Woodcock-Munoz Score Key - Home - Cascade School District · Web viewResultados de examen...

Cascade School District

Title III Plan

2017- 2019

District #: Cascade School District #5_ Date: 2/16/2018

Section 1: District Demographics

Question #

1

The size of the district, including number of schools.

The Cascade School District is located in a rural community in south Marion County. Only 12 miles from the capitol in Salem. The district is somewhat isolated due to the fact that it sits within a vast agricultural area of 200 square miles. There are three elementary schools, one junior high and one high school.

2

The enrollment of the district, please include the data date (i.e., spring membership)

As of June 2017

School

Aumsville

Cloverdale

Turner

CJHS

CHS

District

Enrollment

585

157

292

551

737

2322

3

The district’s ethnic diversity (could be percent or number).

Grade

American Indian/

Alaska Native

Asian

Black/

African American

Hispanic/Latino

Hawaiian/Pacific Islander

White

Multi-

Racial

K-3

1%

2%

<1%

17%

<1%

79%

1%

4-5

3%

1%

<1%

17%

<1%

76%

1%

6-8

1%

2%

0%

17%

<1%

77%

3%

9-12

2%

1%

1%

16%

<1%

77%

2%

4

The number of different languages represent in your EL population (a chart by language and number of speakers is recommended).

Grade

K-5

6-8

9-12

Number of Languages

4

4

5

Languages

Spanish

Hmong

Russian

Tagalog

Mandarin

Spanish

Hmong

Russian

Tagalog

Spanish

Hmong

Russian

Tagalog

Mandarin

5

The number and percentage of EL students enrolled in district (could include number per school).

The number and percentages are based on all EL students, declined, monitored, former and current EL student numbers. This are the current numbers as of February 2018.

School

Aumsville

Cloverdale

Turner

CJHS

CHS

District

Number of EL

35

5

24

54

53

171

Percentage of EL

8%

3%

8%

10%

8%

7%

6

The number of ELSWDs (have an IEP) – provide this information by primary disability. Include number of ELs with a 504 Plan.

We have a total of 24 students actively receiving both EL and SPED services.

Disability Category

Number of Students

Intellectual Disability

3

Autism Spectrum Disorder

1

Other Health Impairment

2

Emotional Disturbance

0

Traumatic Brain Injury

1

Communication Disorder

4

Vision Impairment

1

Hearing Impairment

0

Orthopedic Impairment

4

Deaf-blindness

0

Specific Learning Disability

8

504

2

7

The number of ELs enrolled in the Talented and Gifted program.

School

Aumsville

Cloverdale

Turner

Junior High

Senior High

School District

Number of EL

0

0

0

1

1

2

8

A list of the schools, identified by Title I-A Targeted Assisted, Title I School-Wide, Alternative Programs, Charter schools, CTE, etc. (districts could choose buildings with specific programs for ELs (i.e., bilingual, two-way, etc.).

School

TAS

School Wide

Focus

Alternative

Charter

CTE

Aumsville

n/a

X

n/a

n/a

n/a

n/a

Cloverdale

X

n/a

n/a

n/a

n/a

n/a

Turner

X

n/a

n/a

n/a

n/a

n/a

Junior High

n/a

n/a

n/a

n/a

n/a

n/a

High School

n/a

n/a

n/a

X

n/a

X

District progress for ELs

(Districts can choose to put this information in a table)

9

The number and percentage of ELs showing growth on ELPA21 from 2015-16 to 2016-17 (disaggregate by all ELs, ELSWD, and ELs identified for 5 or more years).

EPLA 21 Growth

EL

ELSWD

5 or More Years

Percentage

37

51%

9

69%

7

58%

10

The number and percentage of ELs exiting as proficient in 2016-17 (disaggregate by all ELs, ELSWD)

Exiting

EL

ELSWD

Number/ Percentage

9

11%

0

0%

11

The number of students in monitoring year 1 status.

17

12


9

13


11

14


19

15

The number of former ELs (not in current EL or monitoring status).

39

16

The number of students who have re-entered the ELD program after exiting for proficiency.

0

17

The number and percentage of monitored students meeting/ exceeding state academic assessments for each of the four years of monitoring (disaggregated by each year of monitoring for all monitored students and for ELSWDs in monitor status).

Year of Monitoring

Number Meeting

or Exceeding

Percentage Meeting

or Exceeding

Year 1

3

50

Year 2

5

56

Year 3

10

63

Year 4

4

67

ELSWD

0

0

18

The number and percentage of ELs who have not reached English proficiency having been identified for 5 years or more year (disaggregated by all ELs and ELSWD for each year 5, 6, 7, 8, 9, etc.).

Year

EL Number

EL Percentage

ELSWD Number

ELSWD Percentage

5

0

0

0

0

6

4

5

1

1

7

0

0

0

0

8

1

1

1

1

9

0

0

0

0

19

The number and percentage of the district ELs who have a waiver for ELD services.

Number

Percentage

Waiver

15

8.5%

Section 2: School District Information on Program Goals (OCR Step 1)

Question #

20

Describe the district’s educational approach(es) (ELD, Bilingual, etc.) for educating ELs. Include a description for each educational approach used within the district. This information could be placed in a chart listing each school and the educational approach(es) for English language acquisition and core content.

Educational Approach

Description

Student Access

ELL

· Goal is fluency in English

· Program is targeted to ELL’s

· Student pulled out of regular classroom to participate in specific group instruction aimed at developing English grammar, vocabulary, and communication skills.

· Students are in sheltered instruction for content subjects

· Student grouping are based on both proficiency and grade levels.

K-5 Students are served 30 minutes each day in small group pull-outs in the ELL classroom where instruction is provided by ESOL certified teachers.

6-12 Secondary students are served during class period.

Sheltered Instruction

· The goal is for students to access core content subject matter and gain fluency in English.

· This model requires content instruction in English with adjustments (SIOP/GLAD) by teachers which is aligned with proficiency levels so subject matter is comprehensible.

Classroom teachers (K-5) and secondary content area teachers with ELs have training in research based Sheltered English Instructional strategies (SIOP/GLAD, ect.)

Program Models

EL Classes with Focus on Academic Content: At the Elementary level EL teachers use the EL focused National Geographic Curriculum as the basis for instruction. This helps improve students reading skills, writing skills and listening and speaking skills. Instruction in these classes focuses on English language development in the domains within state standards for a minimum of 30 minutes daily for grades 1-5 students and for approximately 20 minutes daily for Kindergarten students. All Instruction is provided by trained and ESOL certified teachers.

EL Pull-out: In the secondary schools in Cascade, Turner and Aumsville (K-5), ELs receive EL instruction for a minimum of 30 minutes daily. This instruction is provided in small groups organized by grade and proficiency levels. They receive their EL instruction in a dedicated El classroom, delivered by an ESOL certified teacher who is trained in the use of curriculum materials. The focus is on communication, second language acquisition and the development of academic content.

EL Class Period: In Cascade secondary schools, LEP students are assigned to the EL class for one period per day. EL instruction is provided during this period and students receive course credit for this class. Within the classroom students who have similar proficiency and grade levels are grouped for instruction. Again, the goal is to provide core learning experiences that address students linguist levels in the areas of reading, listening, speaking and writing. We aspire to provide experiences that fully develop and make proficient the student understanding of English language forms and its communicative functions. When students are not actively engaged with the teacher, they have access to online Rosetta Stone in English. Often they are able to access Rosetta Stone for half the period.

Sheltered English Instruction Approach (SEI) On Grade Level Access to Core Curriculum:

Sheltered English Instruction (SEI) Approach: At the elementary level, students are clustered into grade level general classrooms with teachers who have had specialized GLAD, SIOP or other sheltered English instruction training specifically designed to address the needs of EL students. At the secondary level most teachers have had SEI training, but it is not always possible to cluster students because of low EL numbers and different needs for core curriculum. The goal of this support and/or strategies is to make academic instruction in English understandable to LEP students. Teachers are responsible for providing SEI to EL students allowing access in the content areas. A few of these teachers are ESOL endorsed as well.

EL Specific Services Beyond the Program Model:

Elementary Schools: Reading Intervention Groups. As part of the literacy program, all students have 90 minutes of reading instruction daily. Students are screened for oral reading fluency, phonics skills and basic language usage skills. Language for Learning is used in early elementary grades as a supplemental intervention for students. It has proved to be especially useful as a tool for English learners. The focus of the program begins with listening and speaking building into reading and writing skills.

Rosetta Stone: Rosetta Stone is offered to EL students and their parents during and after school on the Aumsville Elementary School campus.

Summer School for K-5 Students in Reading and Math Intervention is available for EL Students: In addition, many EL students are served in our Summer Academy.

21

Include the relevant research that supports the each of the district’s educational approach(es) for educating ELs. (NOTE: only citation for research is needed)

August, D., & Shanahan, T. (2006). Developing literacy in second language learners. Report of the National Literacy Panel on Minority-Language children and youth. Mahwah, NJ: Lawrence Erlbaum.

Filmore, Snow C. & Wong, L. (2000). What Teachers need to Know about Language. Opinion Papers. Office of Educational Research and Improvement (ED), Washington DC. The Center for Applied Linguistics, Washington DC.

Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Englewood Cliffs, NJ: Alemany/Prentice Hall.

Lindholm-Leary, K. & Borsato, G. (2006). Academic Achievement. In F Genesee, K.

Lindholm-Leary, W. & Sanders, I.D. Christian, Educating English language learners: A synthesis of empirical findings, pp. 176-222. NY: Cambridge University Press.

Saunders, W. & Goldenberg C. (2012). Research to guide English language development instruction. In Improving Education for English Language Learners ( pp. 21-82 ). Sacramento, CA: California Department of Education.

Whitlock-Robles, W. (2010). Participatory Leadership for English Learner Success (26-29). Leadership, Alexandria, VA

22

Describe the district’s educational goal for English language proficiency. Please ensure this is a SMART goal that it includes annual language proficiency expectations for each specific EL group of students enrolled in the school (elementary, secondary, SIFE, ELSWD, Recent Arrivers – elementary, Recent Arrivers – secondary).

By June 30, 2019, Cascade SD El students will make progress per the chart below (question #25) increasing both Smarter Balanced Assessment scores as well as increase 4-year graduation rate as demonstrated by state assessment and graduation results.

23

Describe the district’s educational goal for core content knowledge. Please break this down into elementary and secondary SMART goals specific to ELs enrolled in the district.

By June 30, 2019, Cascade elementary schools will implement the AVID system for elementary students using clearly defined processes and guidelines to improve EL student engagement in the core curriculum as demonstrated by improved state test scores.

By June 30, 2019, Cascade secondary schools will implement the AVID system for secondary students using clearly defined processes and guidelines to improve EL student engagement in the core curriculum as demonstrated by improved state test scores as demonstrated by improved state test scores and graduation rates.

Special Considerations

Some students who qualify for the English Learner Program, and who also have a documented learning disability or communication disorder, may never be able to score at the “proficient” level in all four modalities of the ELPA21 (speaking, listening, reading and writing) due to their disability. Such students should be exempted from those portions of the ELPA21 that assess proficiency in modalities that are significantly impacted by the student’s disability. The student’s overall proficiency should then be judged based on the student’s skills in modalities that are minimally impacted by the his or her disability. (For example: a student with a significant disability in reading and writing may score “proficient” on the ELPA21 in speaking and listening--and thus be considered to have demonstrated “proficient” English skills. )

24

Describe how the district will measure the effectiveness of the program based on the goals stated in 22. What specific measure(s) will be used to determine the effectiveness of English language proficiency? This could include district formative assessments.

Annual Process Review for identification, placement, monitoring and exiting

procedures:

The actions listed below will be part of a systematic approach to how we will review and

evaluate the program on a yearly basis. Beginning with the 2015-2016 school year we

implemented an annual file and procedures review. This will take place at the end of the school

year. The steps in the review will include:

- Each ELL teacher will do a file review in their schools. The ELL program director

will to a random file review in at least 2 schools to determine if procedures for

identification, placement, monitoring and exiting are being followed with fidelity.

- A staff assess teachers, who serve Ell’s, needs and supports looking at both staffing,

curriculum and strategies in supporting EL students in the general setting.

- Parent focus group, facilitated by EL teachers and EL program director OR a

parent survey.

- Collection of any complaints about the ELL program from parents, students or staff

- Dedicated time (release day) for ELL staff at each school to gather formative assessment information and to do a review and analysis of results.

- If deficit areas are found in the identification, placement, monitoring or exit

procedures, the ELL staff and the ELL program director, will make a plan to

implement changes in the fall of the next school year

- Share results and adjustments with building staff and administrators.

- Update district ELL Plan as needed.

25

Describe how the district will measure the effectiveness of the program based on the goals stated in 23. What measure(s) will be used to determine the effectiveness of the core content knowledge goal? This could include district progress monitoring assessments.

Grade Level

Goal 2017-18

Goal 2018-19

Goal 2019-20

Goal 2020-2021

THIRD GRADE

READING

PROFICIENCY

50% meet As

measured by the

Smarter Balance

Assessment

55% meet As

measured by the

Smarter Balance

Assessment

60% meet As

measured by the

Smarter Balance

Assessment

65% meet As

measured by the

Smarter Balance

Assessment

THIRD GRADE

MATH

PROFICIENCY

45% meet As

measured by the

Smarter Balance

Assessment

50% meet As

measured by the

Smarter Balance

Assessment

55% meet As

measured by the

Smarter Balance

Assessment

65% meet As

measured by the

Smarter Balance

Assessment

SIXTH GRADE

ON-TRACK

45% meet As

measured by the

Smarter Balance

Assessment

50% meet As

measured by the

Smarter Balance

Assessment

55% meet As

measured by the

Smarter Balance

Assessment

65% meet As

measured by the

Smarter Balance

Assessment

ELEVENTH

GRADE

ON-TRACK TO GRADUATE

95% on track to

graduate as

measured by Smarter

Balance or

alternative

assessments, grades,

academic credits

96% on track to

graduate as

measured by Smarter

Balance or

alternative


academic credits

97% on track to

graduate as

measured by Smarter

Balance or

alternative


academic credits

98% on track to

graduate as

measured by Smarter

Balance or

alternative


academic credits

26

Describe the frequency the district will progress monitor the established goals.

Cascade EL staff monitor student progress every other week., Principals and Counselors run grade checks every three weeks and meet with EL staff about student concerns. EL staff, Principals and Director will meet yearly to review results of the ELPA21 assessment, Smarter Balanced State Assessment and the graduation rate for the year. The Principal, EL staff and Director will meet each Trimester assess Freshman on Track at the end of each trimester.

27

Describe how these goals compare to the district’s educational goals for non-EL students. Be specific to include all EL groups of students enrolled in the district.

The most standard measure for how EL’s in grades 3-11 are performing relative to non

EL’s in regular core content classes was Smarter Balanced Assessment and those results were reviewed at the end of each school year. The ELL team will maintain the same process and will be reviewing the Smarter Balanced Assessment results when they are available. Other indicators of EL progress includes common formative assessments, work samples,

grades, credits earned toward graduation, behavior referrals and attendance.

28

Describe how these goals will prepare ELs to meet the district goals for its overall educational program, graduation, and the college/career ready standards.

Grades K-5: At the elementary schools the process of doing a deep level analysis of all subgroup populations is firmly in place. We provide interventions in a small group setting for

reading and math. Student progress is monitored by weekly assessments. Time is taken

during 2 x per month PLC’s to review reading, writing and math data to determine if the

interventions are if the interventions are effective or need to be adjusted and ELL staff are an important part of the data review. A regular review of how ELL students are doing is

included in this process which ensures their academic growth and that they are on track to

enter the junior high school prepared for academic success. A review of district and ELL

goals are also reviewed to determine progress towards meeting them.

Grades 6-12: The Junior high & high school provides diverse services depending on

individual needs of the students. They also review disaggregated student data during their

late star PLC’s, with a particular focus on EL’s

Section 3: Identification of Potential English Learners (OCR steps 2 and 3)

Question #

29

Describe the district’s procedure which includes a step to administer the Language Use Survey to all students. Include the school year the district will begin using the state-approved Language Use Survey.

All registration packets include a Home Language Survey School Secretary During registration packet preparation

Completed Home Language Survey Registration and Home Language Survey completed by parents

-Home Language Survey provided in home language.

-Parents unable to read school secretary will contact ELL staff member for assistance

-Native American students’ need for services will be considered on an individual basis

- Students with special needs including those with Family Service Plans who do not demonstrate receptive or productive language School Secretary & Counseling office staff

-Immediately upon receiving enrollment packet, home language survey is completed by parent and submitted to school secretary

Cascade School District will start using the state-approved Language Use Survey during the 2018-2019 school year.

30

Describe the district’s procedure to include a timeline for each step or the identification process and the name/title of the person responsible for each step.

PROCESS

STAFF

RESPONSIBLE

TIME FRAME

DOCUMENTATION

All registration packets

include a Home Language Survey

School Secretary

During

registration

packet

preparation

Completed Home Language Survey

-Completed Home Language Survey

Registration and Home

Language Survey

completed by parents

-Home Language Survey

provided in home language.

-Parents unable to read school secretary will

contact ELL staff member for assistance

-Native American students need for services will be

considered on an individual basis

-Students with special

needs including those with Family Service Plans who do not demonstrate receptive or productive language

School Secretary

& Counseling

office staff

Immediately upon receiving

enrollment

packet, home

language survey

is completed by

parent and

submitted to

school secretary

Completed Home Language Survey

Students with special

needs including those with Family Service Plans who do not demonstrate receptive or productive language

ELL & SPED

Staff

Information/files

reviewed by

ELL/SPED staff

within the first

two weeks of

school to

determine if

special services

are needed

Documentation of review/meeting

in students cum file(K-5)

documentation at HS in PHLOTE

or ELL file. and/or placement in a

special program is needed.

Home Language Survey

original is placed in

cumulative file. If any

“yes” responses to primary language questions, a copy

given to ELL teacher

School Secretary

Within two days

of Home

Language Survey

Completion

School secretary will send follow up email to ELL staff to verify

student names who need to be reviewed

ELL staff review Home

Language Survey for “Yes” responses to key primary language questions

ELL staff

Within 5 days of completion of HLS

ELL staff will set up time to assess student or will determine student

does not have a primary language other than English.

ELL staff administer the

Woodcock-Munoz Language Survey (English) to determine if student qualifies for service, unless there is already documentation provided by previous school that verifies eligibility.

ELL Staff, and

ELL program

administrative

assessment.

Beginning of the

school year:

Completed in less than 30 days. After the first day of school:

Completed in first 2 weeks from enrollment.

Assessment completed on time so that services can begin. If student is

eligible: Student’s name, grade, scores and whether parents can

advocate in English is recorded in the Cascade ELL Database. If

student is not eligible, student’s name and scores are also recorded

in the ELL Database and the assessment is filed in student’s Cumulative file.

Students are placed in ELL program and receive

appropriate services to

increase their English

language proficiency and are able to access core academic content

ELL Staff

Principal

Counselors

Within the first 30 days of school or within 2 weeks if enrolled after school year

begins.

ELL File is created and the Home Language Survey, assessment data

and service plan are filed

Parent Notification letter is sent to parents, detailing their child’s English proficiency

scores and services available.

ELL Staff

Within a week of

when ELL

services have

begun.

A copy of the parent letter is filed.

31

Describe the district’s procedure to include a process to identify Native American students who may be ELs.

Native American students’+- need for services will be considered on an individual basis

Immediately upon receiving

enrollment packet, home language survey is completed by parent and submitted to school secretary

School Secretary

& Counseling

office staff

32

Describe the district’s procedure for identifying potential ELs with a disability (i.e., interpreter, special education, refugee, etc.).

Appendix O is an overview of the district’s Student Needs Team process.

A referral to Special Education begins with the building’s Data Team (formerly TAT), when

an ELL student is the focus of concern, will include at least one member of the ELL program

staff. The team works with the classroom teacher and the ELL program staff to design

interventions prior to sending the teacher concerns and student data to the Student Services

Team (SST). The district follows the Oregon RTI process and a formal process is followed

for all students in regard to the referral for Special Education.

The district has a well developed Data Team system. In the Data Team setting, students are

identified as the result of screening used for all students in an academic area. Data Teams

provide interventions with a trained interventionist. Sometimes this is provided after school

or during a summer program.

When the student becomes a focus of concern, ELL staff prepares for a Team Review

Appendix O, by gathering the following pre-referral information:

• Review of Home Language Survey (Appendix A, As)

• Review of Attendance, Behavior, and Academic Records

• Review of Language and School Experience Screening information (Appendix G)

• Review of ELPA21 and/ Woodcock Munoz testing data

• Summary of teacher and/or parent concerns, including comparison to ELL peers with

similar school experiences and to development of siblings (Parent Interview,

Appendix R, Rs)

• Teacher Survey Rubric

• Summary of Responses to Interventions (frequency, intensity, duration, and fidelity)

• Writing sample scored using ELD Rubric

• Medical and developmental history completed through family interview, when

pertinent to concerns

• Administration of Woodcock Munoz Spanish Version (when home language is

Spanish)

• Assessment of native language proficiency, when feasible, for speakers of other

languages

• Acculturation Quick Screen and Sociocultural Checklist (Appendices S and T)

Student Services Team:The most common referral to SSTs comes through Data Teams. The team feels that the student may need Special Education, The Intervention Planning and Review Form needs to be completed by the team and forwarded to the Student Services Team (SST). The SST decides if the student should be evaluated for Special Education or if other interventions are warranted. Input from all teachers and the parent is part of the process. Special Education rules require the use of assessment techniques that minimize the effect of language or cultural differences. We employ a school psychologist who is well versed in non-discriminatory assessment practices and has experience abroad teaching English to second language students.

33

Describe the district’s plan using one of the State’s approved assessments for identifying ELs; include what sections are used to ensure all domains of the English language are assessed. Include the agreement to use the state approved fluency scores at each grade level.

Assessment Overview:

All files of students, who were identified as PHLOTE, are reviewed to determine their

English language proficiency. If the review of records identifies an English language

proficiency score on ELPA21 or a commensurate assessment such as the Woodcock-Munoz

that is dated within the prior school year, this score is used to determine the student’s

eligibility and need for EL services. If the review indicates the need for current information,

the Woodcock-Munoz Language Survey (English) is administered to determine if a student

has limited skills in English and is in need of English Language Development and Sheltered

English Instruction. The Woodcock-Munoz assesses oral language, reading-writing, and

broad English ability, which is an overall measure of cognitive-academic language proficiency (CALP). The Woodcock-Munoz provides both CALP level scores and a Rank Percentile Indicator (RPI) score to assess English language proficiency. RPI scores range from 1 to 100, with 1 being the least proficient and scores between 75 and 96 indicating average proficiency. These scores are designed to compare a student’s standing among his ELL peers. CALP Level scores range from 1 (beginning/negligible) to 5 (advanced), with a score of proficient indicating early advanced/average proficiency. When considering Woodcock Munoz scores, Cascade School District measures student progress based on the RPI scores (cut off of 90 or above) which provide more discrete intervals of change than do the Level scores.

34

Describe the district’s plan for having students assessed by a trained assessor.

Only ELL staff trained in the administration and scoring of the Woodcock-Munoz administer the test. Newly hired staff attend a training workshop on the administration and scoring of the test. The district ensures that all trained evaluation staff have access to further training whenever there is a new test or test revision adopted for use in the district and/or when staff demonstrate a need for training to refine their testing skills.

35

Describe the district’s plan to include the procedures for collecting the assessment data, and sharing the results with teachers.

The date a student is exited from or re-enrolled in the ELL program is entered onto the ELL

Exit/Monitoring List maintained by each building’s ELL staff. They

distributed the list to the building principal and Special Services office at the beginning of

each term. The ELL staff informs teachers and building administrators.

36

Describe the district’s plan to include a description of where and how the assessment data will be stored.

The ELL staff updates the student database, removing the ELL eligibility

flag for exited students and adding the monitoring flag. Building records managers record

the date of exit on the cumulative file File Notice Label, Appendix K, and mark on that label

that the student is now in ELL monitoring status. Exited student files are maintained in

monitoring status by building ELL staff for 4 years following the exit date.

After 4 years of monitoring, ELL building staff notify that the student is exited from ELL monitoring, using the process described in Notification above. Staff access the student information system at the start of each trimester, this list will notify them of who continues to be in monitoring status.

The ELL staff updates the student database, removing the ELL monitoring

flag, and building records managers record the date when ELL monitoring ended on the cum

File Notice Label, Appendix K. ELL building staff maintains this information in their

working files.

37

Describe the district’s plan to include a timeline, person responsible, and template for the required parent notification letters for eligibility as an EL or initially fluent students

Cascade School District in compliance with ESSA will notify parents of their student’s identification and placement in a language instructional program (ELD program) within the timelines listed below:

· Not later than 30 days after the beginning of the school year for ELs participating in an EL program or identified at the beginning of the school year. The contact with the parent will be made by the EL staff.

· Within two weeks if the student enrolls after the school year has begun. The contact with the parent will be made by the EL staff.

· If the district has failed to meet state standards, parents must be notified within 30 days of determination of failure. The information will be shared with the parent within a letter and will be the responsibility of the ELL Director.

38

Include the process for ensuring parent notification letters are provided in a language parents can understand.

All information will be translated into the parents native language. Cascade School District has a staff assigned to provide consistent translation services into Spanish. Cascade uses multiple translation services for all other languages to ensure the parent notification is translated in all language spoken by the parents in the Cascade School District.

39

Describe where the original language use survey, identification screener results, and original parent identification communication will be stored.

Appendix Z describes the process for distributing and filing parent notifications and letters as

well as all ELL forms and test results. Appendix AZ delineates the organization of the ELL

file. Documents are filed in chronological order with the most recent documents on top in

the ELL file. ELL building staff maintains this information in their working files.

Section 4: Program of Service for English Learners (OCR Step 4)

Question #

40

Describe the district program of services for ELs. Include how and where the services will be provided and by whom for each program of language instruction available to ELs in the district. Consider putting this information in a chart – by school, grade, grade level; include all EL programs for all groups of ELs (SIFE, Recent Arriver, ELSWD, etc.).

Cascade School District #5 provides services to all ELL students at two of the three elementary

schools (Aumsville and Turner) in the district, at the only junior high school and at the only high school. The approaches described are consistent with effective program research in instructional theory and are used in a manner appropriate to meet student needs and district goals in order to increase the number of ELL students meeting English language proficiency and state benchmark standards.

EDUCATIONAL

APPROACH

DESCRIPTION

STUDENT ACCESS

EL

• Goal is fluency in English

• Program is targeted to English language

learners

• Students pulled-out of regular classroom in

order to participate in specific group

instruction aimed at developing English

grammar, vocabulary, and communication skills.

• Students in sheltered instruction for content subjects

• Student grouping is based on proficiency levels

K-5:Students are served 30 minutes each day in a small group pull-out in the ELL room where instruction is

provided by ESOL certified teachers

6-12: Secondary students are served during class period.

SHELTERED INSTRUCTION

• Goal is for students to access core content subject matter and gain fluency in English

• This model requires content instruction in English with adjustments (SIOP/GLAD) by teacher which is aligned with proficiency level so subject matter is comprehensible

Classroom teachers (K-5) and

secondary content area teachers with

ELs have training in research based

Sheltered English Instructional

strategies. (SIOP/GLAD, etc)

41

Describe the methods and services the district will use to teach English language. Break this out by each different English language program.

English Language Development (ELD): Our ELD program provides National Geographic

EL focused academic curriculum in all the domains required by the state. The National Geographic curriculum is based upon a systematic approach focusing on teaching materials that are relevant and motivating but also prepare students for the Common Core Standards. Instruction in these classes focuses on English language development in the domains within state standards for a minimum of one half hour daily for full time students and fifteen minutes for half day kindergarten students. All ELD instruction is provided by ESOL-endorsed teachers who are trained in the curriculum.

ELD Pullout: In Cascade, Turner and Aumsville (K-5), ELs receive English Language

Development (ELD) instruction for a minimum of 30 minutes daily. This instruction is

provided in small groups organized by proficiency levels. They reeve their ELD instruction

in a dedicated ELL classroom, delivered by an ESOL certified teacher who is also ELD trained. The focus is on communication and second language acquisition through the

teaching of systematic English Language Development.

ELL Class Period at Junior high and high school: In Cascade secondary schools, LEP

students are assigned to the ELL class for one period per day. ELD instruction is provided

during this period and students receive course credit for the class. Within the classroom

students who have similar proficiency levels are grouped for English Language

Development. Again, the goal is to provide core learning experiences that address student

linguistic levels in the areas of reading, listening, speaking and writing. We aspire to provide

experiences that fully develop and make proficient the student understanding of English

language forms and its communicative functions. When students are not actively engaged

with the teacher, they have access to online Rosetta Stone in English. Often they are able to

access Rosetta Stone for half the period.

Sheltered English Instruction Approach (SEI) On Grade Level Access to Core Curriculum:

ELL Specific Services Beyond the Program Models:

Elementary Schools: Reading Intervention Groups. As part of our literacy program, all

students have 90 minutes of reading instruction. Students are screened for oral reading

fluency, phonics skills and basic language usage skills. Language for Learning is used in

early elementary grades as a supplemental intervention for students. It has proved to be

especially useful as a tool for English Language Learners. The focus of the program begins

with listening and speaking building into reading and writing skills.

Rosetta Stone: Rosetta Stone is offered to ELL students and their parents during and after

school on the Aumsville Elementary School Campus.

Summer school for K-5 students in Reading and Math Intervention is available for LEP

students: In addition, many EL students are served in our Migrant summer school.

42

Describe the methods and services the district will use to ensure that ELs can meaningfully participate in core instruction and special programs (music, career, technical, etc.). Include all groups of ELs (SIFE, Recent Arrivers, ELSWD, etc.).

Most of our teachers have been trained in SEI strategies (SIOP/GLAD). These strategies have been proven to be effective for all students including ELs, SIFE, Recent Arriver and ELSWD. The focus is on making instruction comprehensible through a rich environment which includes visuals and manipulatives. Teachers employ research-based strategies that engage students in learning while activating meaning. Students are supported in the general education by 2.0 instructional assistants. The assistants will check on student progress and support students in the core instruction mainly but also in special programs as required. Administrators will look for practices related to SEI strategies during routine walk through observations.

43

Describe the professional development support for core content teachers that ensure ELs’ ability to participate meaningfully in core instruction. Include how the district will measure the effectiveness of this professional development.

Cascade School District has provided professional development for core subject teachers in core subject content as well as other pedagogy. Both the junior and senior high schools have adopted the AVID researched based strategies and curriculum. The AVID strategies along with GLAD/SIOP trainings help core area teachers to engage EL students. Students are supported in the general education by 2.0 instructional assistants. The assistants will check on student progress and support students in the core instruction mainly but also in special programs as required. Administrators will look for practices related to SEI strategies during routine walk through observations.

44

Describe the standards and/or criteria the district uses to determine the amount and type of language development services provided. Include the process to determine the appropriate amount and type of services. Include how the district will measure the effectiveness of these services.

Grades K-5: At the elementary schools the process of doing a deep level analysis of all sub-

group populations is firmly in place. We provide interventions in a small group setting for



interventions are if the interventions are effective or need to be adjusted and ELL staff are an important part of the data review. A regular review of how ELL students are doing is



goals are also reviewed to determine progress towards meeting them. The district will use the Smarter Balanced Assessment as well as the ELPA21 as a measure of progress.



late star PLC’s, with a particular focus on EL’s. The district will continue to measure success by on freshman on track as well as our graduation rates.

45

Describe the district’s plan to address the language and content needs for each of the following groups of students: ELSWD – with significant cognitive disabilities, ELSWD – emotional disability, ELSWD – behavioral disability, ELSWD – deaf/hard of hearing, ELSWD – blind/vision impaired, Recent Arriver/SIFE. Include the program options, how the district will determine the program for both elementary and secondary students. Consider making a chart. Ensure the program of service both EL and access to content includes a plan for timely graduation.

All EL students with special education concerns that would interfere with or significantly impact language assessment, the special education teacher will be consulted and assist in determining the most appropriate means of assessing language proficiency. For identification of an EL when a student may have a disability that precludes her or him from accessing all the parts of the Woodcock Muñoz, our plan is to:

· Administer the sections of the Woodcock-Muñoz that the student is able to access.

· If the student is unable to access any sections of the assessment or if the results of the Woodcock-Muñoz are inconclusive, we will collect evidence of the student’s English language proficiency (ELP) with other measures, e.g., formative assessments, observations, and other tools that document the student’s ability to communicate in English.

· Then, using the Woodcock Muñoz results and/or the collection of evidence of the student’s ELP, the student’s IEP team and an EL specialist will decide whether they believe the student is an English Learner.


ELSWD, Recent Arrivers and SIFE students program are developed on an individual bases. Students are monitored closely both by EL staff but also by the counselors and principals in their general education coursework. The principals meet with EL staff multiple times a year to monitor progress of students. This includes two week grade checks for all EL students as well as monitoring the student’s progress to attain the required credits to graduate.

Section 5: Staffing and Resources (OCR section 5)

Question #

46

Describe the number and categories of instructional staff implementing the district’s language development program. This information could be included in a chart – name of school, program, number and type of staff (include all programs that support ELs).

School

Program

Number and Type of Staff

Aumsville

-Provides services at Aumsville for grade K-5, including daily 30 minute (pull out) ELD instruction in small groups.

-Manages identification/assessment process, parent communication, teacher consultation and maintenance of records and files.

-Active participant in ELL Program PLC’s, yearly release day to monitor and evaluate ELL Plan implementation.

1.0 FTE ESOL Teacher

Turner

- Provides services at Turner for grade K-5, including daily

30 minute (pull out) ELD instruction in small groups.

- Manages identification/assessment process, parent communication, teacher consultation and maintenance of records and files.

- Active participant in ELL Program PLC’s, yearly release

day to monitor and evaluate ELL Plan implementation.

1.0 FTE ESOL Teacher

0.4 FTE Instructional Assistants

Junior/Senior HS

- Provides service for students at Cascade junior high and high school.

- Manages identification/ assessment process, parent communication, teacher consultation and maintenance of records and files.

- Active participant in ELL Program PLC’s, yearly release day to monitor and evaluate ELL Plan implementation.

- Translator-interpreter for the district.

- Attends and assists during registration, conferences, open

house, family events, SPED eligibility meetings and IEP’s and any other meetings/events where translation would enhance parent communication and student growth.

- Provides instructional support for students in the ELL classroom.

- Provides push in in content area classes as needed

- Assists with tracking and monitoring progress toward graduation

- Parent communication

- Assists with registration and family events such as open house, parent conferences

1.0 FTE 6-12 ESOL Teacher

2.0 FTE Instructional Assistants

District Level

- The district translator provides translation for all official district documents, forms, etc

- Provides translation for school newsletters, and any other

school specific documents upon request.

Extra Duty Contract

47

Describe the qualifications used by the district to assign instructional staff to the district’s language development program (include teacher, instructional assistant, etc.). Include how the instructional staff meets the requirements of Oregon’s OARs.

-Both high school Instructional Assistants are Highly qualified, Fluent in both Spanish and English. (Spanish is their first language) experience.

- District Criteria for ELL teaching position requires ESOL certification. All Our Teachers have over 14 years of experience

48

Describe what methods and criteria the district will use to determine the qualifications of instructional staff assigned to the language development program.

All Instructional Assistants are Highly Qualified, Cascade School District requires all Instructional Assistants to have two years of college or to pass a skills test through Willamette ESD that is approved by the State of Oregon.

49

Describe the contingency plan for addressing staffing issues for the EL program (include all specialize programs supporting ELs). Include a plan for training, a schedule of training, a plan for recruiting qualified staff, and a schedule to have qualified staff in place.

Cascade has a practice of hiring only highly qualified teachers to teach ELL. In the event we

had an opening that we weren’t able to fill, we would contact regional colleges. Cascade has

a productive partnership with several local colleges (Corban, Western, OSU & George Fox)

and we host approximately 20 student teachers a year. All of the programs offer an ESOL

certification.

50

Describe the district’s selected core ELP instructional materials and supplies available for the district’s language development program.

INSTRUCTIONAL

MATERIALS

DESCRIPTION

GRADE LEVEL

STUDENTS BENEFITING

Contingency Plan

TEACHER TRAINING USE

OF MATERIALS

Cascade School District has adopted the National Geographic ELL curriculum for the 2017-2018 school year. We are purchasing additional materials this year.

K-12

All ELL teachers have been

trained in delivering ELD

curriculum and instruction

Rosetta Stone

6-12

Secondary ELL teacher has

attended the company training

51

Describe the district’s plan for regular and on-going review of district ELP materials and the timeline associated with the review. Include all instructional materials for all programs supporting ELs.

Grades K-5: At the elementary schools the process of doing a deep level analysis of all subgroup populations is firmly in place. We provide interventions in a small group setting for



interventions are if the interventions are effective or need to be adjusted and ELL staff are an

important part of the data review. A regular review of how ELL students are doing is



goals are also reviewed to determine progress towards meeting them.



late star PLC’s, with a particular focus on EL’s

52

Describe the district’s contingency plan when the district does not currently have the core ELP instructional materials, resources, and supplies necessary to implement the district language development program(s) and the plan for obtaining necessary items.

Cascade School District is committed to make sure all students have the instruction and materials required for students to access their educations. If a situation should arise where materials are in short supply then we would first order the required materials and adapt and share current materials until the shipment arrives. The district has committed funds to buy materials for the past three years and it is our intent to continue this practice in the future.

Section 6: Transition from English Language Development Program (OCR step 6)

Question #

53

Describe the district’s criteria used to determine that an EL is proficient. Include any special considerations used for ELSWD students, SIFE students, Recently Arrived ELs, etc.

When evaluating English language proficiency, the district shall use multiple sources of evidence from both formal and informal assessments, including ELPA21 scores when available. Additional formal assessments may include scores from the following tools:

· Woodcock-Muñoz Language Survey (Revised)

· ADEPT (oral assessment)

- Current year ELPA21 scores

- Prior year ELPA21 scores

- Test scores from Smarter Balance for the current year

- Prior years Smarter Balanced scores

- Any grade level universal screening including DIBLES

Informal assessments may include:

· ELP Standards-based common formative assessments

· Unassisted classroom writing samples (scored using ELP standards)

· Checklists that focus on the receptive and expressive linguistic abilities of the student based on Oregon’s ELP standards (rather than core content knowledge).

These same materials are to be used for SIFE students (Students with Interrupted Formal Education) and students who qualify as “Recent Arrivers” (having been born outside the United States or U.S. territories and who have entered the U.S. within the last 540 calendar days). However, additional consideration should be given to the independent classroom performance of students on a 504 plan for any reason that makes it difficult to accurately assess his or her English proficiency with a standardized assessment. For SIFE students or Recent Arrivers who have an IEP, please see Special Considerations (below).


Some students who qualify for the English Learner Program, and who also have a documented learning disability or communication disorder, may never be able to score at the “proficient” level in all four modalities of the ELPA21 (speaking, listening, reading and writing) due to their disability. Such students should be exempted from those portions of the ELPA21 that assess proficiency in modalities that are significantly impacted by the student’s disability. The student’s overall proficiency should then be judged based on the student’s skills in modalities that are minimally impacted by the his or her disability. (For example: a student with a significant disability in reading and writing may score “proficient” on the ELPA21 in speaking and listening--and thus be considered to have demonstrated “proficient” English skills. )

Any decision to exempt an English learner with disabilities (ELSWD) from a portion of the ELPA21 should be made as part of the student’s regular IEP meeting, with input from the EL

teacher, and recorded under the “State Testing” portion of the IEP. This process should be completed and reported to the district’s state test coordinator prior to ELPA21 testing each year.

54

Describe the district’s procedure for promoting ELs who did not score Proficient on ELPA21, and the procedure for those ELs that the district does not have an ELPA21 score. Include considerations for ELSWD, SIFE, and Recently Arrived ELs.

The Oregon Department of Education has stated that while obtaining a proficient on

ELPA21 is the primary method for exiting the ELL program, a portfolio of evidence can also be

used to promote students out of ELL. The student portfolio must contain evidence that

would support the statement, “…the student has already demonstrated that s/he can benefit

from instruction in the regular education program, without assistance from the ELD

program”. In other words, English will not present a barrier in the student’s ability to access

content or prevent their academic success.

Only students who have scored a proficient on ELPA21 will be considered for exit via portfolio. Students with a score of proficient do not require portfolio review.

All domain scores must be at least progressing with at least one domain area must be proficient. The district will not use a portfolio to dismiss students at the second grade or below. Evidence for portfolio may include the following:

· ELPA21: Report all scores available from previous years, including sub-scores.

· ADEPT: A recent score demonstrating current oral language proficiency level.

· Writing Samples: List of possible prompts and scoring rubric are attached.

· The sample must be written solely by the student without peer or teacher editing.

This must demonstrate use of grammatical forms and vocabulary expected of

advanced level students.

· Narrative summary written by ELL staff which may include a description of the student’s performance on the state proficiency assessment (ELPA21) , the length of time the student has been in the ELL program (including LEP state date), the reason(s) for exiting the student from the ELL program based on linguistic performance and a description of the student’s level of classroom participation and content area performance, in relation to native English speakers.

· For students whom we wish to continue in the ELL program, the narrative must also include: A description of intervention strategies in which the student has participated and credible documentation of ELL service interruptions/discontinuity (such as frequent moves in and out of the country or state, extenuating circumstances, etc.)

· Copy of classroom teacher’s evaluation of student’s academic language

· Documentation of parent participation in the process

· For SIFE students or Recent Arrivers who have an IEP, please see Special Considerations (below).


Promotion decisions for all ELSWDs who do not have an ELPA21 test score should be based upon evidence of the student’s proficiency in modalities that are minimally impacted by any disability. Such evidence may be gathered from a combination of formal and informal assessments in their non-impacted modalities (see list under #53).

English learners who are significantly impacted by their disability in all modalities may be considered for promotion out of EL services when it is deemed by the EL teacher, in consultation with both the parent of the student and other members of the IEP team, that continuing in ELD will no longer benefit the student.

55

Describe the staff responsible and their role in the exiting process.

Identify students who score a proficient who you believe have met the linguistic criteria to exit. Work with the classroom teacher to collect the appropriate data.

Communicate with the student’s parents to include them in the decision making.

Schedule a meeting with the Special Services Director to review the data and make a

recommendation.

Students who are promoted out of ELL by portfolio will be reclassified at the end of the

grading period or year and their portfolio will be stored in their ELL file.

56

Describe how and where the documentation of the district’s exiting procedures will be maintained, and who is responsible for maintaining the documentation.

· The EL teacher updates the student information system recording the date of exit.

· Building records managers record the date of exit on the cumulative file File Notice Label, Appendix K

· EL staff notify the teaching staff about the students who have exited from EL services

· After 4 years of monitoring El staff updating the student information system

57

Describe how parents are included in exiting decisions, and how the district communicates with parents that their student has obtained English proficient or not.

ELL staff sends notification of exited students to parents, the ELL district office, and relative

building staff as soon as a student meets the exit criteria. Parents are notified of the student’s

change in status, using the ELL Exit Notification Letter (Appendix M, Ms). ELL exit lists are

updated whenever a student is exited from ELL Services and the exit date and reason is

entered onto the list. Each building list is sent to the principal within the first week of school

at the beginning of the year and within the first week of each subsequent term. The ELL

administrative assistant receives a copy of all of the ELL Exit/Monitoring Lists, for the district on the same schedule. ELL staff notifies the teaching staff about students who have been exited from ELL services.

58

Describe the district’s monitoring plan for each of the four years a student is in monitored status (who is responsible, what is the frequency, is the frequency different depending on the student’s academic progress or monitoring year, what documentation is reviewed, how and where is the documentation collected and stored).

The district monitors students exited from active ELD services for four years. Monitoring

consist of a yearly team review of the academic progress of exited students. At grading

periods, after universal screening and after statewide assessments, district staff review

academic progress of students and convene team meetings if concerns present themselves

that seem causally related to English Language Development. Students who are exited from ELL services to be monitored will not take the ELPA21 assessment.

59

Describe the district’s procedures for determining whether a lack of student success is due to academic needs or language needs when considering returning an EL to the district ELD program for the monitored students in each of the four years.

If the results of the monitoring indicate that an exited student is encountering language

proficiency difficulties that impact learning, a team, consisting of ELL staff, a general

education teacher especially at elementary, the parent, and the principal (or designee) is

convened. This team reviews the information gathered during the monitoring process and

determines whether to implement other interventions, reclassify the student as ELL eligible,

or refer him/her to another of the district’s special programs. In many cases, the ELL teacher

will administer the Woodcock Munoz Language Survey to see if the student scores an RPI of

90/90 or above suggestion language proficiency. Monitoring is discontinued after four years

if the results of the monitoring indicate that a student continues to demonstrate English

proficiency.

ESOL teachers who teach ELD are responsible for maintaining lists of active LEP students

and exited monitored students and providing a building list to the principal each grading

period and maintaining communication (typically verbally) with general education teachers.

Students are monitored at grading periods at all grades levels and when state assessment

scores are available on the OAKS website. Documents are stored in the office of the ELD

teacher until they graduate.

60

Describe the district’s plan to provide additional academic and/or language support for monitored students not succeeding in core instruction. This support addresses monitored student’s academic needs, not to determine to re-enter the student in the EL program.

Monitored students can be involved in intervention groups at the elementary level and at the

secondary level if they are unsuccessful in core curriculum. Students are presented at Student Service Teams for consideration. On occasion students are referred to Special Education. Typically referral to Special Education occurs with active not exited EL students because disability often precludes proficiency in language.

61

Describe the district’s plan for monitoring the academic and linguistic progress of EL students with a waiver for service. Include how the district notifies parents of ELs with waivers for services about their student’s progress and opportunities for support through the ELD program.

A team, including the teacher of ELD and an administrator, is convened when there is

parental request to decline services for an LEP student, who has not met exit criteria, from

ELL services. Parents and secondary students are invited to attend these meetings. The

district will attempt to identify and help resolve any conflict that might have prompted this

request. The district will not; however, interfere with the parent’s right to withdraw their

child from ELL services. Students who leave ELL services, due to parent request before they

have met the exit criteria, must participate in annual ELPA21 testing until they reach English

proficiency At times it may be possible to consider the student for exiting as opposed to

implementing the parental decline of services. The team may, and in the case of ELPA21 level

4 students; should consider the feasibility of exiting students as proficient rather than

proceeding with the parent’s request to decline services.

62

Describe the district’s communication with parents of monitored ELs during all four years of monitoring, when the district is considering re-entering the student in the EL program, when the student has completed monitoring, and when the student needs additional academic support to be successful during monitoring.

If the results of the monitoring indicate that an exited student is encountering language

proficiency difficulties that impact learning, a team, consisting of ELL staff, a general

education teacher especially at elementary, the parent, and the principal (or designee) is

convened. EL teacher in each building is responsible for sending the letter and any follow up conversation.

Section 7: Equal Access to Other School District Programs (OCR step 7)

Question #

63

Describe the district’s procedures for identifying ELs as having additional academic needs (pre-referral and IEP process). Include the steps, assessments, timeline, and person(s) responsible.

The district has a well-developed Data Team system. In the Data Team setting, students are

identified as the result of screening used for all students in an academic area. Data Teams

provide interventions with a trained interventionist. The Data Team meeting once a week and teachers with ELL staff and Special Education staff review the data and look for students showing lack of progression. Both classroom assessments, Dibels and EasyCBM information is reviewed. When a EL student is discussed the EL teacher is involved in the discussion. If the student does not show progress with classroom interventions within 4 weeks they are referred to RTI interventions. Classroom interventions are monitored by the teacher, once a student is referred to RTI the teacher and Reading Interventionist collaborate to monitor progress.

64

Describe how EL teachers are included in the IEP process during pre-referral and IEP team meetings for ELSWD.

The team works with the classroom teacher and the EL program staff to design

interventions prior to sending the teacher concerns and student data to the Student Services

Team (SST). The district follows the Oregon RTI process and a formal process is followed

for all students in regard to the referral for Special Education.

65

Describe the process for determining the best ELD educational program is selected for each ELSWD.

When the student becomes a focus of concern, ELL staff prepares for a Team Review

Appendix O, by gathering the following pre-referral information:

- Review of Home Language Survey (Appendix A, As)

- Review of Attendance, Behavior, and Academic Records

- Review of Language and School Experience Screening information (Appendix G)

- Review of ELPA21 and/ Woodcock Munoz testing data

- Summary of teacher and/or parent concerns, including comparison to ELL peers with

similar school experiences and to development of siblings (Parent Interview, Appendix R, Rs)

- Teacher Survey Rubric

- Summary of Responses to Interventions (frequency, intensity, duration, and fidelity)

- Writing sample scored using ELD Rubric

- Medical and developmental history completed through family interview, when pertinent to concerns

- Administration of Woodcock Munoz Spanish Version (when home language is Spanish)

- Assessment of native language proficiency, when feasible, for speakers of other languages

- Acculturation Quick Screen and Sociocultural Checklist (Appendices S and T)

66

Describe the district’s process for ensuring any IEP meeting and IEP documents are accessible for parents of ELs in a language parents can understand.

Cascade School District is committed to ensure parents have complete understanding of the IEP process and documentation. Procedural Safeguards are printed in the native language of the parents and parents are offered time with the Special Education staff and translator to answer any questions the parent may have. In addition, all documents sent home to the parent are in the parents native language with contact information of the appropriate staff to contact if they have questions.

During any meeting a translator is provided for the parent in their native language. The translators are provided training to ensure consistent translation of educational meetings.

67

Describe the district’s procedures for identifying ELs as Talented and Gifted. Include the steps, assessments, timeline, and person(s) responsible.

The district provides gifted education for students who score at the 97th percentile on a

standardized test of intelligence and/or achievement in the areas of Mathematics and/or

Reading, corroborated by supportive evidence from district and statewide assessment in

addition to classroom performance. The district also makes an effort to identify students who

may meet atypical eligibility standards, with a cognitive or academic score between the 95th

and 97th percentile augmented by supportive evidence of exceptional ability and/or talent.

ELL students are included in the general district screening and referral processes for the

gifted program. When the student emerges as a possible candidate for the gifted program,

the following pre-referral information is gathered:

· Review of Home Language Survey (Appendix A, As)

· Attendance history and academic records

· ELL testing data

· Summary of teacher and/or parent information and recommendations

· Administration of Woodcock Munoz Spanish Version (when home language is Spanish).

· Assessment of native language proficiency, when feasible, for speakers of other languages.

When an ELL student is referred for gifted evaluation, standardized tests of non-verbal

intelligence are used with directions provided by an interpreter from the student’s home

language. Assessment in reading, mathematics and intellectual ability for students who may

be talented and gifted is a team process. The team uses standardized test data, the results of

the Woodcock-Munoz in both languages, and curriculum-based measures as well as

response-to-intervention information provided by parents and teachers. Referred students are

observed in all content areas for rate and level of learning. The following information is

gathered when evaluating an ELL student for the gifted program:

· All pre-referral information

· Student interview, when appropriate

· Observations, curriculum-based assessment, and response to interventions over time

· Progress in the content areas with a special focus on Reading and Math

· Achievement testing in language of instruction

· Cognitive testing in non-verbal, non-culturally loaded instruments (the TONI, UNIT and the non-verbal portion of the KABC-2)

If the team determines that a student is eligible for gifted services, the classroom teacher

compacts and extends the curriculum to meet the child’s assessed rate and level of learning.

Differentiated instruction is provided in all identified subject areas. Teachers provide

appropriate modifications and adaptations, including front-loading instruction with English

Language Development, for those ELL students in their classes identified as Talented and

Gifted.

Talented and Gifted ELL students tend to have superior language development skills leading

to an early exit from ELL services. Currently, there was no LEP student eligible for the

Cascade’s gifted program but three former ELL students were eligible for and received

services from the Talented and Gifted program.

Students are referred for TAG by classroom teachers. Each building has a TAG coordinator.

68

Describe the district’s plan for ensuring all ELs have equal access to the core instructional program offered by the district for all students. Include person(s) responsible if appropriate.

Sheltered English Instruction (SEI) Approach: At the elementary level, students are

clustered into grade level general classrooms with teachers who have had specialized GLAD,

SIOP or other sheltered English instruction (SEI) training specifically designed to address the

needs of ELL students. At the secondary level most teachers have had SEI training, but it is

not always possible to cluster students because of low ELL numbers and different needs for

core curriculum. The goal of this support and/or strategies is to make academic instruction in

English understandable to LEP students. Teachers are responsible for providing SEI to ELL

students allowing access in the content areas. A few of these teachers are ESOL endorsed as

well.

69

Describe the district’s procedures for identifying ELs who also qualify for support from Title I-A (targeted assisted programs).

Aumsville Elementary School is a school wide Title program and all students are eligible.

Students are screened for interventions based upon Curriculum Based Measure screening

three times a year. Students who do not meet benchmark are scheduled into intervention

groups. If LEP student cannot be scheduled into intervention groups without interfering with

core curriculum, they are offered interventions after school- that have the same intensity and

quality as those offered during school hours. In keeping with our current understanding of

what works for LEP students we often give preference to Reading Mastery as an

intervention.

Even though Turner is a targeted Title program, the process is basically the same as it relates

to interventions. The afterschool program is offered as part of Title 1 and does not

necessarily follow the same “researched based criterion” followed at Aumsville. Cloverdale,

by district plan, has no active LEP students.

70

Describe the district’s plan for EL graduation (4-year, 5-year timelines) for each of the EL groups (SIFE, Recently Arrived, and ELSWD – include plans by disability)

Cascade School district is committed to improving graduation rates for all students and had improved the rate of graduation for EL students. The 2016-17 school year resulted in 93% of EL students being on track to graduate, 85.7% graduating in 4 years and 100% graduation rate for 5th year students. The improvement is due to emphasis on track focus. The principal and EL teacher meet multiple times a year to review students in the EL program, Monitored students, forever EL students, SIFE, Recently Arrived and ELSWD progress. They review state assessments, ELPA21 scores and progress in acquiring credits. One area we will continue to focus on is the ELSWD as the students with disabilities group graduation rate is lower overall.

Section 8: Parent and Community Involvement

Question #

71

Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of the parent program placement letters (both initial and continuing letters).

The protocol in Cascade ensures that parents are informed of their child’s placement in the district’s ELL program within 30 days of registering at the beginning of the year and within two weeks of registering once the school year has begun in a language that they can understand by the Parent Notification letter. The ELL teacher in each building is responsible for sending the letter and any follow up conversations. At the end of the school year parents are informed of their child’s English language acquisition progress in a language they can understand. The ELPA21 results are mailed to parents either in English or Spanish when results are available.

72

Describe the district’s methods used to notify parents and students of available programs and services, including but not limited to: bilingual programs, alternative schools, charter schools, magnet schools, after-school supports, etc.

Library

A portion of the library collection in each school contains materials in languages other than

English. The district is committed to increasing its collection of titles in languages other than

English to provide appropriate literacy experiences for ELL students in all stages of literacy

development. The ELL student has the same access to the library as all other students. ELL

staff provides support to eligible students who need English language assistance in the

Library.

Counseling

Students referred for counseling are provided interpreters, as needed. This district also makes

available space for service providers funded by Marion County Mental Health. We work

actively with these providers, many of whom have bilingual counselors to meet the needs of

students and their families.

Alternative High School Programs

ELL students have equal opportunity to participate in the alternative high school programs.

Candidates for these programs must meet the standard entrance procedures and criteria;

which often is poor conduct. We currently do not have EL students enrolled in this program. If If there are students attending the Alternative High School, they are served at the high school and provided transportation between programs.

Extracurricular and Nonacademic Activities

ELL students have equal opportunity and are encouraged to participate in extracurricular and

non-academic activities available to all students, such as athletics, clubs, music, theater, after school programs, class trips, outdoor school, etc. Native language notification and support services are available, whenever feasible, to assist ELL students in overcoming language related obstacles to their participation in extracurricular and non-academic activities.

73

Describe the district’s methods used to notify parents of ELs regarding school activities communicated in a language parents can understand (i.e., progress reports, parent-teacher conferences, handbooks, fund raising, extracurricular activities, etc.). What is the process the district uses to determine which documents need to be translated? How does the district provide interpreters for parent to be able to participate in their student’s education?

Cascade assigns an interpreter to each building who provides translations for registration,

conferences, IEP meetings, parent meetings, by phone, in person or in writing to keep parents

updated on opportunities for their children. Staff also provides home visits when needed.

Individual schools provide parent and family information opportunities that address specific

issues regarding school culture and rules, understanding state assessments including ELPA21,

and transitioning from one school level to the next. Meetings are conducted bilingually or in

Spanish when needed.

All school-to-home documents are written in both Spanish and English, including all

information relating to registration and school services. The district translator prioritizes

what needs to be translated by conferring with teachers, building principals and central office

staff.

74

Describe the district’s procedure, timeline, and the person(s) responsible for the dissemination of information regarding Title III to local private schools?

The Federal programs director meets with all the private schools in the Cascade School District attendance area and reviews services available through Title III. The home language survey requirement is reviewed during the meeting and the contact person for the district..

75

Describe the district’s procedure, timeline, and person(s) responsible for the dissemination of information of Recent Arrivers to private schools as required by Title III.

The Federal programs directors meets with all the private schools in the Cascade School District attendance area and reviews services available through Title I, Title II, Title III and Recent Arrivers. The home language survey requirement is reviewed during the meeting and the contact person for the district.

76

Describe the progress in sharing the ODE EL Legislative Report with parents, School Board members, community members, and staff annually.

The EL Legislative Report is shared with the School Board the meeting following the release. The report with be posted on the district website following the board meeting and will be posted in each building. The EL Legislative Report will be shared with staff at the monthly EL staff meeting. The EL Legislative Report will be shared with parents at the following parent meeting, if the parent meeting is longer than 30 days then EL staff will send notification to the parents of the report and the link to the district website.

77

Describe the district’s procedure in recruiting parents of ELs to participate in school leadership roles. Include how the district will make these positions accessible for parents.

This is an area that Cascade School District is committed to improving. Parent meeting was the first step in recruiting EL parents for school leadership roles. The EL staff explained each opportunity and committed to having a translator at any meeting with appropriate notice. The Director is also working with the Administration team to notify and recruit EL and Migrant parents for leadership roles.

Section 9: Program implementation Evaluation

Question #

78

Describe the district’s program evaluation process of the implementation of district’s EL Plan.

· Include whether the district has followed the established plan; met the applicable procedural and service requirements – including frequency, timeliness, and documentation; does the information sources and methods for gathering information:

· Include whether the evaluation determines if staff have followed applicable procedures and service requirements, including procedural and service requirements (frequency, timeliness, and documentation).

· Include the list of reviewed items: file and record review, staff interviews and surveys, input from parents/students or focus groups, and grievances/ complaints made to the district regarding district program implementation or service delivery.

The actions listed below will be part of a systematic approach to how we will review and

evaluate the program on a yearly basis. Beginning in the 2015-2016 school year we

implemented an annual file and procedures review. This will take place at the end of the school year. The steps in the review will include:

· Each ELL teacher will do a file review in their schools. The ELL program director will to a random file review in at least 2 schools to determine if procedures for identification, placement, monitoring and exiting are being followed with fidelity.

· A staff assess teachers, who serve Ell’s, needs and supports looking at both staffing, curriculum and strategies in supporting EL students in the general setting.

· Parent focus group, facilitated by ELL teachers and ELL program director OR a parent survey.

· Collection of any complaints about the ELL program from parents, students or staff

· Dedicated time (release day) for ELL staff at each school to gather formative assessment information and to do a review and analysis of results.

· If deficit areas are found in the identification, placement, monitoring or exit procedures, the ELL staff and the ELL program director, will make a plan to implement changes in the fall of the next school year

· Share results and adjustments with building staff and administrators.

· Update district ELL Plan as needed.

79

Include the evaluation of the district’s identification process. Did the district meet the timelines for each step of the district’s identification process?

The district is currently meeting each step and we will continue to monitor as we have a new student information system online next school that will integrate the home language survey into the the forms parents fill out. We will continue to have the forms available at registration to ensure the identification of potential EL students.

80

Include the evaluation of the student initial identification assessment process. Did the district administer the identification screener timely?

The districts goals of having students evaluated with the first 30 days of school at the start of the year and within two weeks for students enrolling after the start of the year have been met.

81

Include the evaluation of placement in EL program services to all students with identified language needs.

The districts goals of having students evaluated with the first 30 days of school at the start of the year and within two weeks for students enrolling after the start of the year have been met.

Each ELL teacher will do a file review in their schools. The ELL program director will to a random file review in at least 2 schools to determine if procedures for identification, placement, monitoring and exiting are being followed with fidelity.

82

Include the evaluation of adequate staff and materials

Woodcock-Munoz Score Key - Home - Cascade School District · Web viewResultados de examen...

Documents

Transcript of Woodcock-Munoz Score Key - Home - Cascade School District · Web viewResultados de examen...