial agreement which forms the basis for rules

regulating the delivery of educational services to ELL

students.

DEUSS The date a student first entered a U.S. school. This date

drives Extension of Instruction meetings and Good Cause

Exemption.

ELL English Language Learner

ELD English Language Development

ELL COMMITTEE A school-based committee used to address the educational

needs of any student for whom a “yes” answer was given to

any of the three Home Language Survey questions.

ELL Plan/Student Profile A written document or electronic file which contains:

• a student’s name• the date the plan was completed• program of instruction (including programs other

than ESOL)• the amount of instructional time or the instructional

schedule• the date the student’s limited English proficiency

was identified• assessment data used to classify or reclassify the

student as an English learner• the date of exit• assessment data used to exit student from the ESOL

program

This plan is reviewed and updated at least annually.

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ELL STUDENT An English Language Learner is a student who:

• was not born in the U.S. and whose native languageis a language other than English or;

• was born in the U.S. but who comes from a home in

which a language other than English is most reliedupon for communication; or

• who as a result of the above, has sufficient difficultyspeaking, reading, writing, or understanding theEnglish language to deny him or her the opportunityto learn successfully in classrooms in which thelanguage of instruction is English.

ENTRY DATE The date a student entered the ESOL program and began

receiving ESOL services based on an initial assessment

(CELLA) or via an ELL Committee Meeting decision (if the

student is ZZ).

EVALYASYON KONESANS

(EKA)

An assessment given to Haitian Creole-speaking students

in grades K-5, in the areas of Reading and Language Arts,

to determine the student’s level of academic performance

in the native language.

ESOL English for Speakers of Other Languages

EXIT DATE The initial date an ELL student ceases to receive ESOL

services. If exit criteria was met via an assessment, then

the exit date is the last day of school. However, if the

student exits via an ELL committee meeting, the exit date

is the date of the meeting.

EXTENSION OF

INSTRUCTION

The term that is used to describe the extension of ESOL

services via an ELL Committee meeting for an ELL student

who has received services beyond the base period of 3

years. The base period of 3 years is defined as 3 calendar

years from the DEUSS date.

FTE MAX (6 YRS) FTE Max status is achieved after an ELL student has

received ESOL funding for a total of six years. An ‘X’ is

entered on Screen 19 of the Mainframe to indicate that the

student is no longer eligible for weighted funding. However,

the student must receive ESOL services until he/she meets

the criteria for exit.

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HLS Home Language Survey – a set of questions on the

registration form that is used to determine if testing is

needed.

LAB Language Assessment Battery. This assessment was used

to determine the provision of services in ESOL. It was

discontinued at the conclusion of the 2017-18 school year.

LA A former English Language Learner who was exited from

the ESOL program, actively monitored for a period of two

years, and is now in the final two-year phase of monitoring

before being classified LZ. This classification does not

require the active monitoring of grades.

LF A former English Language Learner who was exited from

the ESOL program and is being monitored for a period of

two years.

LY An English Language Learner who is enrolled in classes

with ESOL endorsed/trained personnel who use and

document ESOL strategies.

LZ A former English Language Learner whose four-year

monitoring period has ended.

META Multicultural Education Training Advocacy, Inc. – The

group of lawyers who entered into the 1990 Consent

Decree.

THE OFFICE OF STUDENT

ACADEMIC ACHIEVEMENT

THROUGH LANGUAGE

ACQUISITION (SAALA)

SAALA assists school districts with the implementation of the 1990 League of United Latin American Citizens (LULAC) et al. v. the State Board of Education (SBE) Consent Decree and the September 2003 modification to the Consent Decree.

PLAN DATE The date of the most recent development or review of the ELL Student Plan. This date is updated automatically for continuing LY students at the beginning of every school year.

POST RECLASSIFICATION

DATES (LF MONITORING

DATES)

This refers to the four dates that an exited (LF) student’s academic performance has been reviewed to ensure that the student is succeeding in non-ESOL courses.

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PRIOR ACADEMIC

RECORDS

A portion of the Programmatic Assessment which shows that previous educational information is on file. Prior student records can be one of the acceptable ways to determine appropriate course/program placement.

PROFILE – MIS 086, 186,

286

The student Profile/ELL plan which contains ELL student

testing and program information.

PROGRAMMATIC

ASSESSMENT

A thorough assessment of ELL student skills which is conducted to ensure appropriate course/program placement. A minimum of one of the following three items must be marked with an ‘X’ on the ELL student profile: Parent/Guardian Student Interview; Prior Academic Records; Assessments.

RECLASS DATE The date an exited (LF) student re-enters an ESOL program and is once again classified LY.

RECLASS EXIT DATE The date a reclassified ELL student exits the ESOL program for the second time.

RE-EVAL DATE The date of the required re-evaluation that occurs at the

beginning of the fourth, fifth, and sixth year an ELL

student is in the ESOL program. This is the date of the

most current Extension of Instruction meeting. (See

Extension of Instruction Procedures.)

SHELTERED MODEL The sheltered model of instruction groups ELL students

from different language backgrounds together in classes

where teachers use English as the medium for providing

content area instruction, adapting their language to the

proficiency level of the students. Although the acquisition

of English is one of the goals of sheltered English,

instruction focuses on both content and language.

STAR Spanish (Reading

and Math)

A Spanish-language reading/math achievement test

administered to LY students who have recently arrived

from a Spanish-speaking country. It is used to determine

the need for remediation, for reading-placement decisions,

and as a programmatic assessment. This assessment took

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the place of the Aprenda. (The Aprenda is still used in

Charter Schools.)

STATEMENT OF

LANGUAGE DOMINANCE

(SOLD)

A form used by Psychological Services to obtain information from parents regarding the language dominance of the student for purposes of ESE testing. This form was discontinued at the conclusion of the 2017-

2018 school year.

WIDA World-class Instructional Design and Assessment

WIDA Standards The WIDA standards are the basis for the assessment and instruction of academic language proficiency for ELLs. Five English Language Development standards were created to represent the social, instructional and academic language ELLs need to communicate and achieve academic success. They address language proficiency, not content knowledge, in these 5 areas:

1. Social and Instructional Standards2. The language of Language Arts3. The language of Mathematics4. The language of Science5. The language of Social Studies

ZZ A student who is not eligible for ESOL services. This is due to a proficient score on an initial assessment or a response provided on the HLS in which it was indicated

that English is the only language in the student’s background.

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II. Identification

As part of the registration process at School Assignment, parents are asked to indicate on the registration form whether a language other than English is spoken in the home, if the student had a first language other than English, and if the student most frequently speaks a language other than English. Together, these questions comprise the Home Language Survey. If the answer to any of

these questions is “yes”, the student must be tested for ESOL services.

Home Language Survey

Once a student is assessed via the CELLA Online and qualifies for ESOL services, the following must be done:

• The Mainframe must be updated.

• A Blue Insert must be created.

• The Parent Notification of Entry must be completed in its entirety andsent home. A copy must be filed in the Blue Insert (see Appendix A).

• A Test Accommodation Notice must be sent home and a copy filed in theBlue Insert (see Appendix B).

• A new profile must be printed, signed, and filed in the Blue Insert.

Note: For students who enroll and qualify for services prior to October 1st, the Parent Notification of Entry and Test Accommodation Notice must be sent home within the first 20 days of the school year. For students who enroll between October 1st and the end of the school year, this timeframe changes to 10 days. These forms must also be sent home for returning students, within the first 20 days of the school year, every year a student receives ESOL services.

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Blue Insert

A student’s Blue Insert contains important information, such as:

1) The Home Language Survey

2) Parent Notification of Entry/Exit

3) Assessments

4) Profiles

5) Programmatic Assessment

i) Prior academic records

ii) Heritage language assessments

iii) IEP or special program notes

After the Blue Insert is created, the ESOL Contact conducts the programmatic assessment. This is a review of student background to ensure placement in appropriate grade level and program, and it can be found on the inside of the Blue Insert. The programmatic assessment includes one or more of the following:

• Review of prior academic records & assessments • Parent/guardian/student interviews • Alternative basic subject area testing • Heritage language assessments • Age/grade appropriateness

**Blue Inserts for LY and LF students should be reviewed and updated yearly.

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BLUE INSERT CONTENTS ZZ Contents of Blue Insert (from back to front)

▪ Registration form (HLS)

▪ LAB/CELLA test

▪ One “ZZ” profile

PK Contents of Blue Insert (from back to front)


▪ One “LY” profile LY Contents of Blue Insert (from back to front)

▪ Registration form (Home Language Survey)

▪ Parent Notification of Entry/Continuation form

(YEARLY)

❖ In RARE cases, a Test Delay form

▪ LAB tests (most recent on top)

▪ CELLA reports (most recent on top)

▪ ACCESS reports (most recent on top)

▪ APRENDA/Spanish STAR/Haitian Creole

Assessment or Review of Educational Background

▪ Crane (if applicable) or Statement of Language Dominance

▪ Test Accommodations Notice to parents (YEARLY) most

recent on top

▪ “LY” profiles (YEARLY. Most recent on top with possible

ELL Committee notes/parent notification.)

LF Contents of Blue Insert (from back to front)


▪ Parent Notification of Entry/Continuation form (YEARLY)


▪ Program Notification of Exit





Assessment or Review of Educational Background ▪ Crane (if applicable) or Statement of Language Dominance

▪ Test Accommodations Notices to parents (YEARLY) most

recent on top ▪ “LY” profiles (YEARLY). Most recent on top with

possible ELL Committee notes/parent notification.)

▪ “LF” profile with dated, initialed report cards attached

(Check that all monitoring dates have been added to

profile.)

Re-entry Basis L

Contents of Blue Insert (from back to front)




▪ Parent Notification of Exit

▪ New Program Notification form



Re-entry Basis L Contents of Blue Insert (from back to front)




▪ Parent Notification of Exit

▪ New Program Notification form






▪ Test Accommodations Notices to parents (yearly) most

recent on top

▪ “LY” profiles (most recent on top with possible ELL

Committee notes/parent notification)

▪ “LF” profile(s) with dated, initialed report cards attached

▪ New “LY” profiles (YEARLY. Most recent on top with


LA/LZ Contents of Blue Insert (from back to front)




▪ Program Notification of Exit






▪ All previous Test Accommodations Notices to parents (yearly) most recent on top

▪ “LY” profiles (YEARLY). Most recent on top with


▪ “LF” profile(s) with dated, initialed report cards attached

(Check that all 4 monitoring dates have been added to the

profile.)

▪ One ‘LA’ profile on top during the final two-year

monitoring period, then one ‘LZ’ profile.

NOTE:

*Per FLDOE (beginning with the 2016-17 school year), only

one profile is required each year if there are no changes

made to the Mainframe throughout the year. If any changes

are made, a new profile must be printed and filed in order to

reflect those changes.

**All yearly documents are required to be filed in chronological

order, with the most recent year on top. A new profile with

the LA code must be printed when a student reaches this

classification (2019-20).

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ESOL Services Guidelines

`

When a student comes

from another district in

Florida, look for a yearly

re-evaluation. If a re-

evaluation was not

completed, administer

the CELLA. If scores in

all subtests are

PROFICIENT, hold a

Basis L meeting.

Discuss, based on data,

whether or not student

meets criteria for exit. If

the student meets exit

criteria, classify the

student LF and follow

monitoring procedures.

If the student does not

meet exit criteria,

he/she remains LY and

ESOL services

continue.

2- Student comes

from another school

district in Florida:

3-Student comes from

native country or another

state and a language

other than English has

been identified on HLS:

Administer CELLA. If

scores in all subtests

are PROFICIENT, the

student is classified ZZ.


Home Language

Survey states English

language in all

questions:

Student is re-evaluated

yearly with statewide

assessment until

he/she meets exit

criteria.

1- Student comes

from native contry

or another state and

has never been

enrolled in Lee:

4-Student previously

attended a Lee

County school, moved

to another district in

FL, another state or

native country, and

returns to Lee:

No language

proficiency assessment

is needed.

Student is classified

ZZ. No ESOL services

are provided.

Student’s classification

from previous district

(LY, LF, LA, LZ or ZZ)

carries over to Lee

County.

Records from previous

district are requested by

the school. Parents

need to fill out request

form. Information

Specialist places

request via FASTER.

(Screen 50-Mainframe)

or call previous school.

Once information is

received, it is entered

in the Mainframe and

filed in the Blue Insert

accordingly.

Student’s classification from previous district in

FL:

• LY- Continue providing ESOL services.

• LF- Continue monitoring procedures.

• LA/LZ- Information is reviewed and filed in the Blue Insert.

• ZZ- Information is reviewed and filed in the Blue Insert.

• Don’t forget to update all information in the Mainframe.


yearly with the

statewide assessment

until he/she meets exit

criteria.

If one or more subtests

do not indicate

PROFICIENT, the

student is classified LY

and ESOL services

begin. Teacher

documents and

implements ESOL

strategies in lesson

plans.

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Source: District ELL Plan

*The exit criteria for the 2020-2021 year was amended due to the

cancellation of the 2020 FSA. Please refer to the Exit Criteria Chart on

page 54 for updated information.


yearly until exit criteria is

met.

Yearly Re-Evaluation:

ACCESS - grades K-2 ACCESS + FSA - grades 3-12*.

Student meets exit criteria.

Student is classified LF and

his/her academic progress is

monitored for a period of 2

years.

Student does not meet exit criteria.

Student remains classified LY

and ESOL services will

continue.


Student is classified LA for a

period of 2 years.

Student is classified as LZ for

the remainder of his/her K-12

schooling career.

https://www.leeschools.net/common/pages/DisplayFile.aspx?itemId=32942444

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III. Assessments

ACCESS for ELLs 2.0

• This assessment is aligned with the WIDA English Language Development Standards and used to chart LY students’ progress over time.

• It is used to exit students from the ESOL program.

• It provides evidence of program accountability in accordance with Title III to ensure that the objective of increasing students’ English language proficiency is met.

• It provides teachers with information that can enhance instruction for LY students.

• Each assessment item and task targets at least one of the five WIDA

ELD Standards:

1. Social and Instructional Language

2. Language of Language Arts

3. Language of Mathematics

4. Language of Science

5. Language of Social Studies

Aprenda

• As of August 10, 2018, the Aprenda is to be administered at charter

schools only. Please contact your ESOL Compliance Specialist for materials.

• This assessment is administered only once, upon enrollment, to new LY students who come directly from Spanish-speaking countries.

• It assesses the reading and math skills, in Spanish, of students in grades K-12.

• It is used in the decision-making process for retention or to refer a student for Gifted or ESE services.

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Scoring the Aprenda:

1. Before attempting to score the Aprenda, make sure the grading transparency and scoring interpretation material correspond to the subject and level being administered. Tests administered to students in grades K-5 are graded in the Test Books. 2. Obtain the raw scores for sub-test by counting the number of correct responses in each section. 3. Record the raw scores for the sub-tests in the Raw Score column on the

Interpretation of Scores. 4. Obtain the total score by adding the raw scores. 5. Use the appropriate grade chart to obtain the scaled scores. 6. Use the chart labeled “Scaled Scores” to obtain the percentage.

How to Determine Reading and/or Math Levels Using the Aprenda: Reading Math 80% -99%- Exceeds 80% -99%- Exceeds

45% - 79%- Meets 50% - 79%- Meets

26% - 44%- Minimally Below 21% - 49%- Minimally Below

25% or Below- Substantially Below 20% or Below- Substantially Below

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CELLA (Administered Until Spring 2015)

• Students are tested on all four language skills.

• The CELLA is used as evidence of program accountability in accordance with Title III and to ensure that the objective of increasing students’ English language proficiency is met.

• It is used to chart students’ progress over time (levels of proficiency) and as part of the exit criteria for students ready to exit the ESOL program.

• The CELLA can also be used to diagnose individual students’ strengths and weaknesses in English.

** ACCESS for ELLs 2.0 replaced the CELLA as the annual re-

evaluation in 2016.

CELLA Online (New for 2018-19)

A student’s language proficiency is assessed when any one of the responses to the three Home Language Survey questions is ‘yes’. The assessment instrument is the CELLA Online.

• The CELLA Online must be administered within 20 school days of enrollment to students who enroll prior to October 1st. For students

who enroll between October 1st and the end of the school year, this timeframe changes to 14 days. Ideally, students should be tested within the first few days of enrollment. Please be sure to click on the correct version of the online assessment (New Student

Placement).

• Students are placed into ESOL classes (courses with the ESOL FEFP code of 130) pending the testing deadline, and teachers are notified of the students’ status. Students are classified LY pending the results of testing. When students enroll during FTE weeks, they must be classified ‘Basis T’ (Temporary). Once testing is completed after FTE, the resulting classification is entered on the Mainframe and students are serviced accordingly.

• Students who score ‘Proficient’ on each subtest of the CELLA Online are not eligible for ESOL services. These students must be classified ZZ.

• Students who score below ‘Proficient’ on any subtest are eligible for ESOL services and remain LY. It is of the utmost importance that scores are reviewed and entered correctly on the Mainframe to ensure that students are classified correctly.

• A copy of each student’s test report, including the writing sample, must be filed in the Blue Insert.

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Note: When an LY student enrolls in Lee County from another county in Florida, the ODA procedure must be followed and the Mainframe must be updated accordingly. Please check each new student’s transfer paperwork thoroughly to determine whether he/she should be assessed with the CELLA Online.

Crane Oral Dominance (Administered Until Spring 2017)

• The Crane was discontinued as of the 2017-2018 school year.

• It was used for further evaluation by the Exceptional Student Education (ESE) department and for LY students who were in need of a re-evaluation.

• If used, a copy of the CRANE should be included in the student's Blue Insert, and the information must have been recorded on the Mainframe.

EKA (Coming Soon)

• This assessment was developed by teachers in Dade County and is

funded by the USDOE.

• It measures the reading skills of new Haitian Creole-speaking students in

grades K-5.

• The EKA helps the ELL Committee make decisions regarding student

needs.

• Please contact your ESOL Specialist for more information.

EKA Interpretation of Scores:

Exceeds: 90%-above

Meets: 65%-89%

Minimally Below: 51%-64%

Substantially Below: 50% or Below

Review of ELL Educational Background

• The Review of ELL Educational Background is an interview form which is completed by the parents of LY students who speak neither Spanish nor Haitian Creole and therefore cannot be assessed with either the Aprenda,

Star Spanish, or the EKA (see Appendix E). It includes information that pertains to a student’s educational background.

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• Once a Review of Educational Background form is completed, it should be kept in the Blue Insert. An ‘X’ should be entered on the Mainframe next to ‘Parent/Student Interview’, in the ‘Programmatic Assessment’ field of Screen 19.

STAR Spanish

This assessment is administered online only once, upon enrollment, to new LY

students who come directly from Spanish-speaking countries.

• It assesses the reading and math skills, in Spanish, of students in grades K-12. It is also used in the decision-making process for retention or to refer a student for Gifted or ESE services.

• A designated staff member at each school will need to assign the test to the class where the student(s) is/are enrolled, using Renaissance Place. The test cannot be assigned to individual students.

• The test administrator does not have to be a certified teacher. An ESOL Paraprofessional can also administer the test.

• Additional time to complete the test is not required unless it is an accommodation documented on an IEP. Students are not allowed to use a dictionary.

• Once the student has taken the test, the ‘Student Diagnostic Report’

must be printed out and filed in the student’s Blue Insert. (The breakdown of the student’s performance by skill does not need to be filed.) From the Renaissance Learning home page, click on the ‘Star Reading Spanish’ icon, then click on the following:

- Reports - Diagnostic - Select the student from the class dropdown. - View Report

• The GE (Grade Equivalent) score is entered on Screen 19 of the Mainframe without the decimal point. This score provides a comparison of a student's performance with that of other students around the nation. For example, if a student gets a GE of 8.5, his or her score is equal to that of a typical eighth grader after the fifth month of the school year.

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Statement of Language Dominance

• The Statement of Language Dominance was discontinued as of the 2017-2018 school year. It was required by Psychological Services in the event that further evaluation of an LY student was requested by the ELL Committee (see Appendix D). It was also used for LY students who were in need of a re-evaluation by the Exceptional Student Education (ESE) department.

• The Statement of Language Dominance is a questionnaire that was filled out and signed by a student’s parents in order to determine the language in which psychological testing was to be conducted.

How to Enter ESOL Testing Information on Mainframe Screen 19

*CEL (CELLA) will be entered for new LY students who transfer from other

districts in Florida. A score of 515 should be entered on Mainframe for KG-12

students who enroll in Lee County already classified as LY in another district in

Florida. Please note that a score for speaking is not entered.

** CEL (CELLA) will be entered for new LF, LA, LZ, and ZZ students who

transfer from other districts in Florida. A score of 820 should be entered on

Mainframe for KG-12 students who enroll in Lee County already classified as

LF, LA, LZ, or ZZ in another district in Florida.

For information regarding Pre-K data entry, please see Appendix C.

NAME DATE FRM LVL USE SCHL SUBJ TYPE TOTAL SCORE

LSTG RDNG WRTG SPKG

APR= Aprenda

Charter Schools Only

00-00-00

KG OR 01 TO 12

(According to

Grade Level)

0000

0000

01 (Reading)

02 (Math)

NP

NP

00

00

CEL= CELLA (Initial)

00-00-00

D

A

KG

01 TO 12

0000 SS 000

000

000

000

000

000

CEL* Out of District Assessment

(ODA)

00-00-00

D

A

KG

01 TO 12

ODA SS 515

515

515

515

515

515

CEL*

Out of District Assessment

(ODA)

00-00-

00

D

A

KG

01 TO 12

ODA SS 820

820

820

820

820

CEL

For Extension of Instruction

00-00-

00

B 02 TO 12 0000 SS 000 000 000 000

EKA=

Haitian-Creole Assessment

00-00-

00

KG OR

01 TO 12

0000 01

(Reading)

RS 00

SAR= STAR Spanish

00-00-00

01 TO 12 0000 01 (Reading)

02 (Math)

GE 00 (Grade

Equivalence)

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IV. Service Delivery Models

A. Mainstream/Inclusion– English/Core/Basic Subject Areas

ESOL students receive all instruction in the English language and work on

grade level academic skills inside regular classrooms with students who are

native speakers of English. Teachers are ESOL trained and/or endorsed and

use ESOL strategies to ensure comprehension. In schools where there are 15 or

more students who speak the same native language, assistance from an ESOL

program employee who speaks that language is available, if needed, to assist

with comprehensible instruction. This model is available in all schools.

B. Sheltered English/Language Arts

In middle or high schools, the grade appropriate sheltered content classroom

consists of ESOL students only. The students receive instruction in the English

language and work on grade-level academic subject content. Grades are not

mixed (except for one ESOL elective, called English Language Development)

Teachers are ESOL trained and/or endorsed and use ESOL strategies to ensure

comprehension. They may also be bilingual. In schools where there are 15 or

more students who speak the same native language, assistance from an ESOL

program employee who speaks that language is available to assist with

comprehensible instruction. Most middle and high schools offer this model.

The most common class to be sheltered is Language Arts, though other content

area courses such as Science, Math, and Social Studies may also be taught

under this model.

C. Dual Language (Two-Way Developmental Bilingual Education)

Dual language programs use two languages for literacy and content instruction

for all students. They provide the same academic content and address the

same standards as other educational programs. Instruction is provided in the

two languages over an extended period of time, from kindergarten through at

least fifth grade. Instruction is in the partner language at least 50% of the

time.

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V. Limited English Codes and Mainframe Information

ZZ Students

When a student passes the initial assessment that is administered as a result of the responses on the Home Language Survey, he or she is classified ZZ. This classification must be reflected on the Mainframe. ZZ students must have:

• a passing LAB, CELLA Online, or ODA score that serves as the initial assessment

• a DEUSS date

• a number to represent the amount of years of interrupted schooling, if applicable

• a Limited English Code of ZZ

• Home Language Survey information that corresponds to the initial registration

• No Entry, Plan, or Class Dates are entered for students who are classified ZZ, as these students do not qualify for services.

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SAMPLE ZZ PROFILE

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LY Students

When a student is actively receiving ESOL services, the LY classification must be reflected on the Mainframe. LY students must have:

• a LAB, CELLA Online, or ODA score that serves as the initial assessment

• a DEUSS date

• a number to represent the amount of years of interrupted schooling, if applicable

• a Limited English Code of LY


• a Basis of Entry Code

• an Entry Date, Plan Date, and Classification Date

• a Re-Eval date, if applicable

• a ‘Y’ in the Extension of Instruction field, if applicable

• an ‘X’ in the FTE Max field, if applicable

**LY profiles include the total minutes per week during which ESOL services

are provided (see sample LY profile). Profiles must be printed and filed in the

Blue Insert each fall, prior to October 1st, and when there is a change in

programming or an update made to the Mainframe.

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SAMPLE LY PROFILE

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LF Students

When a student has met criteria for exit and is no longer receiving ESOL services, the LF classification must be reflected on the Mainframe. LF students must have:

• a LAB (administered until May 2018), CELLA Online, or ODA score that

serves as the initial assessment

• a DEUSS date

• a Limited English Code of LF



• A Basis of Exit Code

• an Entry Date, Plan Date, Classification Date, and Exit Date

• a Re-Eval date (if the student has had a re-evaluation)


• an ‘X’ in the FTE Max field if the student is FTE Max

• monitoring dates

** Because LF students do not receive services, the total number of minutes of

ESOL instruction per week is not included on the profile. LF profiles need to

be printed and filed as needed, in order to reflect any updates made to the

Mainframe throughout the school year.

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SAMPLE LF PROFILE

31

LA Students

When a student has met criteria for exit and has been monitored for two years, he/she must be monitored for addition two-year period with a classification of LA. The LA classification must be reflected on the Mainframe once all four monitoring dates are entered. No active monitoring is required for LA students. LA students must have:

• a LAB (administered until May 2018), CELLA Online, or ODA score that serves as the initial assessment

• a DEUSS date

• a Limited English Code of LA



• a Basis of Exit Code





• all four monitoring dates

** Because LA students do not receive services, the total number of minutes of

ESOL instruction per week is not included on the profile. LA students only

need one profile in the Blue Insert, which is printed at the time of

classification.

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SAMPLE LA PROFILE

33

LZ Students When a student has completed the additional two-year monitoring period as an LA student, he/she is classified LZ. The LZ classification must be reflected on the Mainframe. LZ students must have:

• a LAB (administered until May 2018), CELLA Online, or ODA score that serves as the initial assessment

• a DEUSS date

• a Limited English Code of LZ



• a Basis of Exit Code





• all four monitoring dates

• one LA profile

** Because LZ students do not receive services, the total number of minutes of

ESOL instruction per week is not included on the profile. LZ students only

need one profile in the Blue Insert, which is printed at the time of

classification.

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SAMPLE LZ PROFILE

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Lee County Mainframe Screen 19

To update the screen:

1) Enter the 8-digit Student ID number.

2) Press ‘Enter’.

3) If the student exists in the database, the Limited English Proficiency and

Testing records will be displayed for the student.

Screen Field Definitions:

1) Student Identification Number- The student’s local number (Lee County).

2) Last Name- The student’s last name, as indicated on the registration form.

3) Years Interrupted- The number of years the student was not enrolled in

school prior to enrolling in Lee County, if applicable. This information is self-

reported by parents and used to identify students who have gaps in their

schooling.

4) Home Language Survey- The date the original Home Language Survey was

completed by the student’s parents. For students who come from other

districts within the state of Florida, this date should correspond to the Home

Language Survey completed in that district.

5) Original Entry Date- The date the student entered a Lee County School.

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6) Date of Entry in a United States School- The student’s first day of school

in the United States.

7) Limited English Codes- The status of a student who has been identified as

a Limited English Proficient (LEP) student. (The School District of Lee County

now uses the term English Language Learner/ELL.)

• LY: The student currently receives ESOL services.

• LF: The student is in his/her 2-year monitoring period after exiting the ESOL

program.

• LA: The student has been actively monitored for a period of two years and is

now in the final 2-year phase of monitoring before being classified LZ. This

classification does not require the active monitoring of grades.

• LZ: The student has completed his/her 4-year monitoring period after exiting

the ESOL program.

• ZZ: The student did not qualify for ESOL services based on a passing score on

the initial assessment or English-only responses on the Home Language

Survey.

8) Country of Origin- A two-character code indicating the country in which

the student was born, as listed on the student’s registration form.

9) Native Language- A two-character code indicating the native language

spoken by the student, as listed on the student’s registration form.

10) Language Spoken in the Home- A two-character code indicating the

primary home language of the parent(s) or guardian(s) of the student. This

should correspond to the predominant language spoken in the home by the

parent(s) or guardian(s), as listed on the student’s registration form.

11) Basis of Entry Code- A one-character code used to indicate the basis of

entry into the ESOL program.

• A: K-2 Initial Assessment (Aural/Oral)

• R: 3-12 Initial Assessment (Reading and Writing)

• L: ELL (LEP) Committee Meeting

• T: Temporarily placed into the ESOL program (pending testing) based on

a ‘Yes’ answer on the Home Language Survey

12) Basis of Exit Code- A one-character code used to indicate the basis of exit

from the ESOL program.

• H: K-2 Re-evaluation Assessment (ACCESS for ELLs 2.0/Alternate

ACCESS)

• I: 3-9 Re-evaluation Assessment (ACCESS for ELLs 2.0/Alternate

ACCESS) and FSA/FSAA

• J: 10-12 Re-evaluation Assessment (ACCESS for ELLs 2.0/Alternate

ACCESS) and FSA/FSAA/ACT/SAT

• L: ELL (LEP) Committee Meeting

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13) Extension of Instruction- A one-character code (Y) used to indicate that

an LY student is receiving services beyond three years.

14) FTE Max (6 Years)- A one-character code (X) used to indicate that an LY

student is receiving services beyond six years, at which point FTE funding

cannot be claimed. This field must be marked upon the completion of six years

of services (twelve surveys) in order to avoid errors in funding.

15) Entry Date- The initial date a student enters the ESOL program. This date

must correspond to the date of the initial assessment or the date of the ELL

Committee meeting through which the student enters the program (Basis L).

For students who are tested and qualify for services during the spring of their

Pre-K year, this date is the first day of their kindergarten year.

16) Plan Date- The date of the most recent review of the District ELL Plan. For

new students, this date corresponds to the date of the initial assessment or the

date of the ELL Committee meeting through which the student enters the

program (Basis L). For returning students, this date automatically defaults to

the first day of the school year each year that services are provided. When

students are exited in the fall using the previous school year’s test scores, the

previous year’s Plan Date must be entered to avoid an error.

17) Classification Date- The initial date a student is classified LY. This date

must correspond to the date of the initial assessment or the date of the ELL

Committee meeting through which the student enters the program (Basis L).

For students who are tested and qualify for services during the spring of their

Pre-K year, this date corresponds to the date of the assessment.

18) Re-Evaluation Date- The date of the most recent Extension of Instruction

meeting. This meeting is required for every LY student at the completion of

three years of services (as calculated using the DEUSS date), and every year

thereafter.

19) Exit Date- The date an LY student exits the ESOL program.

20) Re-Classification Date- The date a former LY student is entered back into

the ESOL program via an ELL Committee decision (Basis L)

21) 1st Report Card- The first report card date after exit for LF monitoring.

22) 1st Semi-Annual Review- The second report card date for LF monitoring.

This is the third report card after exit.

23) 2nd Semi-Annual Review- The third report card date for LF monitoring.

This is the fourth report card after exit.

24) End of Second Year- The fourth report card date for LF monitoring. This

is the eighth report card after exit.

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25) Re-Classification Exit Date- The date a re-classified LY student exits the

program.

26) Parent/Guardian/Student Interview- A one-character code (X) used to

indicate the completion of the Review of Educational Background form, which

is part of the programmatic assessment.

27) Prior Academic Records- A one-character code (X) used to indicate that an

LY student’s prior academic records were reviewed upon enrollment. This is

part of the programmatic assessment.

28) Assessments- A one-character code (X) used to indicate that a review of

prior academic assessments was conducted in order to insure correct

placement. This is part of the programmatic assessment.

29) Testing Information- A three-character code that represents the name of a

test administered to a student, in addition to other pertinent information.

Please refer to the table at the end of this document (How to Enter ESOL

Testing Information on the Mainframe) for more information.

30) Enter=Update- When an update is made to the screen, the Enter key must

be pressed in order for the update to be confirmed. If the update is successful,

a message is displayed that reads, ‘RECORD SUCCESSFULLY UPDATED’.

31) F5=Delete LEP- The F5 key is used to delete all information displayed in

the ‘ESOL INFORMATION’ field. Place the cursor in the ‘Basis of Entry’ field,

and press F5. A message is displayed that reads, ‘PRESS F5 AGAIN TO

VERIFY DELETION OF LEP INFORMATION’. Press F5 again to delete. If the

screen is error-free, a message is displayed that reads, ‘LEP RECORD WAS

SUCCESSFULLY DELETED’.

32) F6=Delete Test- The F6 key is used to delete testing data. Clear the test

name you want to delete and press F6. A message is displayed that reads,

‘PRESS F6 AGAIN TO VERIFY DELETION OF TESTING INFORMATION’. Press

F6 again to delete. If the screen is error-free, a message is displayed that

reads, ‘TESTING RECORD(S) WERE SUCCESSFULLY DELETED’.

33) F8=Forward- When the Limited English Screen is accessed, only the two

most recent tests are displayed. Additional tests can be viewed by pressing F8.

The tests are displayed in chronological order, beginning with the most recent.

Press F7 to return to the previous screen.

34) F9=Print- The F9 key is used to print a student profile.

35) F12=Exit- The F12 key is used to return to the Lee County Student

Applications page, which acts as a menu for the Mainframe.

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VII. DEUSS and ODA

DEUSS (Date of Entry in a United States School) A student’s DEUSS date reflects his/her first day in a U.S. school (not including Puerto Rico or other U.S. territories). It is self-reported by parents during registration. DEUSS dates apply to students in grades K-12. When a student transfers into the county, every effort must be made by school

personnel to get an accurate DEUSS date and previous schooling information.

The DEUSS is used to monitor:

• ELLs to be included in the State Accountability System

• Extension of Services

• Promotion/Retention-Good Cause (Third Grade)

• Immigrant Information

Mainframe Profile

40

NOTE: DEUSS dates are not used for calculating weighted ESOL FTE funding. However, FTE funding received by LY students in other districts in Florida must be taken into consideration when calculating FTE in order to avoid exceeding 6 years of funding (FTE Max). Date of Entry in a United States School (DEUSS) and Out of District Assessment (ODA)

The Florida Department of Education has implemented a procedure which is used to regulate the classification of ELL students. The purpose of this procedure is to ensure that a student’s classification follows him/her throughout the state in the event of a transfer to another county. It eliminates needless testing and reclassification of transfer students who have already been enrolled in Florida schools. When a student enrolls in Lee County as a transfer student from another county in Florida, his/her classification (LY, LF, LA, LZ, or ZZ) transfers, as well. Information must be obtained from the student’s previous school through F.A.S.T.E.R. (Screen 50 on the Mainframe) upon enrollment, and the Mainframe must be updated to reflect the student’s classification. **The ODA procedure does not apply to students who transfer from another state or country. F.A.S.T.E.R.

41

Out of District Assessment (ODA) Procedure

When a student enrolls in Lee County after being classified LY in another county in Florida, the initial assessment from the previous county needs to be entered on the Mainframe with the date provided in the student’s transfer paperwork. Different counties in Florida use different assessments (IPT, etc.); however, in Lee County, the assessments must all be entered in the Mainframe as ‘CEL’ to indicate that the student was assessed in another county. In order to reflect and continue the LY classification, the listening, reading, writing

subtests and the total score must be entered as 515 (Total Score, Listening, Reading, and Writing – no score for Speaking is needed). ‘ODA’ must be entered in the ‘School’ field. See the New Student Intake process document (Appendix N) for more information.

The same procedure must be followed for students who enroll in Lee County after being classified LF in another county. In addition, the assessment that was used to exit the student must be entered, with all subtests and the total score being 820 (Total Score, Listening, Reading, and Writing – no score for Speaking is needed), as well as any pertinent monitoring dates. The same would follow for an LA or LZ classification.

When a student enrolls in Lee County after being classified ZZ in the previous county due to a passing score on an initial assessment, the assessment needs to be entered on the Mainframe as an ODA, with all subtests and the total score being 820 (Total Score, Listening, Reading, and Writing – no score for Speaking is needed). If the student was classified ZZ due to the Home Language Survey, the Mainframe must also reflect this information.

Remember: The assessment date(s), Entry Date, Class Date, Exit Date (when applicable), DEUSS date, and Home Language Survey date must correspond to

those provided in the student’s transfer paperwork; not those that may have been provided or obtained in Lee County. Once the Mainframe is updated, a profile must be printed, signed, and filed in the student’s Blue Insert. In the event that transfer paperwork for LY students is not sent from the

previous school in a timely manner (10 school days), these students must

be administered the CELLA Online and the score must be entered on the Mainframe. Students are to be serviced according to the classification

obtained until transfer paperwork is received. Schools must attempt to communicate with the student’s previous school three times to obtain the paperwork, and these attempts must be documented on the In-State Student Transfer Documentation Request (Appendix P). If no paperwork has been received after three attempts have been made, it is important

that the student’s cumulative file be checked periodically throughout the school year in case the paperwork is eventually received. Once the documentation is received, the Mainframe must be updated and services

must be provided in accordance with the student’s previous classification. Occasionally, this may mean that a student’s classification is changed to

match the classification from the previous county. This is completely permissible and must be done in order for records to be accurate.

When a student enrolls in Lee County with a ‘yes’ answer on his/her Home Language Survey (indicating that another language is in the student’s background), but all ‘no’ answers on the previous county’s Home Language

42

Survey (indicating no language other than English in the student’s background), the Mainframe must be updated to reflect the previous county’s information. A Note to File (see Appendix F) must be created to provide a detailed explanation of the situation, and it must be attached to a copy of both the previous county’s Home Language Survey and Lee County’s Home Language Survey. These documents are then filed in the gray folder in the student’s cumulative file, and the student remains classified ZZ.

VIII. Transfer Student Scenarios

46

IX. The ELL Committee and Guidelines

• The ELL Committee addresses the academic needs of LY and LF students.

• An English language Learner (ELL) Committee is defined as a school-based committee composed of the ESOL teacher(s) and Home Language teacher (if any) and administrator or designee, plus guidance counselors, social workers, school psychologists, or other educators as appropriate

for the situation (Rule 6A-6.0901 (5), FAC). Parents shall be invited to attend all LEP Committee meetings involving their child. (State Board of Education vs. LULAC, et al. Florida Department of Education Consent Decree. 1990.)

• Parents must be invited to attend all committee meetings using the Notification of ELL Committee Meeting (see Appendix G). There should be at least three (3) members in attendance at every ELL Committee meeting and at least three (3) signatures on all meeting minutes.

47

Hospital/Homebound

Students who receive services through Hospital/Homebound are required to

have ELL Committee meetings in order to remain in compliance. These

meetings include, but are not limited to, Extension of Instruction; Basis L; and

Post Re-Classification (LF) Monitoring. All students who receive services

through Hospital/Homebound have a district school where their files are

housed. When an ELL Committee meeting is due, the school’s ESOL Contact is

responsible for holding it. Both the student’s teacher and the school’s Staffing

Specialist may be contacted in order to assist in the completion of the meeting

documentation. All other ELL Committee guidelines will apply.

LY Retention Guidelines

When retention is considered for LY students, there are many factors that must

be considered prior to convening an ELL Committee meeting:

• DEUSS Date– It may take up to two years for an English Language Learner to develop basic interpersonal communication skills (social language). This means that the student’s academic language is not fully developed, making grade-level content difficult. Explicit and systematic instruction with opportunities for language learning play a major role in the education of ELLs.

• Grades– Lesson delivery, the acquisition of new skills, opportunities for remediation, and the collection of reliable performance data must be taken into consideration when using a student’s grades as partial

grounds for retention.

• CELLA Scores–If the student arrived in the U.S. within the past two years, he/she may still be at the beginning levels of language proficiency. More time to acquire the language, along with quality instruction geared toward content and language learning, is key in helping the student close the achievement gap.

• STAR and Early Literacy/iReady Scores – These assessments provide information regarding a student’s strengths and deficiencies in reading and/or math. If the student is performing below grade level, it may be due to a lack of English proficiency, difficulty grasping new concepts and skills, or a combination of both of these factors. Therefore, interventions are highly recommended.

• STAR Spanish/Aprenda– These assessments provide a picture of a student’s reading and math levels in Spanish. Even when students score on-grade-level or above, they need time to acquire English language skills in order to be fully able to demonstrate what they know or can do in English. Instruction that is focused on content and language

development will accelerate this process. When a student scores below grade level, specific and targeted interventions via MTSS should be provided.

48

• FSA – This provides information/data about a student’s mastery of grade level standards. If a student is performing below grade level, it may be due to a lack of English proficiency, difficulty with grasping new concepts and skills, or a combination of both of these factors. Therefore, interventions via MTSS are highly recommended.

• Attendance– Excessive absences and tardiness have a negative impact on academic achievement. It is essential that conversations with parents, school counselors, teachers, and other staff members take place to

address absenteeism and tardiness concerns.

• MTSS Core Differentiation Plan– MTSS interventions must be in place long before retention is considered. These interventions must be reliable and frequent, and they must be provided with fidelity.

• Parent Input– A parent’s input regarding their children’s education is vital, and every effort must be made to ensure a parent’s attendance at an ELL Committee meeting where retention is discussed. Should a parent request grade retention for his/her child, they must be informed about the potential impacts that this decision may have over time.

• Previous Retentions – Many students who are retained in grades K, 1, and 2 face the possibility of an additional retention in third grade if they do not achieve a passing score on the FSA or otherwise meet the criteria for promotion.

X. Extension of Instruction

• Once an LY student has received ESOL services for three years, according to the student’s DEUSS date, a meeting must take place in order to extend ESOL services for another year. This meeting must take place within the 30-day period prior to the anniversary of the DEUSS date. A meeting held

outside of this timeframe will result in a finding in the event of an

FTE or ESOL audit.

• When a student’s DEUSS date is in August or September, an ELL Committee meeting needs to be held but the CELLA Form B does not need to be administered, provided the meeting is held on time.

• Anytime a meeting is held between October 1st and the end of the school year, the CELLA Form B must be administered and entered on the Mainframe. This includes meetings for students with DEUSS dates of October 1st or later and meetings for students with DEUSS dates in August or September that are held late. The only exception would be for newly-enrolled students from another state who are in need of a meeting according to their DEUSS dates but took the initial assessment within

the past 6 months in order to qualify for services.

• A score report must be printed and filed in the student’s Blue Insert, along with the writing sample, if applicable.

49

• CELLA scores should be used to identify the area(s) in which a student needs additional support. The support that will be provided is to be documented on the meeting minutes.

• Because the CELLA is not part of the exit criteria, a student who achieves a score of ‘proficient’ may not exit the ESOL program.

• The meeting date must be entered on the Mainframe as the Re-evaluation

date.

• A ‘Y’ must be entered on the Mainframe in the ‘Extension of Instruction’ field if this has not been done.

• This procedure must be followed once an LY student has received three years of instruction and continued until the student is exited from the program.

Note: If an LY student transfers to Lee County from another state or

county in Florida, has been enrolled in a U.S. school for three years or more as calculated using the DEUSS date, and has not had an Extension of

Instruction meeting for the current school year, a meeting must be held as soon as possible after enrollment.

The following documents are to be used as part of the Extension of Instruction procedure:

• Notification of ELL Committee Meeting-

This notification must be dated and sent to the student’s parent/guardian

10 school days prior to the meeting (see Appendix G). Both the English portion and the Spanish or Haitian Creole portion must be completed, depending on the student's home language. English minutes should be used for all other languages listed on the Home Language Survey.

• ELL Committee Student Performance Information- This form should be sent to each core content teacher, completed in its entirety, and returned prior to the meeting so that the comments can be taken into consideration when filling out the meeting minutes (see Appendix H). File these documents in the Blue Insert.

• Extension of Instruction Minutes-

These minutes must be prepared in both English and the student's home language prior to the meeting (see Appendix I). A plan that addresses specific information pertaining to the student’s language proficiency needs (as indicated by current CELLA and/or FSA scores) must be included. This information is to be discussed in the meeting. If parents do not attend, the box labeled 'Parent Invited- Not in Attendance' must be checked. There must be at least three people in attendance at the meeting (the ELL Committee) and three signatures on all meeting documentation in order to be in

compliance with the Consent Decree. Once the meeting is finished, the minutes must be copied. Originals are sent to the student’s parent/guardian and copies go in the Blue Insert.

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• Note to File- Use this document in order to provide an explanation about a discrepancy in dates or other information pertaining to the meeting (see Appendix F). It is not sent to the student’s parent/guardian or signed by the ELL Committee- the signature of the Contact is sufficient. File the completed form in the Blue Insert.

• Current report card

• FSA/CELLA Online/ACCESS/Other Progress-Monitoring Assessment

Scores- This data should be taken into consideration when creating a plan to address the student’s language proficiency needs

Extension of Instruction Information on the Mainframe

XI. FTE Max

Every year, the state collects ESOL information to provide funds for LY students. This information is collected during Survey 2 (in October) and Survey 3 (in February). The following steps must be taken to ensure accuracy on the survey report:

• Create a report on FOCUS of LY students by Entry Date.

• Select the students who have Entry Dates that appear to indicate that 6 or more years of ESOL services have been provided.

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• Verify each student’s enrollment by checking Screen #2 on the Mainframe (Student Enrollment History) for each year of enrollment.

• A student must have a ‘Y’ for a combination of Surveys 2 and 3 to equal 6 years of service in the ESOL program. (12 ‘Y’ entries would equal 6 years).

• Once a student has reached 6 years in the ESOL program and is identified as ‘FTE Max’, an ‘X’ must be entered in the ‘FTE MAX’ field on Screen 19. This means that the student will no longer collect Weighted ESOL FTE #130 (WFTE) and a schedule will no longer appear on the student’s profile. However, the school must continue to provide ESOL services to the student until he/she meets the exit criteria.

• If an LY student enrolls in Lee County from another district in Florida, you must count the time spent in that district when calculating FTE. Students who are in Hospital/Homebound settings, Lee Virtual School, and charter schools must also be included. Students in home school settings are not to be included on FTE reports.

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XII. Basis L

• When a student shows signs of a language barrier after passing the

initial assessment or has met the criteria for exit but continues to struggle academically due to a language barrier, the ELL Committee can convene to review current data and discuss whether the student would benefit from ESOL services. The student’s parents must be invited to the meeting using the Notification of ELL Committee Meeting (see Appendix G). Basis L ELL Committee Minutes would be used for this purpose (see Appendix J).

• If it is determined that the student would benefit from services, the student is classified LY with a Basis of Entry Code of ‘L’. The student is now considered a ‘Basis L’ student. If the student previously exited the program, the re-entry would be reflected as a re-classification and the date would be entered in the ‘Re-Class Date’ field on the Mainframe.

• The ELL Committee must meet annually, within the thirty days prior to the anniversary of the student’s classification/re-classification date, to monitor the student’s progress. This meeting serves as a Re-evaluation and the meeting date must be entered on the Mainframe as such.

• Once a Basis L student has received services for three years, the annual

re-evaluation meeting turns into an Extension of Instruction meeting. This means that the meeting must now be held within the thirty days prior to the anniversary of the student’s DEUSS date (not the classification date) and Extension of Instruction procedures must be

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followed. From that point forward, the Basis L meetings and the Extension of Instruction meetings are held simultaneously within the thirty days prior to the anniversary of the student’s DEUSS date.

• A ‘Basis L’ student may only be exited from the ESOL program through an ELL Committee meeting, using the Basis of Exit Code ‘L’.

Occasionally, LY students who receive ESE services may be exited from the ESOL program if their disabilities prohibit them from meeting the exit

criteria independently. This type of exit may only be done with the participation of a District ESOL Specialist via an ELL Committee meeting (Basis L).

XIII. LY Student Withdrawal and Re-Enrollment:

If an LY student withdraws from Lee County and later re-enrolls, various steps

must be taken to ensure that all records are accurate:

• If the student returns within one academic year and has a current re-

evaluation on file (ACCESS for ELLs 2.0 or CELLA), it is to be used as an

indicator of his/her level of proficiency and services continue. This

includes an Extension of Instruction meeting, if necessary. The re-

evaluation (ACCESS for ELLs 2.0) should be administered again in the

spring.

• If the student is returning from another district in Florida, records

should be requested immediately and any pertinent data entered on the

Mainframe. A profile must be printed and filed in the student’s Blue

Insert. Services should be continued according to the student’s

classification.

• If the student returns after one academic year, the CELLA Online (initial

assessment) must be administered and entered on the Mainframe within

10 days of the student’s enrollment in order to have current language

proficiency information on file.

• If the student does not score ‘Proficient’ in all areas, ESOL services are

continued. Continuation and Test Accommodation Notices must be

completed, and an Extension of Instruction meeting must be scheduled,

if necessary.

• If the student does score ‘Proficient’ in all areas, a Basis L ELL

Committee meeting must take place. The Committee should review

report cards, assessments, and other pertinent data in order to make an

informed decision regarding an exit. The student must also meet at least

two of the five criteria listed on the meeting minutes. If there is not

enough information to make a determination, the meeting may be

scheduled after there has been enough time to gather data (usually

after one quarter).

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• If the Committee determines that the student should be exited after

meeting at least two of the five criteria listed on the meeting minutes, the

following steps must be taken in order to complete the exit correctly:

• The meeting date must be entered as the Exit Date on the

Mainframe, with an Exit Code of ‘L’ (ELL Committee Decision).

• The student’s classification must be changed to ‘LF’.

• A new profile must be printed to reflect changes.

• An ESOL Program Exit Notification (see Appendix O) must be given

to the student’s parents, and a copy filed in the Blue Insert.

• LF monitoring procedures begin with first report card after exit.

XIV. Exit Criteria and Post-Re-Classification (LF) Monitoring

For LY students in grades K-2:

• an overall score of 4.0 or higher and

• a score of 4.0 or higher on the reading subtest of ACCESS for ELLs 2.0 For LY students in grades 3-10:


• a score of 4.0 or higher on the reading subtest of ACCESS for ELLs 2.0 and

• ELL Committee recommendation after consultation with ESOL

Specialist

For LY students in grades 11-12:


• a score of 4.0 or higher on the reading subtest of ACCESS for ELLs 2.0 and

• a passing score on the 2019-2020 FSA in ELA retake, or an equivalent concordant score (ACT, SAT) sufficient to meet applicable graduation requirements

For LY students in grades 1-12 with significant cognitive disabilities who

were administered the Alternate ACCESS for ELLs 2.0 assessment:

• an overall score of P1 or greater (grades 1-12) and

• ELL Committee recommendation after consultation with ESOL Specialist (grades 3-10)

• a passing score on the FSA in ELA retake, the FSAA retake, or an equivalent concordant score (ACT, SAT) sufficient to meet applicable graduation requirements (grades 11-12).

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ESOL Criteria for Exit and Exit Codes

School Year 2020-2021

Exit Code

Grade Level of Test

Administration

Criteria for Exit Second Measure Criteria

H Grades K-2

• Overall proficiency score of 4.0 or higher and

• Minimum proficiency score of 4.0 or higher on the reading subtest of ACCESS for ELLs 2.0

A second measure is not required.

L Grades 3-10

• Overall proficiency score of 4.0 or higher and


ELL Committee recommendation after consultation with ESOL Specialist

J

Grades 11-12 • Overall proficiency score of 4.0 or higher and


A passing score on the 2019-2020 FSA in ELA retake or an equivalent

concordant score sufficient to meet applicable graduation requirements

I Alternate ACCESS for

ELLs Grades

1-2

Overall minimum proficiency score of P1

A second measure is not required.

L Alternate ACCESS for

ELLs Grades 3-10


ELL Committee recommendation after consultation with ESOL Specialist

I

Alternate ACCESS for

ELLs Grades 11-12


A passing score on the 2019-2020 FSAA retake or an equivalent

concordant score sufficient to meet applicable graduation requirements.

Basis L students may only be exited via an ELL Committee meeting.

When an LY student is exited from the ESOL program, a Basis of Exit Code and

Exit Date must be entered on the Mainframe, and the student’s classification

(Limited English Code) must be changed to ‘LF’. LF students must be monitored

for two years (with the dates of the first, third, fourth, and eighth [one year from

the fourth] report cards after exit entered on the Mainframe), after which time

they are classified ‘LA’. LA classification takes place for an additional two years;

however, no monitoring of grades takes place. After the conclusion of the

additional two-year monitoring period, LA students are classified ‘LZ’.

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The steps for Post Re-classification (LF) Monitoring are as follows: 1. The monitoring process includes both the review of report cards and Mainframe data entry. To begin the process, a current LF report is generated through FOCUS in order to identify students in need of monitoring and to ensure that current report cards are available. All elementary and charter school LF report cards are generated on-site. Secondary LF report cards are forwarded to district schools by the ESOL department.

2. The date of the first, third, fourth, and eighth (one year from the fourth) report cards after exit are entered on the Mainframe. Though dates are entered just four times during the two-year period, report cards are reviewed after every report card period. 3. If students’ report cards show a D, an F, an N, or a U in any core content area class, ELL Committee meetings are held using the LF Monitoring Minutes (see Appendix K). The students’ parents are invited to the Committee meetings via the Notification of ELL Committee Meeting (see Appendix G). One ELL Committee meeting per year, per content area is sufficient as long as remediation is provided. A meeting is not required each quarter should low grades be achieved in the same content areas more than one time during an academic year. It is up to the discretion of the Committee as to whether another meeting is held. 4. In preparation for the ELL Committee meetings, the teachers of the classes in which the LF students received the low grades fill out a copy of the ELL Committee Student Performance Information (see Appendix H). 5. During the ELL Committee meetings, the ELL Committee Student Performance

Information form is used to determine whether the LF students’ low grades are related to issues surrounding language acquisition. At this point, the decision is made as to whether the students would benefit from ESOL services. The Committee has the option to wait and see if the students’ grades improve; especially if the teachers have indicated that the students’ difficulties are not due to a language barrier. If the Committee decides to reclassify students, the students must meet at least two of the five criteria listed on the Basis L Minutes (see Appendix J). Both Basis L and LF Monitoring Minutes would be used in this case. 6. If LF students do well academically, it is not necessary to hold meetings. Simply sign and date the report cards, place them behind the profiles that correspond to the year during which the students are being monitored, and enter pertinent monitoring dates in the Mainframe, as necessary. New profiles must be printed when changes are made to the Mainframe. 7. After the ELL Committee meetings are held, all meeting documentation is copied and filed in the students’ Blue Inserts. Original documents are provided to the students’ parents.

8. Once all four monitoring dates are entered on the Mainframe, students are classified ‘LA’. LA classification lasts an additional two years; however, no active monitoring takes place. After the conclusion of the additional two-year monitoring period, LA students are classified LZ.

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XV. Duties and Responsibilities

The Principal assumes responsibility for:

1. Leadership in the implementation of the school’s ESOL program. 2. Demonstrating knowledge of the ELL Plan. 3. Establishing procedures to ensure compliance with the META Consent

Decree. 4. Monthly notification to Personnel regarding out-of-field teachers. 5. Implementing an appropriate ESOL Program Model that takes into

consideration the number and proficiency levels of ELL students. 6. Conducting periodic observations of the delivery of ESOL strategies to

ensure that teachers provide comprehensible instruction to ELL students.

The ESOL Administrator assumes responsibility for:

1. Monitoring of ESOL/MIS bimonthly “new student” reports, coordination of testing, and data entry.

2. Placing ELL students with an ESOL endorsed/trained teacher.

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3. Reviewing WFTE documentation to ensure proper funding is claimed.

4. Ensuring the provision of comprehensible instruction through ESOL strategies and native language instruction, as needed.

5. Examining written documentation of ESOL lesson plans.

6. Periodically observing the use of ESOL strategies.

7. Supervising home-school communication in student’s native languages (Spanish/Creole required by FLDOE).

8. Establishing procedures to ensure the involvement of ELL parents in

school activities and committees. 9. Monitoring compliance with the META Consent Decree. 10. Ensuring that test modification procedures are followed. 11. Ensuring that interventions/ELL Child Study Plan procedures are

followed. 12. Ensuring that proper ELL retention procedures are followed. 13. Serving as an ELL Student Advocate. 14. Keeping informed of latest ESOL policies and procedures.

The ESOL Contact Educator assumes responsibility for:

1. Monitoring the “Yes” responses on the Registration forms and verifying responses with Mainframe registration screens.

2. Verifying the accuracy of all new transfer student information on the

Mainframe by comparing it to the contents of the Blue Insert. 3. Administering the CELLA Online test within 20 days of entry to ALL

students with a “YES” answer on the Home Language Survey. 4. Communicating with the Information Specialist regarding Entry Dates,

CELLA Online scores, Plan Dates, etc. 5. Conducting programmatic assessments of all new ELL students. 6. Verifying that ELL students are placed with an ESOL endorsed/trained

teacher. 7. Notifying parents regarding students’ placement into ESOL via an Entry

or Continuation Letter.

8. Ordering, completing, and filing the student profiles in the Blue Inserts. 9. Reviewing and updating Blue Inserts annually.

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10. Completing documentation for all ELL Committee meetings and

ensuring that the Parent Notification of ELL Committee form and minutes are filed in the Blue Insert.

11. Scheduling ELL Committee meetings and ensuring the District ESOL

Specialist will attend, when appropriate. 12. Conducting LF Monitoring, as needed.

13. Monitoring compliance with META requirements. 14. Ensuring home-school communication in native language, when

feasible. 15. Serving as an ELL Student Advocate. 16. Ensuring that proper ELL retention procedures are followed. 17. Ensuring that remediation/MTSS Plans are implemented, when

necessary. 18. Keeping informed of the latest ESOL policies and procedures.

The ESOL Paraprofessional assumes responsibility for:

1. Assisting in the administration of individual and group tests in either the appropriate native language or in English.

2. Working with small groups of student and implementing teacher developed plans, under the direction of the classroom teacher.

3. Assisting in the creation, organization, and distribution of instructional

aids and enrichment materials. 4. Working with teachers to reinforce positive learning and behavior

patterns among students. 5. Translating some of the materials to be used for lessons to ensure

comprehension. 6. Reading information to students in English or students’ native

language(s). 7. Helping students develop the study skills necessary for learning, and

assisting them in achieving instructional objectives. 8. Assisting teachers in keeping current records of the progress of

individual students.

9. Participating in in-service activities, including the ESOL Paraprofessional Training.

60

10. Taking on the role of interpreter/translator (oral and written) for parents at Open House, Orientation, school meetings, and conferences.

11. Acquainting parents with information about the ESOL program and

encouraging them to participate in school events and meetings. 12. Assisting the ESOL Contact with keeping up-to-date student records

and other pertinent information deemed necessary, without interfering

with the provision of academic support to ELL students. 13. Assuming all other duties as assigned by the Principal or his/her

designees.

Other Responsibilities:

1. Assisting in the maintenance of appropriate ELL records

2. Providing for the safety of students

3. Demonstrating an understanding and respect of individual students’

cultures, needs, interests, and abilities

4. Maintaining a high level of ethical behavior and confidentiality of

information pertaining to students

XVI. ELL District/State Testing Accommodations

Note: As of the 2019-2020 school year, LF students qualify for the use of

ESOL strategies and accommodations.

Reading/Math: The same accommodations provided during statewide standardized assessments are to be used in district testing, unless specific accommodations are given by the Office of Accountability.

Districts are required to offer accommodations to students identified as ELL. A test may be administered with any one of these accommodations or a combination of accommodations that are determined to be appropriate for the particular needs of ELLs. All testing, with or without accommodations, must be completed during the prescribed testing dates. Test administrators must follow the testing procedures outlined in the test administration manual and give special assistance only to students who are eligible as stated in the appendix of the manual. Allowable accommodations for ELLs are listed below.

Flexible Setting ELLs must be offered the opportunity to be tested in a separate room with the

English for Speakers of Other Languages (ESOL) or heritage language teacher

acting as test administrator. Parents or guardians must be informed of this

option for students younger than 18 years old and shall be given the

opportunity to select the preferred method of test administration (Test

Accommodation Notice).

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Flexible Scheduling ELLs may take a test during several brief periods within one school day or be provided with additional time; however, the FSA Mathematics Retake, each session of the FSA assessment and each EOC assessment must be completed within one school day.

Assistance in Heritage Language The ESOL or heritage language teacher may answer questions about the general test directions in the student’s heritage language. If the test is

administered to a group of students, the teacher may answer questions about directions for the benefit of the group. Questions of clarification from individual students must be answered on an individual basis without disturbing other students.

FSA ELA Reading Component and Writing tests: The ESOL or heritage language teacher may answer specific questions about a word or phrase in a prompt, item, or answer choice that is confusing to the student because of limited English proficiency, but is prohibited from giving assistance that will help the student produce, correct or edit responses. Assistance may NOT be provided for words or phrases in Reading and Writing passages.

FSA Mathematics; Algebra 1, Geometry and Algebra 2 EOCs; Algebra 1 Retake; Biology 1, Civics, and U.S. History EOCs: The ESOL or heritage language teacher may answer specific questions about a word or phrase in a test item or answer choice that is confusing to the student because of limited English proficiency, but is prohibited from giving assistance that will help the student solve the problem or answer the item. Questions must not be answered in a way that would lead the student to infer correct or incorrect responses. Approved Dictionary Approved dictionaries must provide word-to-word translation only and must not provide definitions in the heritage language or in English. School and district personnel are responsible for ensuring that ELLs have access to an English-to-heritage language translation dictionary or heritage language-to-English translation dictionary, such as those made available to ELLs in an instructional setting. The FLDOE does not provide a list of approved translation dictionaries.

A dictionary providing definitions written exclusively in the heritage language or in English may not be provided. Electronic translation dictionaries that may be used during testing must meet the same requirements for approved translation dictionaries (i.e., must provide word-to-word translation only and must not provide definitions or other information) without accessing the internet. XVII. MTSS and ELLs

Steps in the MTSS Process

When an ELL student experiences academic difficulties and it is not felt that these difficulties are due to a language barrier, both the difficulties and the ensuing interventions can be documented using the Multi-Tiered System of

Support (MTSS). The MTSS process for an ELL student differs slightly from that of a non-ELL student. With that in mind, the following guidelines were developed to help school-based MTSS teams with the early identification of ELL students who may need strategic or intensive interventions.

https://drive.google.com/file/d/1mbRfHtxLAqxX1wiicy2pvazt7AwtH9Zh/view?pli=1

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These questions may be considered when discussing the possibility of referring an LY student for a psychoeducational evaluation:

1. Has the student been given sufficient time to develop oral language in English, both socially and academically? When looking at the LAB/CELLA Online and ACCESS for ELLs 2.0 test scores to determine English proficiency progress, consider the amount of time the student has received formal instruction in English. [Note: It may take two years for an ELL student to

develop social language proficiency in English and five years to acquire academic language proficiency. This varies from student to student, depending on the student’s literacy background knowledge in the native language, among other factors].

2. If applicable, how did the student perform on the reading and math portions of the Aprenda and/or STAR-Spanish? Remember to take into consideration the fact that students who are strong readers in their native language can learn to read effectively in English with good instruction using the core curriculum.

3. Does the student have a second home language (e.g. dialect or maybe a third language)?

4. For newcomers: Did the student experience limited or interrupted schooling in his/her native country? If so, the student will benefit from direct, systematic, and intensive academic instruction. 5. Is there any evidence that the student also struggled academically in his/her native language? Review parent interviews, report cards and/or other academic records from the student’s native country.

6. Is the student struggling based on evidence presented through class work, test grades, benchmark assessments, and report cards (not just according to the teacher’s opinion)? 7. Are all ELL students consistently NOT making progress in that particular classroom and/or school-wide? If so, discuss the possibility of a system problem. 8. Does the student perform substantially below grade level compared to other ELL students who are at about the same English language proficiency level? 9. Is the student being provided with research-based instruction through ESOL-specific strategies, such as the Sheltered Instruction Observation Protocol (SIOP)? 10. Are accommodations provided during instruction and assessments (see Appendix M)? 11. Does the student attend school regularly?

12. Does the student still need translation in his/her native language to understand academic concepts?

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13. Is the student being provided with differentiated instruction based on assessments of his/her current reading level? 14. Are screening assessments needed to rule out other factors that may be impacting the student’s ability to make sufficient/adequate academic gains? It is of the utmost importance that a student be given adequate time to make progress and that ESOL strategies and accommodations are used and documented. If a meeting is held where a referral for evaluation is being

considered, the ESOL Specialist must be in attendance. Because this type of meeting is also considered an ELL Committee meeting, minutes must be used (see Appendix L). MTSS and LY Students: Questions and Answers 1) Do teachers have to wait two years to write a Core Differentiation Plan for an LY student? No. The classroom teacher can develop a Core Differentiation Plan at any time for LY students who need ‘targeted differentiation’ within the core curriculum. The Problem Solving Team (MTSS team) does not need to be involved in this process. Targeted differentiation serves to provide more comprehensible instruction and to enhance English language development. It is not considered a Tier 2 intervention.

2) How long can a student have a Core Differentiation Plan? There is no set amount of time for a student to receive ‘targeted differentiation’

as documented through a Core Differentiation Plan. The classroom teacher determines when a student should receive ‘targeted differentiation’ and should revisit the plan as needed. The classroom teacher monitors the student’s progress based on performance data.

3) What does ‘targeted differentiation’ look like for LY students with a Core Differentiation Plan? Targeted differentiation can be provided through the implementation of SIOP strategies; strategies for oral/aural language development; supplementary materials to enhance English language development such as Imagine Learning, Fast ForWord, Rosetta Stone, and BrainPop; delivery of content in ‘chunks’; native language support, if needed; increased audio and visual supports; modeling of steps in a process; peer tutoring; increased hands-on practice; different levels of scaffolding; and direct assistance from an ESOL Paraprofessional in the classroom. The Core Differentiation Plan basically answers the question: “What does this student need at this moment within the Core in order to be able to progress with this key content, and what do I need to do to make that happen?" Please refer to Instructions for Completing a Core Differentiation Plan document for

more information.

https://docs.google.com/document/d/19HIJ0YFX8mBsneoWNSU0ePthhLawoBo3LvdxLcTeFjg/edit

https://drive.google.com/drive/u/0/folders/1tH-hBNEUVsKqJ9gMdycuQ8PfImwoseKA


https://drive.google.com/drive/u/0/folders/1tH-hBNEUVsKqJ9gMdycuQ8PfImwoseKA


https://docs.google.com/document/d/19HIJ0YFX8mBsneoWNSU0ePthhLawoBo3LvdxLcTeFjg/edit?pli=1

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Accommodations and Differentiation for ELLs

Standardized Testing Accommodations for LY and LF Students

Classroom Accommodations

The test may be administered with any one of

these accommodations or a combination of accommodations that are determined to be appropriate for the particular needs of the ELL

student. It is recommended that accommodations

offered during standardized testing be the same as those actually used by the student on a daily basis for classroom instruction and assessment. ● Flexible Setting: ELLs may be offered the opportunity to be tested in a separate room with

the heritage language teacher acting as test administrator. Parents must be informed of this option. ● Flexible Scheduling: ELLs may take the test during several brief sessions within one school

day. ● Flexible Timing: ELLs may be provided additional time beyond the time limits; however, all testing must be completed within one school day.

● Assistance in the Heritage Language: The ESOL certified or endorsed teacher may answer student questions about the general test directions in their heritage language, but the teacher is prohibited from answering questions

about the writing prompt and prohibited from

reading the prompt to the student. ● Dictionary: ELLs may have access to a word-to-word dictionary that provides words in the native language but not definitions.

Accommodations are practices and procedures in

the areas of presentation, response, setting, and timing/scheduling that provide equitable assessment and instructional access for students.

Accommodations are intended to give ELLs access

to content or assessments; they do not reduce learning expectations. **Please refer to the list of suggested accommodations for ELLs (see Appendix M).

XVIII. WIDA

The WIDA Consortium is a non-profit cooperative group whose purpose is to

develop standards and assessments that meet and exceed the goals of No Child

Left Behind and promote educational equity for English language learners.

Florida joined the Consortium in 2015.

WIDA’s philosophy involves the development of academic language, which is

the language that ELL students must acquire in order to be successful in

school and beyond.

The five WIDA English Language Development Standards represent the social, instructional, and academic language that students need to engage with peers,

educators, and the curriculum in schools.

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The Five WIDA English Language Development Standards

WIDA supports the notion that language develops across five different levels of

proficiency. English-language learners develop along the continuum until

proficiency is achieved.

The Can-Do Descriptors provide examples of the things that English-language

learners can do at various levels of proficiency.

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The WIDA Can-Do Descriptors, PreK-12

For the given level of English language proficiency, with support, English

language learners can:

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XIX. ESOL Endorsement

ESOL Endorsement courses are offered online three times per year: first

semester, second semester, and during the summer. All classes are

provided based on priority and space available.

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ESOL Endorsement Chart

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XX. SIOP

According to the latest figures, our school district has an enrollment of approximately 12,000 English Language Learners. These students represent 159 countries and speak approximately 98 different languages.

Our mission is to better serve our English Language Learner population by providing classroom teachers with a high-quality, systematic framework of lesson planning and delivery to teach academic content while promoting English language proficiency. We aim to improve the achievement of academic standards and develop the English language proficiency of ELL students, as measured by the CELLA Online and ACCESS for ELLs 2.0 assessments, utilizing the SIOP® Model.

The Sheltered Instruction Observation Protocol (SIOP) was developed to make content material more comprehensible to English Language Learners. The model was developed by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short. The SIOP® Model includes the following eight components:

1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice and Application

7. Lesson Delivery

8. Review and Assessment

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XXI. Additional Information

ESOL Instruction

When working with ESOL students:

PLEASE

• create a safe and welcoming classroom environment.

• differentiate instruction (content, process, product).

• build background knowledge.

• provide comprehensible input.

• use a wide variety of strategies to make content comprehensible.

• provide opportunities for student interaction on a daily basis.

• provide opportunities to practice content learned.

• have high expectations for all students in the classroom.

PLEASE DO NOT

• overwhelm the students.

• isolate the students.

• assume the students do not know the material being taught.

• send the students out of the classroom during regular school day.

• hand over the students to your ESOL Paraprofessional.

• fail the students for not learning what they cannot understand.

• give up on them.

ESOL Mistakes That Could Cost the District Money

• A Parent Notification of Entry is missing.

• An ELL student is reported for FTE beyond the allowable 6 years (FTE MAX is not marked on Screen 19).

• A student is exited from the program prior to FTE but is claimed as if he/she were still in program.

• An ELL Student Plan (profile) is missing, incomplete, or out of date.

• A student’s LAB/CELLA Online score is too high to be in the program, but the student is still classified ‘LY’.

• A student withdraws before an FTE period but is still counted as being in attendance.

• A Blue Insert is missing.

• A student is placed into ESOL after an FTE period but claimed during the FTE period.

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• A student is claimed for a course number that is not allowable.

• A student is temporarily placed into ESOL (Basis T) and not given the CELLA Online. Note: If a student is temporarily placed into ESOL as a Basis ‘T’ for FTE purposes, the testing deadline still applies. The student must

be tested as soon as possible after the conclusion of FTE week, and

his/her classification must be changed on the Mainframe.

• An Extension of Instruction meeting is held late or not at all.

ESOL Help Desk

The ESOL Help Desk was created to provide support to district schools for matters related to compliance and materials. Please contact [email protected] for assistance with:

• Testing Materials • Aprenda • EKA

• Dictionaries

• Mainframe Data Entry • Extension of Instruction • Error Reports/FTE • Test Scores

• Mock-Audits

In order to ensure that requests are handled in a timely manner, schools have been divided into two groups:

• District elementary and K-5 charter schools will receive assistance from Rosario Naranjo, ESOL Compliance Specialist.

• District secondary and 6-12 charter schools, as well as all K-8 schools, special centers, and Hospital/Homebound will receive assistance from Cindya Cortes, ESOL Compliance Specialist.

Please contact Dr. Evelyn Rivera, Director of ESOL, at (239)337-8619, with any questions or concerns.

mailto:[email protected]

72

References

Accommodations for Florida’s Statewide Student Assessment. (2015) Retrieved from: http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentacco mmodations.pdf

Center for Applied Linguistics (2015) Two Way Immersion Education: The Basics. Retrieved from: www.cal.org/twi/toolkit/Pl/Basics_Eng.Pdf

Echevarria, J., Vogt, M.E. & Short, D. (2010). Making Content Comprehensible for Secondary English Learners: The SIOP® Model. Boston: Allyn & Bacon.

Hong, G., & Yu, B. (2007). Early-grade retention and children’s reading and

math learning in elementary years. Educational Evaluation and Policy Analysis,

29(4), 239-261.

Huddleston, A. P., & Lowe, T. N. (2014). "I skim and find the answers":

Addressing search-and-destroy in reading. Reading Teacher, 68(1), 71-79.

Hughes, J. N., Chen, Q., Thoemmes, F., & Kwok, O. (2010). An investigation of

the relationship between retention in first grade and performance on high stakes

tests in third grade. Educational Evaluation and Policy Analysis,32(2), 166-182.

Jimerson, S. D. (2002). Winning the battle and losing the war: Examining the

relation between grade retention and dropping out of high school. Psychology in

the Schools, 39(4), 441.

Jimerson, S., Carlson, E., Rotert, M., Egeland, B., & Sroufe, L. A. (1997). A

prospective, longitudinal study of the correlates and consequences of early grade

retention. Journal of School Psychology, 35(1), 3-25.

LULAC et. al. v. State Board of Education. Consent Decree. (1990) Retrieved from: http://www.fldoe.org/academics/eng-language-learners/consent-decree.stml

Martin, A. J. (2011). Holding back and holding behind: Grade retention and

Students' non-academic and academic outcomes. British Educational Research

Journal, 37(5), 739-763.

Menken, K., Kleyn, T., & Chae, N. (2012). Spotlight on “Long-Term English

Language Learners”: Characteristics and prior schooling experiences of an

invisible population. International Multilingual Research Journal, 6(2), 121-

142.

Moser, S. E., West, S. G., & Hughes, J. N. (2012). Trajectories of math and

reading achievement in low-achieving children in elementary school: Effects of

http://www.fldoe.org/academics/eng-language-learners/consent-decree.stml

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early and later retention in grade. Journal of Educational Psychology, 104(3),

603-621.

Ou, S., & Reynolds, A. J. (2010). Grade retention, post-secondary education, and public aid receipt. Educational Evaluation and Policy Analysis, 32(1), 118-139. Sheng, Z. J. (2011). Dropping out of school among ELL students: Implications to

schools and teacher education. Clearing House, 84(3), 98.

Silberglitt, B., Appleton, J.J., Burns, M. K., & Jimerson, S. R. (2006).

Examining the effects of grade retention on student reading performance: A

longitudinal study. Journal of School Psychology, 44(4), 255-270.

Silberglitt, B., Jimerson, S. R., Burns, M. K., & Appleton, J. J. (2006). Does the

timing of grade retention make a difference? Examining the effects of early

versus Later retention. School Psychology Review, 35(1), 134-141.

Student Registration Form. Digital image. 2019. The School District of Lee County. Retrieved from www.leeschools.net.

The School District of Lee County. ESOL. Assessments. Retrieved from: http://esol.leeschools.net/eManual/part_6.htm The School District of Lee County. ESOL. Blue insert. Retrieved from: http://esol.leeschools.net/eManual/part_2.htm The School District of Lee County. ESOL. ELL Committee Minutes. Retrieved from: http://esol.leeschools.net/eManual/part_4.htm Warren, J. R., Hoffman, E., & Andrew, M. (2014). Patterns and trends in grade

retention rates in the United States, 1995- 2010. Educational Researcher,

43(9), 433-443.

WIDA. (2014) Download library. Retrieved from: https://www.wida.us/downloadLibrary.aspx

https://www.wida.us/downloadLibrary.aspx

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Appendix A

Parent Notification of Entry PLACEMENT NOTIFICATION FOR ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

NOTIFICACIÓN DE UBICACIÓN Y SERVICIOS PROGRAMA DE INGLÉS PARA HABLANTES DE OTROS IDIOMAS (ESOL) OTIFIKASYON PLASMAN AK SÈVIS NAN PWOGRAM ANGLÈ POU MOUN KI PALE LÒT LANG (ESOL)

Initial Placement/Ubicación Inicial/Plasman Inisyl Continuing Placement/Continuación de Ubicación/Plasman Kontini

________________________________________________ ______________ ____________________________ ________________________________________________ ________________ Student/Estudiante/Elèv ID # Date/Fecha/Dat School/Escuela/Lekòl Grade/Grado/ Klas

Based on the responses to the Home Language Survey, your child has been assessed, and qualifies for English for Speakers of Other Languages (ESOL) services. Your child qualifies for the ESOL program

using the criteria listed below. Federal and state law require that students in an ESOL program are assessed annually to show linguistic growth, as well as academic achievement. These assessments results

impact program placement decisions.¹ Therefore, your child will continue to receive ESOL services based on assessment data.² Basado en las respuestas a la Encuesta de Lenguaje del Hogar, su hijo/a ha sido evaluado/a y califica para los servicios de Inglés para Hablantes de Otros Idiomas (ESOL) usando los criterios que se

enumeran a continuación. La ley federal y estatal requiere que los estudiantes en el programa de ESOL sean evaluados anualmente para mostrar crecimiento lingüístico, así como logro académico. Los

resultados de las evaluaciones impactan la decisión de colocación en el programa.1 Por lo tanto, su hijo/a continuará recibiendo servicios de ESOL basándose en los siguientes datos de evaluación.2 Daprè repons ou founi nan sondaj konsènan ki lang ou pale nan kay la sou fòm distri enskrypsyon inisyàl la, pitit ou te evalye epi idantifye pou sèvis nan pwogram ESOL. Federal ak leta lalwa mande pou yo

evalye elèv yo nan yon pwogram ESOL chak ane pou yo montre devlopman lengwistik ak konpetans akademik epi rezilta you ape de ak desizyon plasman.1 Pitit ou a ap kontinye resevwa sèvis ESOL ki baze sou

done evalyasyon.2 1. FSA Reading Level/Nivel de Lectura/Nivo lekti: ________

2. CELLA: ________Listening/Escuchar/Koute ________Speaking/Hablar/Pale ________Reading/Leer/Lekti _____Writing/Escribir/Ekriti

3. ELL Committee/Assessment Criteria/Por decisión del comité de ESOL/Otros Criterios/Komite ESOL/Egzamen/Lòt kritè:

___________________________________________________________________________________________________________________________________________________________________

The goal of the ESOL program is to help your child learn English in order to meet appropriate academic standards for grade promotion and graduation. As an English language Learner (ELL), your child will receive

language and academic support until meeting exit criteria outlined in State Board Rule (SBR) 6A.6.0903.3 Once exited from the ESOL program, your child will be monitored for two years to ensure academic

success during this transition period.4 Although your child’s projected graduation year is _______, the school’s ELL Committee is available to meet with you anytime throughout your child’s educational experience

to review academic needs and placement recommendations.4 Appropriate ESOL services will be included in guidelines and recommendations in a student’s Individualized Education Plan (IEP) if needed.5ESOL

programs adjust instruction to the child’s strengths and needs by providing effective teaching strategies, as well as supplemental instructional materials or bilingual support.6 As a parent, you are encouraged to

participate in developing your child’s Student ELL Plan, and choosing an appropriate instructional model for your child.7

El objetivo del programa ESOL es ayudar a su hijo/a a aprender inglés para cumplir con los estándares académicos apropiados para la promoción y graduación de grado. Como estudiante de idioma inglés (ELL),

su hijo/a recibirá apoyo lingüístico y académico hasta que cumpla con los criterios de salida establecidos en la Regla de la Junta Estatal (SBR) 6A.6.0903.3 Una vez que salga del programa ESOL, su hijo/a será

monitoreado por dos años para asegurar el éxito académico durante este período de transición.4 Aunque el año de graduación proyectado de su hijo/a es _______, el Comité ELL de la escuela está disponible

para reunirse con usted en cualquier momento durante la experiencia educativa de su hijo/a para revisar las necesidades académicas y las recomendaciones de colocación.4 Apropiados servicios de ESOL serán

incluidas en las directrices y recomendaciones del Plan de Educación Individualizado (IEP) de un estudiante si es necesario. 5 Los programas de ESOL ajustan la instrucción a las fortalezas y necesidades del

niño/a proporcionando estrategias efectivas de enseñanza, así como materiales de instrucción suplementarios o apoyo bilingüe.6 Como padre, se le anima a participar en el desarrollo del Plan ELL para

Estudiantes de su hijo, Modelo de instrucción para su hijo.7 Objektif pwogram ESOL la se pou ede pitit ou a aprann angle pou li ka satisfè nòm akademik apwopriye pou pwomosyon nan klas ak gradyasyon. Kòm yon Elèv k ap Aprann Lang Angle (ELL), pitit ou a ap

resevwa sipò langaj ak akademik jiskaske li satisfè kritè sòti nan règ Komisyon Konsèy Eta a (SBR) 6A.6.0903.3 Yon fwa li soti nan pwogram ESOL la, yo pral kontwole pitit ou a pandan dezan asire siksè akademik

pandan peryòd tranzisyon sa a.4 Malgre ke ane pwojte pitit ou a gradye se _______, Komite ELL lekòl la ki disponib pou rankontre avèk ou nenpòt lè pandan eksperyans edikasyon pitit ou pou revize bezwen

akademik ak rekòmandasyon plasman.4 Apwopriye sèvis ESOL ap tou ap enkli. nan direktiv ak rekòmandasyon nan yon Plan Edikasyon Endividyèl (IEP) yon elèv si li nesesè.5 Pwogram ESOL ajiste enstriksyon a

fòs ak bezwen timoun nan nan bay estrateji efikas pou ansèyman, ansanm ak materyèl ansèyman siplemantè oswa sipò bileng.6 Kòm yon paran, ou se ankouraje pou patisipe nan devlopman Plan ELL pitit ou a,

epi chwazi apwopozisyon an modèl enstriksyon apwopriye pou pitit ou.7 _____ Mainstream/Inclusion English Language Arts/Instrucción Convencional/Inclusión-Las Artes del Lenguaje/Tradisyonèl/Lang e Liteyati Entegre ______Mainstream/Inclusion Basic Subject Areas/Instrucción Convencional/Inclusión-Asignaturas Básicas/Tradisyonèl/Matyè Baz Entegre ______Sheltered English Language Arts (students receive instruction with ELLs only)/Artes del Lenguaje-Vigiladas/Abrite-Lang e Liteyati ______Sheltered Basic Subject Areas (math, science, social studies, computer literacy)/Áreas Básicas del Currículo Vigiladas/Abrite-Matyè Baz ______One-way Developmental Bilingual Education/Desarrollo Bilingüe/Devlopman Bileng

______Dual Language/Lenguas Duales/Lang Doub

________________________________ ______________ ____________________________ ____________________________________ _______________

Parent Signature/Firma/Siyati Date/Fecha/Dat School Phone/Teléfono/Telefòn Principal/Designee/Director(a)/Direktè Date/Fecha/Dat

REFUSAL of TITLE III SERVICES/RECHAZO DE LOS SERVICIOS DEL TÍTULO III/SI REFIZE TIT SIPLEMANTÈ SERVICES III ESSA Title III guidelines allow districts to use federal funding to support their ESOL programs and provide supplemental services to ELLs. Parents may elect to refuse these supplemental Title III services.8 However, your child will still receive language and academic support and be annually assessed for English proficiency. If you need additional information regarding the ESOL or Title III program, please contact _________________________at _____________________________.

Las directrices del Título III de la ESSA permiten a los distritos usar fondos federales para apoyar sus programas de ESOL y proveer servicios suplementarios a los estudiantes ELL. Los padres pueden optar por denegar estos servicios suplementarios de Título III.8 Sin embargo, su hijo/a seguirá recibiendo apoyo lingüístico y académico y será evaluado anualmente para indicar dominio del inglés. Si necesita información adicional con respecto al programa de ESOL o Título III, por favor comuníquese con en .

Tit III pèmèt distri yo itilize finansman federal pou sipòte pwogram ESOL la epi bay sèvis siplemantè pou ELL yo. Paran yo ka chwazi pou refize sèvis Tit III adisyonèl. Sepandan, pitit ou ap toujou evalye chak ane pou konpetans nan lang angle. Tanpri endike lè ou siyen epi retounen fòm ki anba a ke ou pa vle pitit ou patisipe nan sèvis siplemantè Tit III.8 Si ou gen nenpòt kesyon konsènan pwogram ESOL oswa Tit III, tanpri kontakte ___________________________nan_________________________. If you do not want your child to receive supplemental services through Title III, indicate by signing the form below and return to your school.

Si usted no desea que su hijo reciba servicios suplementarios a través del Título III, indique firmando y devolviendo el formulario abajo y regrese a la escuela hijo/a.

Si refize Tit siplemantè Services III a, tanpri ranpli seksyon anba a epi retounen nan lekòl pitit ou a.

□ I do not want my child to receive NCLB Title III supplemental services. □ Yo no quiero que mi hijo(a) reciba servicios suplementarios del NCLB Título III. □ Mwen pa vle pitit mwen resevwa NCLB Tit III sèvis siplemantè. ________________________________ __________________________________ ________________________________ _______________

Student/Estudiante/Elèv Parent/Padre/Paran Signature/Firma/Siyati Date/Fecha/Dat

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Notes 1 The reasons for the identification of a child as an English learner and the need of placement in a language instruction educational program. 2 Initial placement assessment and criteria show the child’s level of English proficiency, how level was assessed and the status of the child’s academic achievement. 3 The ESOL program offers language and academic support specifically helping the child learn English and meet age-appropriate academic standards for grade promotion. 4 Details of specific exit requirements and expected rate of transition out of the program, and expected rate of graduation from high school (including four-year adjusted cohort graduation rates and extended-year adjusted cohort graduation rates for the program) if funds are used for children in high schools. 5 Individualized education plans for students with disabilities will include ESOL services as described in Section 614(d) of the Individuals with Disabilities Education Act. 6 The program will meet the educational strengths and needs of the child. 7 Shows instructional methods of the program and other available programs, differences in content, instructional goals, and use of English and native language support. 8 Information pertaining to parental rights that includes written guidance and assistance on detailing how to request their child be immediately removed from the program, options for declining to enroll their child in the program, or selecting amongst other programs or methods of instruction if available and offered by the eligible entity.

Notas 1 Las razones para la identificación del niño como estudiante de inglés y la necesidad de colocarse en un programa educativo de instrucción de idiomas. 2 Las pruebas de colocación inicia y los criterios demuestran el nivel de inglés del niño, cómo se evaluó y el estado del logro académico del niño. 3 ESOL ofrece apoyo lingüístico y académico, al niño para aprender inglés y los estándares académicos apropiados para su edad para promoción y graduación. 4 Los requisitos de salida específicos, la tasa esperada de transición del programa, y la tasa esperada de graduación de la escuela secundaria (incluyendo la graduación ajustada de cuatro años y tasas de graduación de cohortes ajustadas por año extendido para el programa) si se usan fondos para niños en escuelas secundarias. 5 El plan individualizada de un niño incluirán los servicios de ESOL, como se describe en la Sección 614 (d) de la Ley de Educación de Individuos con Discapacidades. 6 El programa cumplirá con las fortalezas educativas y las necesidades del niño. 7 Muestra métodos de instrucción en este y otros programas, cómo difieren en el contenido, metas de instrucción, y apoyo en inglés y el idioma nativo. 8 Información relacionada con los derechos de los padres que incluye una guía escrita, y asistencia sobre cómo pedir que su hijo sea retirado del programa, las opciones para rehusar matricular de su hijo en el programa, o seleccionar otros programas o métodos de instrucción si la entidad elegible ofrece más de un programa o método.

Nót 1 Rezon ki fè idantifikasyon yon timoun kòm yon elèv k ap aprann angle ak bezwen pou plasman nan yon pwogram ansèyman langaj edikatif. 2 Premye evalyasyon plasman ak kritè nivo nivo konpetans lang angle a, kijan nivo yo te evalye ak estati reyisit akademik timoun lan. 3 Pwogram ESOL ofri pou lang ak akademik sipò espesyalman ede timoun nan aprann Angle epi satisfè nòm akademik apwopriye pou laj li pou pwomosyon klas la. 4 Seksyon sa a detaye egzijans sòti espesifik ak to yo espere nan tranzisyon soti nan pwogram lan, ak to espere nan gradyasyon nan lekòl segondè (ki gen ladan kat ane to gradyasyon kòwòt ak pousantaj gradyasyon ane pi long pou pwogram lan) si lajan yo itilize pou timoun nan lekòl segondè yo. 5 Plan Edikasyon Endividyalize pou Elèv ki gen Andikap enkli Sèvis ESOL yo jan sa dekri nan Seksyon 614 (d) nan Lwa sou Edikasyon Moun ki gen Andikap. 6 Pwogram lan pral satisfè fòs edikasyonèl ak bezwen timoun nan. 7 Montre metòd ansèyman nan pwogram lan ak lòt pwogram ki disponib, diferans ki genyen nan kontni, objektif enstriksyonèl, ak itilizasyon lang angle ak sipò lang natif. 8 Enfòmasyon konsènan dwa paran yo ki gen ladan konsèy ekri ak asistans sou detaye kijan pou mande pou retire pitit yo imedyatman nan pwogram lan, opsyon pou refize enskri pitit yo nan pwogram nan, oswa chwazi pami lòt pwogram oswa metòd ansèyman si disponib ak ofri pa antite ki kalifye a.

Instructional Program Models/Modelos de Programación/Pwogram ESOL Sa Yo □ Basic Inclusion– ESOL K through 12 - This model is available in all schools. ESOL students receive instruction in English, on grade level academic skills in regular classrooms with native English speaking students. You may waive native language assistance for your child if you prefer “English only,” but ESOL strategies in English will continue. Inclusión Básica – ESOL Kindergarten al grado 12 - Este modelo está disponible en todas las escuelas Los estudiantes ESOL reciben la instrucción en inglés por las destrezas académicas que están adquiriendo al nivel del grado en la clase regular con estudiantes cuya lengua materna es inglés. Usted puede renunciar la ayuda que incorpora el uso del idioma materno, y elegir "inglés solamente", pero se continuará el uso de las estrategias ESOL. Enklizyon senp – ESOL Matènèl pou 12 ane - Jan pwogram ESOL sa disponib Elèv ESOL yo resevwa enstriksyon an anglè nan klas regilye ak lòt elèv ki pale anglè kòm lang matènèl, epitou yo fè travay ki nan menm nivo avèk ane lekòl yo. Ou mèt chwazi pou dispanse avèk lèd nan lang matènèl pou pitit ou si ou pito yo sèvi l an anglè sèlman, men pwofesè a ap kontinye sèvi avèk estrateji ESOL yo (an anglè). □ Clustered Inclusion - ESOL K through 12 - This model is available in most schools. Elementary, ESOL students are clustered in one or more classrooms per grade level. Middle and high school ESOL students are clustered by subject area periods. ESOL students receive instruction in English on grade level academic skills in regular classrooms with native English speaking students. Inclusión Agrupada – ESOL Kindergarten al grado 12 - Este modelo existe en casi todas las escuelas. En la escuela primaria, los estudiantes ESOL están agrupados en una clase o más por grado. En la escuela intermedia y secundaria los estudiantes ESOL están agrupados en periodos de asignatura. Los estudiantes ESOL reciben la instrucción en inglés por las destrezas académicas que están adquiriendo al nivel del grado en la clase regular con estudiantes cuya lengua materna es inglés. Enklizyon nan ti gwoup – ESOL Matènèl pou 12 ane - Jan pwogram ESOL sa disponib nan pifò lekòl yo Lekòl elemantè,elèv ESOL yo gwoupe nan youn oubyen nan plizyè klas pou chak ane lekòl, ekòl entèmedyè ak segondè, gwoupe dapre orè klas yo epi matyè y ap etidye. Elèv ESOL yo resevwa enstriksyon an anglè nan klas regilye ak lòt elèv ki pale anglè kòm lang matènèl, epitou yo fè travay ki nan menm nivo avèk ane lekòl yo. □ Self-Contained – ESOL K through 5 - This model is not available in all schools nor at all grade levels. In elementary schools, grade appropriate self-contained ESOL classrooms consists of ESOL students only. ESOL students receive instruction in English and work on grade level academic skills. Grades are not mixed (unless this a school-wide practice and occurs with all non-ESOL students as well). Teachers may be bilingual. Auto contenido – ESOL Kindergarten al grado 5 - Este modelo no está disponible en todas las escuelas ni en todos los niveles de grados. En las escuelas primarias la clase ESOL auto contenida que funciona de acuerdo con el grado apropiado para el estudiante está compuesta de estudiantes ESOL solamente. Los estudiantes ESOL reciben la instrucción en inglés por las destrezas académicas que están adquiriendo son al nivel del grado. Los grados no están mezclados (a no ser que eso sea la norma para el resto de la escuela que incluye a los estudiantes que no son ESOL también). Los maestros pueden ser bilingües. Klas endepandan – ESOL Matènèl pou 5 ane - Jan pwogram ESOL sa pa disponib nan tout lekòl yo, ni nan chak ane lekòl la Nan lekòl elemantè, Klas ESOL endepandan gen sèl elèv ESOL ladann yo. Elèv ESOL yo resevwa enstriksyon an anglè, epitou yo fè travay ki nan menm nivo avèk ane lekòl yo. Klas sa yo pa melanje elèv nan plizyè diferan ane lekòl (sòf si yo fè sa ak lòt elèv ki pa nan pwogram ESOL la). □ Sheltered Content Classes – ESOL 6-12 - Most middle and high schools offer this model. In middle or high schools, grade appropriate sheltered Content classroom consist of ESOL students only. ESOL students receive instruction in English and work on grade level academic subject content skills. Grades are not mixed (except for one ESOL Elective, called “Developmental Language Arts through ESOL.”) Teachers may be bilingual. The most common class to be sheltered is Language Arts. Science, Math, and Social Studies may also be taught under the sheltered model. Clases de Contenido "Protegido" ESOL grados 6º al 12 º - Casi todas las escuelas intermedias y secundarias ofrecen este modelo. En las escuelas intermedias o secundarias la clase del Contenido " protegido" al nivel del grado apropiado está compuesta de estudiantes ESOL solamente. Los estudiantes ESOL reciben toda la instrucción en el lenguaje inglés y las destrezas académicas del contenido que están adquiriendo son al nivel del grado. Los grados no están mezclados (la excepción es una clase Electiva de ESOL, llamada en inglés "Developmental Language Arts Through ESOL" es una clase de lenguaje.). Los maestros puede ser que sean bilingües. Klas matyè prensipal nan kontèks lengwistik senplifye – ESOL 6 pou 12 ane - Jan pwogram ESOL sa disponib nan pifò lekòl entèmedyè ak segondè. Nan lekòl entèmedyè ak segondè, klas matyè prensipal nan kontèks lengwistik senplifye gen elèv ESOL sèlman. Elèv ESOL yo resevwa enstriksyon an anglè, epitou yo fè travay ki nan menm nivo avèk ane lekòl yo. Klas sa yo pa melanje elèv nan plizyè diferan ane lekòl (sòf pou yon kou ESOL ochwa rele: “Developmental Language Arts ak ESOL”). Pifò lekòl sa yo ofri kou Lang e liteyati nan kontèks lengwistik senplifye, men lòt matyè prensipal tankou Syans, Matematik ak Etid sosyal gen dwa sèvi ak jan For all instructional program models teachers are ESOL trained and/or endorsed and use ESOL strategies to ensure comprehension. En todos estos programas maestros están entrenados y/o endosados en métodos de ESOL y usan estrategias para asegurarse que los estudiantes comprendan. Pwofesè yo te resevwa antrenman ESOL e/ou yo apiye pa leta, epi yo sèvi ak yon seri teknik ak estrateji ESOL pou fè sèten elèv yo konprann. For all instructional program models in schools where 15 or more students speak the same native language an ESOL program employee who speaks that language is available to assist with comprehensible instruction. En las escuelas donde hay 15 o más estudiantes que hablan el mismo idioma materno, está disponible un empleado del programa ESOL que habla el mismo idioma para ayudar con la comprensión de la instrucción. Nan lekòl kote yo gen plis 15 elèv ki pale yon menm lang matènèl gen omwen yon anplwaye nan ESOL la ki pale lang yo e ki disponib pou ede elèv yo nan lang. Your child has the right to participate in school programs for which he/she is eligible, regardless of English proficiency levels. ESOL status does not exclude him/her from any other program. For students with disabilities the student’s educational program will be determined by their IEP (Individual Educational Plan). Su hijo tiene el derecho de participar en cualquier programa escolar para cual sea elegible, no importa su nivel de el idioma inglés. Ser calificado como ESOL no lo/la excluye de cualquier otro programa. Para estudiant es con incapacidades, el programa se determinará por el PEI (Plan Educacional Individual, con las siglas en inglés). Pitit ou gen dwa patisipe kanmenm nan tout lòt pwogram lekòl la ofri, menm si anglè l limite. Lekòl pa gen dwa refize l patisipe nan lòt pwogram paske l nan pwogram ESOL la. Nan ka elèv ak enfimite, pwogram edikatif l ap detèmine pa IEP l (Pwojè akademik pèsonèl).

Sincerely/Sinceramente/Sensèman,

Principal/Director(a)/Direktè

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IMPORTANT NOTICE TO SCHOOLS: The parent listed below would like to volunteer for the indicated organization in your school. Please alert the ESOL Contact/Administrator.

SCHOOL COMMITTEE ENROLLMENT FORM FOR PARENTS OF ENGLISH LANGUAGE LEARNER STUDENTS (ELLs)

FORMULARIO DE REGISTRACIÓN EN ORGANIZACIONES ESCOLARES PARA LA PARTICIPACIÓN DE LOS PADRES FÒM ENSKRIPSYON POU KOMITE LEKÒL YO (PARAN ELÈV ESOL)

You are cordially invited to participate in any, or every one of our parent/school organizations. We encourage all parents to participate in our endeavor to provide the very best for our children. Please mark which group(s) you would like to participate and then return his form to the school’s ESOL (English for Speakers of Other Languages) contact person.

Usted está cordialmente invitado/a a participar en nuestras organizaciones escolares/de padres. Todos los padres están invitados para que participen en nuestros esfuerzos de proveerles lo mejor a nuestros estudiantes. Marque el grupo ó grupos al que usted desea pertenecer, y devuélvale este formulario al contacto E.S.O.L. de la escuela de su hijo/a.

Nou envite kòdyalman tout paran elèv ESOL yo, pou yo patisipe nan youn osnon nan plizyè komite ak konsèy ki parennen pa lekòl yo. Nou ankouraje tout paran pou patisipe nan zefò pou nou bay timoun nou yo yon edikasyon ki pi meyè. Tanpri, tcheke bwat akote non komite osnon gwoup ou ta renmen patisipe ladann, epi voye fòm sa bay reskonsab pwogram ESOL la nan lekòl pitit ou.

School Advisory Council (SAC)/Consejo Consultivo Escolar (SAC)/Komite Konsèy lekòl (SAC)

The SAC team is involved in developing the School Improvement Plan and monitoring school progress.

Grupo compuesto de representativos del personal de la escuela y los padres, para preparar, implementar, y evaluar el Plan de Mejoramiento de la Escuela. Este grupo también observa el progreso de la escuela.

Komite SAC se reskonsab devlope epi veye Pwojè amelyorasyon lekòl (SIP).

Community Resource Team (CRT)/Equipo de Recursos Comunitarios (CRT)/Ekip Resous kominotè (CRT)

Your school may have combined the CRT with another group. The duties of the CRT are very similar to the SAC duties. It is a monitoring body composed of parents and school staff. They meet to establish goals and suggest changes to improve the functioning of the school.

Esta organización pudiera haber sido combinada con otra organización en su escuela. Esta es una organización de padres, maestros y miembros de la comunidad. Ellos se reúnen para establecer metas y sugerir formas de mejorar el funcionamiento de la escuela.

Lekòl ou a te gen dwa mete ekip CRT la ansanm ak yon lòt gwoup oubyen komite. Reskonsabilite ekip CRT la sanble ak reskonsabilite komite SAC la. Ekip la konpoze ak paran e manm pèsonèl lekòl la pou veye pwogrè SIP la ak lòt pwojè lekòl. Yo gen dwa etabli bi pou pwogram lekòl la, epitou li gen dwa fè rekòmandasyon bay lekòl la pou l ka fonksyonnen pi byen.

Parent Teacher Organization Association (PTO/PTA)/Asociación/Organización de Padres y Maestros/Òganizasyon/Asosyasyon Paran-Pwofesè

This aspect of parent involvement is concerned mainly with family activities and fund raising functions for the school. There is also parent participation in the various aspects of the school.

Compuesta de padres y personal de la escuela. Ellos trabajan juntos para recaudar fondos por medio de actividades familiares, esos fondos se usan para el beneficio de la escuela. Este grupo también participa en el funciona miento de la escuela.

Òganizasyon/Asosyasyon sa a okipe plis ak aktivite pou fanmi, epitou aktivite ki pou ede lekòl la jwenn kòb. Manm PTO/PTA gen dwa patisipe nan lòt jan aktivite lekòl la tou.

ESOL Parent Leadership Council (ESOL /PLC)/Consejo de Liderato de Padres/Konsèy ESOL pou Paran-Dirijan

It is composed of parents of ESOL students. They too would review suggest changes and approve the ESOL ELL Plan. At the PLC meetings parents also share concerns and ideas to maintain a high level of excellence in the ESOL program.

Compuesto mayormente padres de estudiantes que hablan otro idioma en lugar o además del inglés (ESOL). Ellos participan en la aprobación del plan (ELL) del Distrito y se reúnen a lo largo del Distrito para informarse o mejorar los servicios que se le dan a los estudiantes de ESOL.

Konsèy sa se konpoze ak paran elèv ESOL. Yo gen dwa revize epi fè rekòmandasyon bay lekòl konsènan plan pou Elèv anglè yo limite (ELL). Nan reyinyon PLC, paran mèt pataje lide yo konsènan pwogram ESOL la, epitou yo mèt sijere fason pou amelyore pwogram nan.

Volunteers/Voluntarios/Benevòl

The duties of volunteers vary depending on when you can come to school, how often, and what you would like to do. There is always a need in this area.

Las funciones de los voluntarios varían dependiendo de cuándo usted pueda venir a la escuela, con cuanta frecuencia, y que es lo que a usted le gustaría o puede hacer. Los voluntarios siempre representan un área de necesidad. Hay muchas maneras de ser voluntario/a.

Reskonsabilite ak tach benevòl yo varye dapre bezwen lekòl la ak disponibilite benevòl yo, men li toujou gen gwo bezwen nan domèn sa a.

Parent Name/Nombre/Non: __________________________________________________________________________________

Address/Direccion/Adrès: ___________________________________________________________________________________

Telephone/Teléfono/Telefòn: ____________________________ School/Escuela/Lekòl: ________________________________

Student’s Name/Nombre del Estudiante/Non Elèv: ___________________________________________________________________

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Appendix B Test Accommodation Notice

ESOL Test Accommodation Notice

_________________ ________ ________ ______ Student’s Name/ID# Grade School Date

English LY and LF ESOL students may receive the following accommodations: Heritage Language/English

dictionary (must be provided for languages which meet the criteria for translation), flexible setting (to go

to another room for the test) (optional), extra time (optional), translator heritage language/English (for

languages which meet the criteria for translation when feasible - for translating instructions) (optional). If

you choose not to allow to have the flexible setting option, we may not be able to provide extra time or an

English to heritage language translator, we will provide the heritage language dictionary for languages

that meet the translation criteria and for other languages whenever feasible even if you reject the flexible

setting option.

Español Los estudiantes LY and LF en el programa ESOL pueden recibir las siguientes acomodaciones. Un

diccionario de la lengua materna/inglés (eso se tiene que proveer para los idiomas que llenan el criterio de

traducción), sitio flexible (ir a otra aula para tomar el examen) (opcional), extra tiempo (opcional),

traductor del idioma materno e inglés (para los idiomas que llenan el criterio de traducción cuando sea

posible – para traducir las instrucciones) (opcional). Si usted elige no tener la opción de sitio flexible, es

posible que no podamos proveer el tiempo extra o el traductor de inglés al idioma materno, le

proveeremos el diccionario de la lengua materna al inglés para los idiomas que llenan el criterio de

traducción y para otros idiomas cuando sea posible, aunque usted halla rehusado la opción de sitio

flexible.

Kreyòl Elèv nan pwogram ESOL gendwa resevwa akomodasyon swivan yo: diksyonè lang matènèl/anglè

(obligatwa pou lang ki satisfè kritè pou tradiksyon), sit fleksib (sèvi ak yon lòt sal pou fè egzamen an)

(opsyon), tan siplemantè (opsyon), entèprèt (pou lang ki satisfè kritè pou tradiksyon—pou entèprete

enstriksyon) (opsyon). Si ou chwazi pou pa sèvi ak opsyon pou yon sit fleksib, nou gendwa pa kapab

founi tan siplemantè ni yon entèprèt pou lang matènèl la. N ap founi kanmenm yon diksyonè lang matènèl

pou lang ki satisfè kritè pou tradiksyon epi pou lòt lang tou si posib, menmsi ou rejte opsyon pou gen sit

fleksib.

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

I would like all accommodations available to my student.

Yo deseo todas las acomodaciones disponible para mi estudiante.

M ta renmen elèv mwen resevwa tout akomodasyon ki disponib

I do not wish for my child to be pulled out to another classroom for testing.

Yo no deseo que mi hijo/a se saque para otra aula para tomar exámenes.

M pa vle pitit mwen sòti al nan yon lòt sal pou l fè egzamen yo.

Please sign, detach and return your choice to student’s teacher. If you do not return your choice all

feasible accommodations will automatically be provided.

Por favor firme, desprenda y devuelva su selección al maestro/a. Si usted no devuelve su selección

automáticamente se proveerán todas las acomodaciones posibles.

Tanpri, siye, detache epi retounen bay pwofesè elèv la. Si ou pa retounen ba nou papye sila a, n ap akòde

pitit ou pa defo tout akomodasyon ki disponib.

Student Name:______________________________

Nombre del Estudiante:_______________________

Nome de estudante:__________________________

__________________________________________ _________________

Signature of Parent/Legal Guardian Date/Fecha/Dat

Firma del Padre/Madre/Tutor Legal

Siyati paran oubyen gadyen legal

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Appendix C

Pre-K Information Sheet 2020-21

CURRENT LY Students in Pre-K (with a “Yes” on the HLS):

Data Category Code/Date

❖ ELL code LY

❖ Home Language Survey Same as the HLS form, unless date has been changed by the Student Assignment Office

❖ Basis of Entry Code T

❖ Entry Date 1st day of school in Pre-K

❖ Basis of Exit (blank)

❖ Class. Date HLS Date

❖ Re-eval Date (blank)

❖ Exit Date (blank)

❖ Plan Date Actual date the student entered PK

TABLES 1 & 2 ARE FOR LY STUDENTS WHO ATTENDED PRE-K LAST YEAR

Table 1-For former LY Pre-K students* who are now in KG, were not tested during the spring, and Did Not Pass CELLA (FALL) SY 20-21:


❖ ELL Code LY

❖ Home Language Survey Date Same as the HLS form, unless the date has been changed by the Student Assignment Office

❖ Basis of Entry Changes from T to A

❖ Entry Date 1st day of school in Kindergarten


❖ Plan Date 1st day of school in Kindergarten

❖ DEUSS Date 1st day of school in Kindergarten

❖ Extension of Instr. (blank)

❖ Class. Date CELLA test date

❖ Re-eval. Date (blank)


Table 2 – For former LY Pre-K Students* who are now in KG, were not tested during the spring, and PASS CELLA (FALL) SY 20-21:


❖ ELL Code Changes from LY to LF


❖ Basis of Entry Remains T

❖ Entry Date 1st day of school in Kindergarten

❖ Basis of Exit L (must have an ELL Committee meeting)

❖ Plan Date 1st day of school in Kindergarten

❖ DEUSS First Day in Kindergarten


❖ Class. Date HLS Date


❖ Exit Date Date of Meeting

NOTE: As indicated on Table 2, former LY Pre-K students who pass the CELLA in the FALL will exit via ELL Committee meeting and their classification will change from LY to LF.

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*LY Pre-K students refer to students who were enrolled in Lee County Schools (excluding private schools). This table describes the procedures to be followed when LY students enter kindergarten for the first time. Table 3- FOR LY STUDENTS WHO NEVER WENT TO PRE-K (NEW TO KINDERGARTEN FOR THE FIRST TIME) AND DID NOT PASS THE CELLA.

Table 4- FOR LY STUDENTS WHO NEVER WENT TO PRE-K (NEW TO KINDERGARTEN FOR THE FIRST TIME) AND PASS THE CELLA.

AS PER Florida Department of Education: ** All LY PK students, attending Lee County Schools, must be assessed with the CELLA during the spring before entering kindergarten in the fall of the following year. If a PK student is not assessed during the spring, he/she must be assessed during the fall of kindergarten. If the student passes the fall CELLA, he/she must exit the ESOL program via ELL committee meeting with basis of exit code L. Change LY code to LF and monitor for two years.

Revised 8/24/20


❖ ELL Code LY

❖ Home Language Survey Same as the HLS form, unless the date has been changed by the Student Assignment Office

❖ Basis of Entry A

❖ Entry Date Date of CELLA


❖ Plan Date Date of CELLA

❖ DEUSS Date First Day in Kindergarten


❖ Class. Date Date of CELLA




❖ ELL Code LY to ZZ


❖ Basis of Entry blank

❖ Entry Date blank

❖ Basis of Exit blank

❖ Plan Date blank

❖ DEUSS Date First Day in Kindergarten

❖ Extension of Instr. blank

❖ Class. Date blank

❖ Re-eval. Date blank

❖ Exit Date blank Note: Even though the student is classified as ZZ, the CELLA scores must be entered in Mainframe. No exit meeting is required in this case.

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Appendix D Statement of Language Dominance

THE SCHOOL DISTRICT OF LEE COUNTY

STATEMENT OF LANGUAGE DOMINANCE

School/Escuela/Lekòl:___________________________________________________________

Date/Fecha/Dat:________________________________________________________________

Student Name & ID#:___________________________________________________________

This statement expires six months from the date of issuance.

Dear Parents/Guardians and Teachers:

In order to provide the most appropriate educational program for ________________________, the

school staff needs to know your estimation of his/her ability to communicate in English. Please check the

one circumstance that most describes, in your estimation, the student’s language preference:

The student would do best with a translator present during the psycho-educational testing.

The student would do best by taking the psycho-educational testing in English only.

Thank you for completing this survey.

DECLARACIÓN DEL DOMINIO DEL IDIOMA

Esta declaración se vence seis meses de la fecha de emisión.

Estimados Padres/Tutores Legales y Maestros:

Para poder proveerle el programa educacional más apropiado para

_________________________________, el personal de la escuela necesita saber su estimación respecto a

la habilidad de él/ella para comunicarse en inglés. Por favor marque le circunstancia que mejor describa,

en su estimación, la preferencia lingüística del estudiante:

El estudiante obtendrá mejores resultados en el examen psicopedagógico con un traductor presente.

El estudiante obtendrá mejores resultados en el examen psicopedagógico si se hace en inglés

solamente.

El estudiante obtendrá mejores resultados en el examen psicopedagógico usando un psicólogo/a

bilingüe (que hable español). The student would obtain better results in the psycho-educational test using

a bilingual psychologist (one who speaks Spanish).

Gracias por completar esta encuesta.

DEKLARASYON SOU LAN PRENSIPAL

Deklarasyon sila ekspire sis mwa aprè dat emisyon an.

Chè paran ak pwofesè:

Pou nou ka bay pwogram edikasyon ki pi byen chita pou

___________________________________________, manm pèsonèl k ap travay nan lekòl la bezwen

konnen kijan ou estime konpetans elèv sila a nan pale anglè. Tanpri, tcheke youn nan de kare sila a yo

kote ou kwè elèv sila a tas anti l pi alèz.

Elèv sila a ta fè pi byen si l gen yon tradiktè la pandan l ap fè evalyasyon siko-edikatif la.

Elèv sila a ta fè pi byen si l fè evalyasyon siko-edikatif la an anglè sèlman.

Mèsi pou ou reponn demann sila a.

_____________________________________________ _____________________

Parent Signature/Firma de los Padres/Siyati paran Date/Fecha/Dat

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ANSWER ONLY IF YOU RESPONDED YES TO ANY OF THE ABOVE

4.

Appendix E Review of Educational Background

The School District of Lee County Review of ELL Educational Background

Date School

Dear Parent or Guardian,

In order to provide the most appropriate educational program for your child ,

the school staff would like to gather more information about your child’s academic background. Please

complete the questions and return this page to by .

1. _ yes _ no Has your child ever gone to school outside of the US?

If yes, what was the last grade completed?

Equivalent to US grade (if known)

What is the school calendar? From to

(month) (month)

2. _ yes _ no Is your child able to read in a language other than English?

If yes, what language(s)?

Approximate grade level for reading (if known)

3. _ yes _ no Do you work with your child at home with reading and writing in the native language?

READING WRITING MATH

Above grade level Above grade level Above grade level

On grade level On grade level On grade level

Below grade level Below grade level Below grade level

5. _ yes _ no Do you read to your child in the native language?

6. Please fill in the following chart as completely as possible.

Please list all schools attended, starting with the most recent.

Name of School Country/State Dates attended Grade level completed

If you have any educational records, school report cards, test scores, or samples of student school work that are

not already on file, please send copies to the school.

Parent’s signature date

Thank you very much for completing this survey.

Sincerely,

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Appendix F ELL Committee Minutes- Blank (Note to File)

LEE COUNTY SCHOOL DISTRICT

ELL COMMITTEE MINUTES–BLANK

__________ ____________________ _______ __________________ ____________________

Date Student’s Name Grade School Teacher

Committee Members present and titles:

_______________________________ ______________________________

_______________________________ ______________________________

_______________________________ ______________________________

Parent invited, not in attendance Parent Signature: Date:

Note to File

Programmatic Assessment

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Appendix G

Notification of ELL Committee Meeting

THE SCHOOL DISTRICT OF LEE COUNTY, FLORIDA

NOTIFICATION OF ELL COMMITTEE MEETING

Student’s Name: Date: (Nombre del estudiante) (Nom elèv) (Nome de estudante) (Fecha) (Dat) (Data) Dear Parents: An ELL Committee meeting has been scheduled on , at to further evaluate your child’s academic progress. We encourage you to attend and give your input. For more information or to answer your questions, please call the teacher at the school, telephone: ____________________ .

AVISO PARA LOS PADRES NOTIFICACIÓN DE UNA REUNIÓN DEL COMITÉ ELL (ELL – Estudiantes del Idioma Inglés)

Estimados Padres: Se ha programado una reunión del Comité ELL el ____________________, hora ___________ para más evaluar el progreso académico de su hijo/a. Le pedimos que asistan y provean su opinión. Para obtener más información o conseguir respuestas a sus preguntas, por favor llame al maestro/a en la escuela, teléfono: _____________________________.

AVI POU PARAN YO KONVOKASYON KOMITE POU ELÈV ANGLÈ YO LIMITE (LEP)

Chè paran oubyen gadyen: Komite pou elèv anglè yo limite ava reyini _____ , a ________ pou l evalye pwogrè akademik pitit ou a. Nou ankouraje ou pou vini nan reyinyon sa pou ede nou pi byen evalye pitit ou. Si ou bezwen plis enfòmasyon ou si ou gen kèk keksyon, tanpri rele pwofesè pitit ou nan nimewo telefòn sa a: .

NOTIFICAÇÃO DO COMITE DE EDUCAÇÃO EM INGLÊS PARA OS ESTUDIANTES BILINGUES

Prezados Pais: O comite para avaliação de educação em ingles para os estudantes bilingues se reunira no dia __________________, as ________ horas para examinar o progresso academico de seu filho(a). Desejamos que participe desta avaliação e o convidamos a participar deste evento. Para mais informacoes, por favor comunique-se com o professor(a) da escola no seguinte telefone: __________________. Sincerely, Cordialmente, Sensèman, Sinceramente, Principal, Director, Direktè, Diretor(a) Parent/Guardian Name: Telephone: (Nombre de los Padres o tutor legal) (Non paran/gadyen) (Teléfono) (Telefòn) Student’s Name: Teacher’s Name: (Nombre del Estudiante) (Nom elèv) (Nombre del Maestro) (Non pwofesè) ___ Yes, I will attend ___ I will not attend, but keep me informed. ___ Si, podré asistir ___ No, no podré asistir, pero por favor infórmenme del resultado de la reunión. ___ M ap vini ___ M p ap kapab vini, men tanpri voye rezilta evalyasyon lakay m. ___ Eu posso comparecer ___ Eu não posso comparecer, mas mantenha-me informado(a), do resultado da reunião. White: Parent Yellow: ESOL Insert

(DATE) (TIME)

(PHONE NUMBER)

84

Appendix H

Student Performance Information

ELL Committee Student Performance Information

Teacher____________________ Subject_______________________ Date:_________

______________________________ (student) is in the ESOL program. An ELL Committee is being held to ensure

that the student is receiving enough support to achieve success in the classroom.

As of _________ (date) the student has a ___________ average in my class.

Comment:_____________________________________________________________________________

Content:

□ yes □ no Answers in complete sentences when asked

□ yes □ no Answers comprehension questions on material read

□ yes □ no Successful on tests without modification

□ yes □ no Can work in groups cooperatively

□ yes □ no Follows directions for completing assignments/projects (written/oral)

□ yes □ no Can take notes on material covered

□ yes □ no Can read content area material with few modifications

Organization:

□ yes □ no Hands in papers on time

□ yes □ no Keeps a notebook for class

□ yes □ no Keeps/writes in assignment book

□ yes □ no Comes to class on time

□ yes □ no Attends school regularly – days missed _____

□ yes □ no Brings required books

Behavior

□ yes □ no Treats others with respect

□ yes □ no Follows direction

□ yes □ no Raises hand to participate

□ yes □ no Stays in seat/asks permission to get up

□ yes □ no Concentrates and completes class work

□ yes □ no Socializes during instruction

If the student is not successful, please list main reason(s) for the low grade.

______________________________________________________________________________________

In your opinion, how are the student’s English speaking and comprehension skills during instruction, academic tasks

and assessments? Please, explain.

______________________________________________________________________________________

Does the student experience difficulties with academic language and vocabulary? What are the major areas of

concern? Please, explain.

______________________________________________________________________________________

List some of the ESOL strategies you are implementing that provide the best success for the student:

______________________________________________________________________________________

Additional comments:

______________________________________________________________________________________

Thank you for taking the time to complete this form. This information will ensure that we are meeting the student’s

needs.

Please return completed form to __________________________ by _____________________________.

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Appendix I ELL Committee Minutes- Extension of Instruction

Lee County School District - ELL Committee Minutes/Minutos del Comité de ELL/ELL Konmite Extension of Instruction/Extensión de la Instrucción/Enstriksyon Pwolonje Programmatic Assessment Basis L/Base L/Baz L _____________________________________ ____________________ __________________ _____________________________ __________________ Student/Estudiante/Elèv ID # Date/Fecha/Dat School/Escuela/Lekòl Grade/ Grado/ Klas

This section applies only to students who are, or will be, classified LY through a Basis L meeting. Esta sección se aplica sólo a los estudiantes que están, o estarán, clasificados LY a través de una reunión Base L.

Seksyon sa a aplike selman pou elèv ki, oswa yo pral, klase kòm LY nan Baz L reyinyon yo. Student previously placed in the ESOL program, and based on CELLA results or by recommendation of the ELL Committee. Estudiante ha estado anteriormente en el programa ESOL y basado en los resultados del CELLA o por recomendación del Comité ELL. Kritè sa yo te idantifye ak revise pou detèmine ekstansyon pwolonje ak /oswa baz yo mande pou komite ka fè revalyasyon. This student is doing well and that ESOL services are no longer needed. Este estudiante está trabajando bien y que los servicios de ESOL ya no son necesarios. Elèv la satisfè kritè pou sòti nan pwogram ESOL la. This student is experiencing difficulties in some or all academic subjects. This could be due to deficits in academic English language. Este estudiante está teniendo dificultades en algunas o todas las materias académicas. Podría ser debido a un déficit en su lenguaje académico inglés. Elèv pa satisfè kritè pou sòti nan pwogram ESOL la. Sa kapab akòz yon defisi nan / lang akademik Angle. This ZZ student is experiencing difficulties in some or all academic subjects. This could be due to a deficit in academic English language. El alumno ZZ está teniendo dificultades en algunas o todas las materias académicas. Podría ser debido a un déficit en su lenguaje académico Inglés. Elèv ZZ nonmen anwo gen difikilte nan kèk oswa tout matyè akademik yo. Sa kapab akòz yon defisi nan / lang akademik Angle.

If meeting is for Extension of Instruction/Si la reunión es para la extensión de la instrucción/Si reyinyon se pou Enstriksyon Pwolonje:

DEUSS Date:______________ □End of 3rd Year Re-Eval □End of 4th Year Re-Eval □End of 5th Year Re-Eval □6+Years in ESOL #_______ Fecha de DEUSS Re-Eval Final del Año 03 Re-Eval Final del Año 04 Re-Eval Final del Año 05 6+ Años en ESOL Dat DEUSS Re-evalyasyon 3yèm ane Re-evalyasyon 4yèm ane Re-evalyasyon 5yèm ane 6+ Ane nan ESOL

The following criteria were identified and reviewed to determine extension of ESOL services and/or the required Basis L Committee Re-evaluation.

Se estudiaron los siguientes criterios para determinar si se continúan o nó los servicios ESOL. Kritè sa yo te idantifye ak revise pou detèmine ekstansyon pwolonje ak /oswa baz yo mande pou komite ka fè revalyasyon. Documentation of the criteria must be included./Se tiene que incluir documentación los criterios./Tanpri, se pou ou atache dokimantasyon swivan. (Student should meet at least two of the criteria./Se necesitan dos criterios./Elèv yo dwe satisfè omwen de nan kritè swivan.) Extent and nature of prior educational or academic experience, social experience, and a student interview Magnitud y naturaleza de la experiencia previa educativa o académica, experiencia social y una entrevista con el estudiante Lanati ake kantite eksperyans edikatif, eksperyans sosyal, epi yon entèvyou ake elèv la Written recommendation and observation by current and previous instructional and supportive services staff Recomendación escrita y observación por personal de los servicios de enseñanza y de apoyo actual y anterior Rekòmandasyon alekri ake obsèvasyon alèkile nan men pèsonèl ki bay enstriksyon epi sèvis sipò Mastery level of basic competencies/ skills in English and heritage language according to appropriate local, state or national criterion-referenced standards Nivel de dominio de las competencias / habilidades en Inglés y su lengua de origen de acuerdo con criterio de referencia normas locales, estatales o nacionales Nivo metriz konpetans baz yo oubyen ladrès an anglè ak lang matènèl la daprè estanda lokal, nasyonal ou nan nivo Leta sou evalyasyon ake kritè etabli Grades from the current or previous years Grados desde el año en curso o el anterior Nòt pou lane alèkile epi lane presedan yo; oubyen Test results other than those identified above Resultados de las pruebas aparte de las señaladas anteriormente Rezilta egzamen apa sa ki idantifye anwo yo Any determinations by the ELL Committee shall be written and placed in the ELL Student Plan. A plan will be implemented, to address the student’s English language

needs. Cualquier determinación hecha por el Comité de ELL deberá estar escrita y colocada en el Plan de Estudiantes de ELL. Se implementará un plan para atender las

necesidades de inglés del estudiante. Nenpòt desizyon Komite ELL la dwe ekri epi yo dwe mete l nan Plan ELL la. Yo pral aplike yon plan pou adrese bezwen lang anglè elèv la. *Include specific goals & strategies for academic and English proficiency needs. Reconvene annually to review the need for ESOL services. *Incluir metas y estrategias específicas para las necesidades académicas y del idioma. Convocarse anualmente ha revisar la necesidad de servicios ESOL. *Mete objektif espesifik ak estrateji ajoute sou bezwen akademik ak angle konpetans. Rekonbe chak ane pou revize bezwen sèvis ESOL yo. _____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________

Findings □ Exit ESOL (Basis L only) / Terminaran los servicios (Solamente Base L) / Sòti nan pwogram ESOL la (Pou Basis L Selman)

Conclusiones □ Student will continue or will begin to receive ESOL Services through Basis L for school year 20____ to 20____. Konklizyon yo El estudiante continuará o comenzará a recibir los servicios por Base-L para el año escolar Kòmanse oswa kontinye resevwa sèvis ESOL pou ane lekòl

Individuals Present/Individuos Presentes/Manm konmite a ki prezan Parent Signature/Firma de los padres/Siyati paran Date/Fecha/Dat

______________________________ __________________________________ _________________________________ ____/____/______

______________________________ □ Invited but did not attend/Invitados pero no asistieron/Te envite, men li pa prezante

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Appendix J

ELL Committee Minutes- Basis L

Basis-L LEE COUNTY SCHOOL DISTRICT -ELL COMMITTEE MINUTES—BASIS-L ___________ ________________ ________ ____________________ _________________ Date Student’s Name Grade School Teacher ENGLISH

The above mentioned student has previously been placed in the ESOL program on the recommendation of the LEP Committee (Basis-L) or via the CELLA test. The teacher reports that the student is doing well and that ESOL services are no longer needed. The student will therefore be exited from the ESOL program and his/her progress will be monitored for 2 years.

The teacher reports that the student listed above is experiencing difficulties in some or all academic subjects. This

could be due to a deficit in his/her academic English language. We recommend as an ELL Committee that the student continue to receive services from the ESOL program. The teachers will continue to use ESOL strategies to facilitate learning in English. We will reconvene annually to review the need for ESOL services.

The teacher reports that the ZZ student listed above is experiencing difficulties in some or all academic subjects. This

could be due to a deficit in his/her academic English language. We recommend, as an ELL Committee, that the student begin to receive services from the ESOL program. The teachers will use ESOL strategies to facilitate learning in English. We will reconvene annually to review the need for continuing ESOL services.

(Rule 6A-6.0902 3) Any student who is determined not to be an English Language Learner or a student to be an English Language Learner (pertaining to parent response to HLS and CELLA results:(Grade level mastery of basic competencies or skills in English in listening, speaking, reading and writing according to applicable local, state, or national criterion-referenced standards according to consideration of at least two (2) of the following criteria in addition to the test results from subparagraph (2)(a)1. or 2. of this rule: Extent and nature of prior educational or academic experience, social experience, and a student interview; Written recommendation and observation by current and previous instructional and supportive services staff; Level of mastery of basic competencies or skills in English and heritage language according to appropriate local, state or national criterion-referenced standards; Grades from the current or previous years; or Test results other than subparagraph (2)(a)1. or 2. of this rule. Documentation must be included. Any determinations by the ELL Committee shall be contained in a written report which shall be placed in the ELL Student Plan. Such reports shall further set forth a plan, which will be implemented, to address the student’s English language needs. Findings/Conclusions: Student will exit ESOL

Student will continue or begin to receive ESOL Services. Members present and titles: ________________________________ ________________________________________________ ________ ________________________________________________ ________________________________________________ Parent Signature: __________________ Date: ________________ Parent invited, not in attendance

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Appendix K

ELL Committee Minutes- LF Monitoring

LEE COUNTY SCHOOL DISTRICT

ELL COMMITTEE MINUTES–LF MONITORING

__________ __________________ _______ _______________ __________________

Date Student’s Name Grade School Teacher

ENGLISH

This ELL Committee is meeting due to concerns about low academic performance of the above

student. The student received a D, F, N, or U during _______(grading period) in one or more of

the following academic classes:

Language Arts Science Reading

Math Social Studies Other ____________

This student is classified as LF (Former ELL) and has exited the ESOL program. However, his/her

academic progress is currently being monitored.

The teacher reports that English language acquisition is likely not the reason why the student is not doing

well in class. Therefore, the recommendations below may help the student improve his/her academic

performance:

□ Turn in homework □ Participate in class discussions/class work groups

□ Concentrate more in class and to work □ Talk less and pay more attention

□ Study more for tests □ Attend class regularly

□ Take notes □ Other____________________________________

□ The teacher reports that the student’s poor academic performance is likely due to English language

acquisition.

Recommendations:

□ Re-entry to ESOL and reclassify as LY □ Remain in mainstream and continue monitoring.

□ Remain in mainstream and classify as LZ.

Members present and titles:

_____ _______________________________________

_____ ________________________________________

___________________________________ ________________________________________

Parent invited, not in attendance Parent Signature: _ Date:

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Appendix L

ELL Committee Minutes- Parent Meeting Summary MTSS

LEE COUNTY SCHOOL DISTRICT PARENT MEETING SUMMARY – MTSS

______________ ________________________________ _______ _____________________ ____________________

Date Student’s Name/ ID # Grade School Teacher

An ELL Committee meeting was held to initiate/ continue/ review the Multi-Tiered System of Support

(MTSS) procedure for your child. MTSS is an approach to providing services and interventions to

struggling learners at increasing levels of intensity. The data presented at the meeting indicates that your

child is experiencing academic difficulties in ____________________________ via instruction in the

________________________ curriculum program. In addition, the following interventions will be

implemented to address your child’s academic needs:

_________________________________________________ ________ per week for ________ minutes



The MTSS team members will collect progress monitoring data and reconvene on _________________

to determine the effectiveness of the targeted interventions. If the interventions are ineffective other

targeted strategies will be implemented. Because family involvement is a critical piece in the MTSS

process, we encourage you do the following to support your child’s academic progress.

Make reading an everyday habit at home. Communicate with your child’s teacher.

Monitor and assist with homework assignments. Ask for regular monitoring reports

Attend parent/teacher conferences about your child. Learn more about the curricula and

interventions.

Members present:

________________________________________ ________________________________________

________________________________________ _________________________________________

________________________________________ _________________________________________

Parent/s Signature: ___________________________ Date: ___/___/___ □ Parents invited but not present

.

Required for all MTSS meetings for ESOL program compliance. File in Blue Insert with invitation.

Refer to Pink folder in Cumulative Record for MTSS documents.

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Appendix M

Suggested Accommodations for ELLs

A. CLASSROOM ENVIRONMENT STRATEGIES ❑ 1. Proximity to teacher ❑ 2. Seating with peer student ❑ 3. Seating with paraprofessional ❑ 4. Other: ________________________ B. ORGANIZATIONAL STRATEGIES ❑ 1. Extended time limits for assignments ❑ 2. Reduced length or complexity of assignments ❑ 3. Gave additional assignments ❑ 4. Used organizational notebook ❑ 5. Asked student to repeat directions ❑ 6. Instructions given in native language ❑ 7. Other: ________________________ C. MOTIVATIONAL STRATEGIES ❑ 1. Sent home regular progress reports ❑ 2. Used immediate reinforcement ❑ 3. Kept graph showing progress ❑ 4. Used tutor (peer or adult) ❑ 5. Provided additional individual instruction ❑ 6. Developed home/school

communication system for homework or behavioral progress

❑ 7. Conference with parents ❑ 8. Conference with other staff

members ❑ 9. Special sessions with: ❑ 10. Contract ❑ 11. Other: _______________________

D. PRESENTATION STRATEGIES ❑ 1. Gave assignments orally and visually ❑ 2. Taped lessons for student to use ❑ 3. Tested student orally ❑ 4. Allowed student to take practice test ❑ 5. Provided materials on paper ❑ 6. Corrected pupil errors immediately ❑ 7. Other: ________________________ E. CURRICULUM STRATEGIES ❑ 1. Used specially designed materials ❑ 2. Provided extra drill ❑ 3. Provided study guide ❑ 4. Reduced quantity of assigned work ❑ 5. Included only words student could read on spelling list ❑ 6. Provided reading/math curriculum

geared to student’s instructional level

❑ 7. Checked for gaps in learned concepts and provided appropriate instruction

❑ 8. Other: ________________________ F. ASSESSMENTS AND CLASS WORK ❑ 1. Extended time ❑ 2. Charts to monitor progress ❑ 3. Portfolio ❑ 4. Frequent breaks ❑ 5. Use of bilingual dictionary ❑ 6. Other:

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Appendix N

Process Document for New Student Intake

The School District of Lee County

PROCESS DOCUMENTATION

Division: Teaching and Learning

Department: ESOL Department

Originator: ESOL Specialist T.O.A.

Process Name: New Student Intake

Process Purpose: Correctly Identify and Process LY/LF/LA/LZ/ZZ Students Who Are New to the District

Date of Origination: 05/30/18

Date of Revision:

Part A: Process Description

Step Description Responsibility 1. Review the daily error report and identify newly-enrolled LY students. This

information must be forwarded to the ESOL Contact.

Information Specialist

2. If a newly-enrolled LY student was previously enrolled in another county in

Florida, please do the following:

a) Request documentation pertaining to ESOL status from the previous

school immediately so that original ESOL classification can be

verified. This includes information stated on the original Home

Language Survey.

b) When the documentation is received from the previous school,

verify the student’s original classification and update the Mainframe

accordingly.

Please Note: If no testing data is entered on the Mainframe to support the

student’s LY classification, error reports will be received daily until the

information is entered. For this reason, it is imperative that the student’s

previous school is contacted and every effort made to obtain proof of the

student’s ESOL status.

Information Specialist/

ESOL Contact

3. New LY students who enroll directly from another state or country in August

or September must be assessed using the CELLA Online within 20 school

days. Those who enroll between October and June must be assessed within

10 school days.

ESOL Contact

4. After the CELLA Online is administered, the data must be entered on Screen

19 of the Mainframe and a profile must be printed. This profile, and all

required documentation pertinent to the student’s classification, must be filed

in a Blue Insert.


ESOL Contact

5. All teachers must be notified about newly enrolled LY students so that the

appropriate accommodations and strategies may be used in the classroom.


ESOL Contact

6. If the student was classified LF, LA, or LZ, that classification must transfer,

as well, and the Mainframe must be updated accordingly. The ESOL Contact

must make sure that the correct procedures are followed in accordance with

the classification.


ESOL Contact

7. LF students who transfer from other districts must continue to be monitored

from the point at which the previous district leaves off in order to complete

the two-year monitoring period.


ESOL Contact

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Appendix O

Parent Notification of Exit

The School District of Lee County

ESOL PROGRAM EXIT NOTIFICATION TO PARENTS

Student’s Name:__________________________________ ______________________________Date:_____________________

(Nombre del estudiante) (Non elèv) (Nome do estudante) (Fecha) (Dat) (Data)

Dear Parents:

Your child has been enrolled in the ESOL (English for Speakers of Other Languages) Program. This program helps to develop the necessary

skills in English to achieve proficiency in four areas: listening, speaking, reading, and writing.

Your child’s most recent evaluations demonstrate proficiency in English; therefore, we are notifying you that he/she is exiting the ESOL

Program.

We will monitor his/her progress for two years to ensure that he/she continues to maintain or exceed the current level of academic success.

SALIDA DEL PROGRAMA ESOL

Estimados Padres:

Su hijo(a) ha estado matriculado en el programa ESOL (Inglés Para Hablantes de Otras Lenguas). Este programa ayuda a desarrollar las

destrezas necesarias del idioma inglés para lograr dominio en cuatro áreas: escuchar, hablar, leer, y escribir.

Las evaluaciones de su hijo(a) muestran el dominio del idioma inglés; es por eso que le estamos notificando a usted que él/ ella está saliendo del

programa ESOL.

Nosotros seguiremos su progreso por dos años para asegurar que él /ella continúe manteniendo o excediendo el nivel actual de éxito académico.

SOTI NAN PWOGRAM ESOL

Chè paran:

Pitit ou te konn enskri nan pwogram ESOL (Anglè pou elèv ki pale lòt lang). Pwogram sa ede pitit ou devlope konpetans l an anglè pou l ka gen

fasilite nan kat domèn: koute, pale, lekti ak ekriti.

Dènye evalyasyon pitit ou te moutre ke l gen tan konpetan an anglè. Lèt sa a se pou di ou donk ke l ap soti nan pwogram ESOL la.

N ap kontinye swiv pwogrè pitit ou pandan 2 an pou asire ke l kenbe oubyen depase menm nivo siksè akademik kote l ye kounyeya.

PROGRAMA SAÍDA

Queridos Pais:

Seu filho(a) tem recebido ajuda e instruções de inglês através do programa de ESOL (English for Speakers of Other Languages). Esse

programa cobre as quatro áreas mais importante do idioma: falar, escutar, ler e escrever.

Seu filho(a) há demonstrado que tem a eficiência necessária em aprender inglês completado o curso.

Continuaremos observando o progresso acadêmico de seu filho(a) durante os dois anos para assegurar que ele(a) mentehna seu nível acadêmico

necessário.

Sincerely, Cordialmente, Sensèman, Sinceramente,

_________________________________________

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Appendix P In-State Transfer Student Documentation Request

School Year: _____________

Student Name:

ID Number:

Grade: K 1 2 3 4 5 6 7 8 9 10 11 12

Enrollment Date:

Name and Location of Previous School:

Phone Number of Previous School:

Date of First Attempt:

Person Who Handled the Request at the Previous School:

Outcome:

Name and Title of Person Who Made the Request:

Date of Second Attempt:


Outcome:


Date of Third Attempt:


Outcome:


ESOL Handbook - Lee County Schools

Documents

Transcript of ESOL Handbook - Lee County Schools