1 District English Language Learners (ELL) Plan Contact Person: Ms. Sheila Labissiere LEA: _FAMU Developmental Research School_ Phone: or Rule 6A Form ESOL 100 (February 2016)
2 Original signatures on Signature Pages are to be submitted to: Date Received by FDOE Bureau of Student Achievement through Language Acquisition Florida Department of Education 325 West Gaines Street 444 Turlington Building Tallahassee, Florida FDOE INTERNAL USE ONLY (1) NAME OF THE DISTRICT: (2) CONTACT NAME/TITLE: (3) CONTACT PHONE NO (EXT.): ADDRESS: Florida A&M University Developmental Research School Lab Sheila Labissiere, Title I Coordinator/ESOL Liaison (4) MAILING ADDRESS: 400 W Orange Avenue Tallahassee, FL (5) PREPARED BY: (If different from contact person) First Name: Last Name: Mailing Address: Phone No: (6) CERTIFICATION BY SCHOOL DISTRICT The filing of this application has been authorized by the School Board and the undersigned representative has been duly authorized to submit this plan and act as the authorized representative of the district in connection with this plan. I,, do hereby certify that all facts, figures, and representations made in this plan are true and correct. Furthermore, all applicable statutes, rules, regulations, and procedures for program and fiscal control and for records maintenance will be implemented to ensure proper accountability. Signature of Superintendent or Authorized Agency Head Date Signed Date of Governing Board Approval (7) Chairperson representing the District ELL Parent Leadership Council (PLC) Name of Chairperson representing the District ELL PLC: Contact Information for District PLC Chairperson: Mailing address: Address: Phone Number: Date final plan was discussed with PLC: Signature of the Chairperson of the District PLC Date Signed by PLC Chairperson
3 DISTRICT ENGLISH LANGUAGE LEARNERS PLAN ASSURANCES AND CERTIFICATION School districts are required to abide by a set of assurances when developing and implementing programs and services to students classified as English Language Learners (ELLs), and are required to ensure school- and district-level personnel comply with all the requirements and provisions set forth in the laws, rules, regulations, and federal court orders listed below: The requirements set forth in Section , Florida Statutes; The requirements set forth in Rules 6A ;6A ; 6A ; 6A ; 6A ; 6A , Florida Administrative Code (F.A.C.), and other applicable State Board of Education Rules; The requirements of the Elementary and Secondary Education Act of 1965; The requirements of the Consent Decree in the League of United Latin American Citizens et al. v. the State Board of Education, 1990; The requirements of the Florida Educational Equity Act, 1984; The requirements based on the Fifth Circuit Court decision in Castañeda v. Pickard, 1981; The requirements based on the Supreme Court decision in Plyler v. DOE, 1982; The requirements based on the Supreme Court decision in Lau v. Nichols, 1974; The requirements of the Equal Educational Opportunities Act of 1974; The Requirements of Section 504 Rehabilitation Act of 1973; The requirements of the Office for Civil Rights Memorandum of May 25, 1970; The requirements of the Title VI and VII Civil Rights Act of 1964; and The requirements of the Office for Civil Rights Standards for the Title VI Compliance. By signature below, I,, do hereby certify that procedures, processes and services that are described herein shall be implemented in a manner consistent with the requirements and provisions of the requirements set forth above. Superintendent's Signature Date Signed
4 Section 1: Identification (Rule 6A , F.A.C.) Enrollment Procedures and Administration of the Home Language Survey (HLS). Describe the Local Education Agency (LEA) registration procedures to register English Language Learners (ELLs). Responses should include the following: How do LEA procedures compare to those followed for non-ells? FAMU DRS includes the Home Language Survey (HLS) on the registration form which is administrated to all newly enrolled students. The survey includes the following questions: a. Is a language other than English used in the home? b. Does the student have a first language other than English? c. Does the student most frequently speak a language other than English? If a parent answered yes to any of the three questions on the Home Language Survey, then the student is referred to the ESOL Coordinator or Guidance Counselor for assessment of aural/oral language proficiency in English to obtain a language classification. If a parent answered no to all three questions, the student is not considered a potential ELL and is not assessed. Into what languages are the HLS translated? The HLS is provided in English, however if HLS is needed in another language then the form is translated through the use of translator and/or interpreter. How does the LEA assist parents and students who do not speak English in the registration process? If the parent and student is unable to complete any registration materials, including the HLS when English is not the parent s/guardians home language, accommodations will be made by the counselor or designee when necessary and whenever feasible to have the registration materials interpreted. How do you identify immigrant students? Immigrant students are identified if they meet the following criteria: are ages 3 through 21; and were not born in any State, the District of Columbia or Puerto Rico; and have not been attending one or more schools in any one or more States for more than 3 full academic years. How is Date Entered US School (DEUSS) obtained in the registration process? The registration form includes a section for parents to provide the DEUSS date. Personnel reviews records received from previous schools and document the earliest documented date found as the DEUSS for the student. Please include a link to your HLS.
5 Section 2: English Language Proficiency Assessment (Rule 6A , F.A.C.) 1. English Language Proficiency (ELP) Assessment What is the title of the person(s) responsible for administering the ELP assessment of potential ELLs in the LEA? (Check all that apply.) Registrar ESOL Coordinator/Administrator Other (Specify) Guidance Counselor 2. Listening and Speaking Proficiency Assessment List the Listening and Speaking (Aural/Oral) assessment(s) used in the LEA to ascertain if a K-12 student is an ELL. The WIDA-ACCESS Placement Test (W-APT)/Screener is the English language proficiency "screener" test given to assess Listening and Speaking to incoming students who have been identified as potentially needing ESOL services, based on the results of the home language survey. Scores are based on the state s proficiency exit criteria for entry into the ESOL program. Describe the procedures to ensure that the Listening and Speaking assessment(s) are administered within 20 school days of the student s initial enrollment. Within the first 20 days of entering into the district, the ESOL Coordinator or designee will provide parents of potential ELL students with a Language Assessment notice (See Attachment A). Teachers will be notified of the assessment date(s) prior to students being pulled for language assessment. The ESOL Coordinator will administer the Speaking test first, followed by the Listening test to ensure that the Listening and Speaking assessments are administered within the 20 school days of the student s initial enrollment into the district. For ELLs who score proficient on the Listening and Speaking assessment, what specific grade level procedures are followed for proper identification of ELLs in K-2 and 3-12? Entry is based on the state s proficiency exit criteria If the K-12 student scores LESS than a 5 composite score and/or LESS than 4 in each domain, he or she qualifies for the ESOL program. K-2 students who score proficient on the Listening and Speaking assessment are classified as non-ells students who score proficient on the Listening and Speaking assessment are provided the Reading and Writing assessment test no later than 20 days after the oral assessment. However, upon request of a parent or teacher, a student who is determined not to be an ELL may be referred to an ELL Committee. The parents preferences as to whether a student is determined to be an ELL or not to be an ELL shall be considered in the final decision. Reading and Writing Proficiency Assessment
6 3-12 students who score proficient on the Listening and Speaking assessment are provided the Reading and Writing assessment test no later than 20 days after the oral assessment. Entry is based on the state s proficiency exit criteria If the K-12 student scores LESS than a 5 composite score and/or LESS than 4 in each domain, he or she qualifies for the ESOL program. List the Reading and Writing assessment(s) used in the LEA to ascertain if a student is an ELL in grades The WIDA-ACCESS Placement Test (W-APT)/Screener is the English language proficiency "screener" test given to assess Reading and Writing to potential ELL students in grades Scores are based on the state s proficiency exit criteria for entry into the ESOL program. Describe the procedures the LEA follows if assessment(s) are not given within the 20-day timeline. If the initial identification assessment(s) are not given within the 20-day timeline, a delay of testing letter is distributed to the potential ELL student s parent indicating the reason for the delay (See Attachment B). 3. ELL Committee Describe the procedures used when the ELL Committee makes an entry (placement) decision. What type of documentation is used to support these decisions? The ELL Committee convenes upon request of a parent or teacher to discuss entry/placement. Parents must be invited using the ELL Committee Meeting Parent Notice (See Attachment C). The ELL Committee should consist of an administrator or designee, the classroom/subject area teacher(s), the home language teacher (if any), the parent/guardian, guidance counselors, school social workers, school psychologists or other educators as appropriate for the situation. The ELL Committee is responsible for determining the eligibility of a student for an ESOL program based on the student s academic record in addition any of the following: student interview, social experience, test results, and teacher observation. If Parents/ Guardians are unable to make the ELL Committee meeting, the parent reserves the right to request a Committee Meeting Date Change (in writing) or allow a representative of his or her choice to attend on his or her behalf. Section 3: Programmatic Assessment (Rule 6A , F.A.C.) Academic/Programmatic Assessment Describe the procedures that have been implemented for determining prior academic experience of ELLs. Also, address the placement of ELLs with limited or no prior school experience(s) or whose prior school records are incomplete or unobtainable. Specify
7 actions taken to obtain prior school records. Include the procedures to determine appropriate grade level placement for ELLs. The programmatic assessment process in place to determine appropriate grade placement and academic programs for ELLs include school personnel review of the following data to the extent that is available: parent interview regarding educational history, school paperwork, report cards, transcripts, student interviews, assessment of current content area abilities, and chronological age. The information on the form is reviewed and a decision for placement is made. FAMU DRS Lab School requires parents to provide the previous year s academic records for the selected student prior to acceptance in the school. Grade Level and Course Placement Procedures Grades 9-12 Describe the procedures that have been implemented to determine appropriate grade and course placement. Descriptions must include the process used for awarding credit to ELLs entering high school in 9 th -12 th grades that have completed credits in countries outside of the United States, specifically addressing those students for which there is no documentation. Explain the process for awarding credit to students transferring from other countries for language arts classes taken in the student s native language and for foreign languages the student may have taken (this may include English). What is the title of person(s) responsible for evaluating foreign transcripts? How are they trained? How is documentation maintained? The programmatic assessment process in place to determine appropriate grade placement and academic programs for ELLs include school personnel review of the following data to the extent that is available: parent interview regarding educational history, school paperwork, report cards, transcripts, student interviews, assessment of current content area abilities, and chronological age. The information on the form is reviewed and a decision for placement is made. FAMU DRS Lab School requires parents to provide the previous year s academic records for the selected student prior to acceptance in the school. Credits are awarded for a student s prior education based on a case by case basis. Students who have completed foreign language courses, including English, may be awarded credit for foreign language. Students who have taken language arts courses in their native language will be transferred as ELA courses. Re-evaluation of ELLs that Previously Withdrew from the LEA Describe the procedures used for re-evaluating ELLs who withdraw from the LEA and re-enroll after having been either in another LEA, state, or country. Specify the length of time between the ELLs withdrawal and re-enrollment after which a new English language proficiency assessment is to be administered. Include data reporting procedures. Moving from one Florida LEA to another: If a student has been withdrawn from one Florida school district and enrolled in another Florida school district, no interruption of ELL services should occur and original reporting data, including DEUSS stays the same.
8 Moving from another state/ another country to Florida LEA: ELLs who leave the district for another state or country for a period longer than 150 school days and then return and re-enroll, should be reassessed for English Language Proficiency due to an interruption of ELL services. The result of this reassessment of the student data will determine the appropriate re-classification status and the original entry date and test date will be reflected in the ELL plan. All prior documentation shall be maintained in the ELL plan and/or cumulative folder with an explanation of new data. ELL Student Plan Development Describe the procedures for developing the Student ELL Plan. Include the title(s) of the person(s) responsible for developing the plan, and updating the ELL data reporting elements. Also, include a description of when and how the plan is updated to reflect the student s current services. The student s ELL plan is developed after the completion of the Language Proficiency Test, and/or convening of an ELL Committee, the ESOL Coordinator/Guidance Counselor will gather the data collected and create an ELL plan for each identified student. The ESOL Coordinator will enter the data and upload the ELL plan to FOCUS. The student ELL plan is updated annually (as appropriate). The student ELL plan will be updated annually, when a schedule change occurs or when there is a change of ESOL services. Instruction in the basic subject areas of language Art, Mathematics, Science, and Social Studies shall be provided heterogeneous classes serving non-ell and ELL students. Every effort is made to place an ELL student in the classrooms that have access to teachers who have completed or who are completing the ELL endorsement. Parents are notified in writing if their child s ELA or intensive reading teacher does not have this endorsement. Describe the elements of the plan (e.g., home-school communication, student schedules and classes, progress monitoring, interventions, assessments and other evaluations). What is the teacher s role in development of the plan? The parent/guardian is first notified of the plan meeting through a parent notification letter that is in English (and Spanish if appropriate). Once the meeting is in session, the ELL committee will review the progress monitoring and assessment data to ensure that the proper support needed for the student is in place. The ESOL Coordinator as well as all of the student s individual teachers are responsible for overseeing the daily implementation of the specific accommodations and additional support needed by the student. The ESOL Coordinator is responsible for the annual development of the new, updated ELL plan at the beginning of each school year, or as the individual needs of the ELL student changes. Please include a link to the ELL Student Plan. (See Attachment D) Section 4: Comprehensive Program Requirements and Student Instruction Instructional Models
9 In addition to using required English for Speakers of Other Languages (ESOL) strategies by teachers who teach ELLs, what instructional model(s) or approach(es) are used to ensure comprehensible instruction? Descriptions of each model appear in the current Florida Department of Education (FDOE) Database Manuals. (Check all that apply) Sheltered English Language Arts Sheltered Core/Basic Subject Areas Mainstream-Inclusion English Language Arts Mainstream-Inclusion Core/Basic Subject Areas Maintenance and Developmental Bilingual Education Dual Language (two-way) Developmental Bilingual Education Describe how the instructional models are used in the LEA. Address how the LEA will monitor schools to ensure that instructional models are implemented with fidelity. K-12 services will be provided to address language needs with comprehensible instructional strategies that include, but are not limited to: Individualized instruction Cooperative learning Utilization of computer-assisted instruction Integration of language and content A variety of audio-visuals, illustrations, tapes and videotapes. PowerPoint presentation Individualized tutoring The instructional program is designed to meet the cognitive and affective needs of ELL students. Elementary and Secondary students will receive instruction in the general education classroom. Instructional strategies for ELL students will be documented and kept in the student s ELL plan folder and with the teacher s lesson plans. To ensure fidelity, the ESOL coordinator will spotchecks and meet with teachers when possible. The ESOL coordinator will collect the ELL strategies documentation and quarterly progress monitoring reports from the core teachers at the end of the current school year. Instruction in the basic subject areas of language Art, Mathematics, Science, and Social Studies shall be provided heterogeneous classes serving non-ell and ELL students. Every effort is made to place an ELL student in the classrooms that have access to teachers who have completed or who are completing the ELL endorsement. Parents are notified in writing if their child s teacher does not have this endorsement. Describe the process to verify that instruction provided to ELLs is equal in amount, sequence, quality, and scope to that provided to non-ells. ELLs receive instruction using ELL Instructional Strategies provided to teachers at the beginning of each school year. Administrators are responsible for monitoring the implementation and documentation of ELL strategies by the classroom teacher. Evidence is obtained during classroom observations, evaluations, and classroom walk-throughs. Review of documentation in
10 lesson plans, evidence of appropriate use of materials and audiovisuals, and review of FOCUS notations. Teachers of ELLs document the ELL strategies used by utilizing the District s ELL strategy sheet or the ELL Plan. How does the LEA determine if the instructional models are positively affecting student performance? FAMU Lab School determines if the instructional models are positively affecting student performance through annual review of the ELP data, classroom observations and stakeholder input. How are ELLs assured equal access to all programs, services and facilities that are available to non-ells? ELL students are assured equal access to all programs, services, and facilities that are available to non-ell students. Evidence is obtained during classroom observations, annual formal evaluations, and classrooms walk-throughs. In addition, the documentation can be reviewed in the teacher s lesson plans which also may include evidence of appropriate use of materials and/or audiovisuals, and a review of FOCUS notations. A schedule will be maintained for all ELL instructions in the regular classroom setting. ELL students will be offered the same schedule courses as non-ell students. Describe the method(s) used in the LEA to document the use of ESOL instructional strategies and how this is monitored. The specific ELL strategies that are used by specific teachers are documented on the ELL Strategy sheet or the ELL plan throughout the school year. In addition to the ESOL coordinator doing spot checks, an assigned administrator will check for compliance at the time of formal observation which included a post conference with the teacher. How does the LEA and school(s) verify the delivery of comprehensible instruction to ELLs? What safeguards are in place to ensure that all ELLs are being provided equal access to programs and receiving comprehensible instruction? Include the school and LEA personnel responsible for ensuring comprehensible instruction. FAMU Lab School Administration (Superintendent, School-based principals, and ESOL Coordinator) must verify the delivery of comprehensible instruction to ELLs and equal access to programs through classroom walk-throughs and stakeholder input. What progress monitoring tools are being used to ensure all ELLs are mastering grade level academic content standards, and benchmarks and the English Language Development (ELD) standards? (Check all that apply) Student Portfolios Other Criterion Referenced Test (Specify) Native Language Assessment (Specify) LEA/school-wide assessments (Specify) FSA/FCAT/FAIR-FS
11 Other (Specify) Student Progression Have the LEA s standards and procedures for promotion, placement, and retention of ELLs been incorporated into the LEA s Student Progression Plan (SPP)? If no, where can this information be found? Yes Please provide a link to the LEA s SPP with specifics to ELLs highlighted. No (Specify) Describe how the Good Cause Policy is implemented in your LEA when ELLs who have been enrolled for less than two years (based on DEUSS) are exempted from mandatory third grade retention. Include how parents or guardians are notified of LEA good cause decisions. If an ELL student has been enrolled in school in the United States for less than two year (based on DEUSS) the ELL student qualifies for the Good Cause Policy which exempts the student from mandatory third grade retention. The ELL committee must convene to recommend exemption (which is send to the appropriate administer) and committee meeting minutes are documented. Parents/or their designee are invited to all committee meetings. Describe what role the ELL Committee has in the decision to recommend the retention or promotion of any ELL and what documentation is used to support these decisions. The ELL committee must convene to review appropriate documentation (baseline data, district/curriculum assessments, and ACCESS 2.0 scores) to recommend exemption from promotion criteria which must be included in the ELL committee meeting minutes. Recommendation is submitted to the administrator. Section 5: Statewide Assessment (Rule 6A , F.A.C.) Statewide Assessment Describe the process to ensure that all ELLs participate in Florida statewide assessment programs. Include how responsible staff is trained to administer assessments and maintain documentation of the following: Statewide content area assessments: ELLs are expected to participate in required statewide assessments and are provide with appropriate accommodations based on their ELL/IEP/504 Plan. If an ELL has been enrolled in school in the United States for less than two years, the ELL may be exempt from the FSA ELA
12 Reading and Writing Component, provided they participate in the required English proficiency assessment. ELLs enrolled in tested grade levels and subjects are expected to participate in mathematics, science and EOC assessments, regardless of the time spent in U.S. school. The school ESOL Coordinator or designee administers the assessment instrument as appropriate for age and grade level and will be training annually though the Professional Development Office or the Guidance Office. ACCESS for ELLs assessment programs: The ESOL Coordinator or designee is responsible administering the ACCESS for ELLs 2.0 for exit. The ESOL assessment administrator must be provided with annual training (based on the test developer s recommendations). What is/are the title(s) of the school-level person responsible for ensuring and documenting that ELLs are provided appropriate testing accommodations (per test administration requirements)? The District Assessment Coordinator ensures that all students are tested with the appropriate accommodations that have been addressed in each student s ELL plan. Students are identified and verified by the ESOL Coordinator and MIS. Describe how parents of ELLs are notified of assessments and testing accommodations. How does the LEA ensure that parents understand Florida s statewide assessments policies, mandates and student outcomes? Please provide links to communications in parents languages. Parents are notified of assessments and testing accommodations through notices (translated into Spanish if necessary) and parent meetings. Parents are provided with an ESOL Parent Quick Guide (also available on the DRS website). Section 6: English Language Proficiency Annual Assessment (Rule 6A , F.A.C.) Describe the procedures to determine if ELLs are ready to exit the LEA s ESOL program. Include exiting procedures for all language domains (listening, speaking, reading and writing), grade-specific academic criteria and data reporting of status change. K-2 ELL students can exit the ESOL program without an ELL Committee Meeting if scored a proficiency level of 5.0 or greater composite score or at least 4.0 in all domains of the ACCESS for ELLs 2.0 assessment. ELLs students in grades 3-11 can exit with an ELL Committee Meeting if scored a proficiency level of 5.0 or greater composite score or at least 4.0 in all domains of the ACCESS for ELLs 2.0 assessment and the student demonstrated English proficiency based on grades, standardized assessments, teacher recommendation, etc. ELLs in grades can exit the program without ELL Committee Meeting if scored a proficiency level of 5.0 or greater composite score or at least 4.0 in all domains of the ACCESS for ELLs 2.0 assessment and a score on the 10 th grade FSA sufficient to meet graduation requirements, or an equivalent concordant score.
13 ELLs can also exit the program at any given time during the school year, upon request of the parent, teacher, counselor, or administrator, through the ELL Committee recommendation. What is the title of person(s) responsible for conducting the exit assessments described above? (Check all that apply.) School/LEA based testing administrator ESOL Teacher/Coordinator Other (Specify) _Guidance Counselor When is an ELL Committee involved in making exit decisions? What criteria are used by the Committee to determine language and academic proficiency? Upon the request of the ELL student s parent, teacher, counselor, or administrator a student who has been classified as an ELL and enrolled in an ESOL program may be re-evaluated for English language proficiency by convening an ELL Committee at any time, according to the following procedures: The ELL Committee shall review the student s academic record holistically and shall consider the assessment results from the assessment administered under subparagraph (2)(a)2. of this rule and the following criteria to determine whether the student is English proficient: o Extent and nature of prior educational or academic experience, social experience, and a student interview; o Written recommendation an observation by current and previous instructional and supportive services staff; o Level of mastery of basic competencies or skills in English and/or heritage language according to state or national criterion-referenced standards; if any o Grades from current or previous years; and o Test results from texts other than the asse4ssments according to subparagraph (2)(b)2. of this rule. If the majority of the ELL Committee determines that the student is English language proficient, the student shall be excite from the program. If a majority of the ELL Committee determines that the student determines that student is NOT English proficient, the student shall remain enrolled in the program. The parents preference as to whether a student is determined to English language proficient or not shall be considered in the final decision. The ELL Committee shall document the records reviewed by the Committee, which must include each of the criteria in subparagraph (2)(b)2. of this rule. The Committee s decision shall be supported by at least two of the criteria established in subparagraph (2)(b)2., of this rule and the supporting criteria shall be documented in the student s file. Describe the procedures if an ELL meets exit qualifications in the middle of a grading period.
14 If the student meets exit qualification, the district will not dismiss him/her from the program until the end of the grading period. Once approved for exit by the committee, the student would be placed in follow-up status for the required two years as specified in the Consent Decree. Section 7: Monitoring Procedures (Rule 6A , F.A.C.) During the required two-year monitoring period, what is the title of person(s) responsible for: Conducting the follow-up performance of former ELLs? The ESOL Coordinator or Guidance Counselor is responsible for reviewing each exited student s academic progress at routine intervals. These reviews can take place any time, but they are required after the 1 st and 2 nd report card, then one year and two years after exiting. Updating the student ELL plan? The ESOL Coordinator or Guidance Counselor is responsible for updating the student ELL Plan. Reclassification of ELL status in data reporting systems? The ESOL Coordinator or Guidance Counselor and ELL Committee are responsible for reclassifying students. The MIS Director will ensure the data entry for ELL students in appropriately completed. What documentation is used to monitor the student's progress? (Check all that apply) Report Cards Test Scores Classroom Performance Teacher Input Other (Specify) What are the procedure(s), including possible reclassification, that are implemented when the academic performance of former ELLs is not on grade level? If unsatisfactory progress continues, the ELL Committee must convene to discuss appropriate alternatives for each individual student. Theses may include reclassification as an ELL student or increase support through the MTSS process. Compliance of ELL Plan and Student Performance Describe LEA internal procedures for monitoring the ESOL program for compliance and student academic performance. Administrators monitor lesson plans, teacher evaluation system, and use Classroom Walk- Throughs as a means for monitoring instruction and progress. Progress monitoring is conducted to assure students are getting services and reaching the goals stated in ELL student plan.
15 How do school sites, parents and stakeholders have access to the approved District ELL Plan? The approved District ELL Plan and ESOL Policy is made available on the FAMU DRS website. How does the LEA ensure that schools are implementing the District ELL Plan? FAMU Lab School utilizes the ESOL Coordinator to ensure that the schools are implementing the District ELL Plan with fidelity. Section 8: Parent, Guardian, Student Notification and Rights Describe the procedures used by school personnel to provide assistance to parents or guardians of ELLs in their home language. When necessary, written and oral communication between school and home shall be in the home language of the parent unless clearly not feasible. In such cases, in school translators will be provided or parents are asked to bring a translator. FAMU Lab School personnel are available to assist with school-home communication. Describe parent outreach activities that inform parents of how they can be involved in their children s education and how they can assist their children to learn English and meet state academic standards. Parents of ELL students shall be provided opportunities to participate in various committee and parent organizations. Forms of notification concerning councils and educational services and programs are as follows: Personal contact by school staff Parent conferences Newsletters, calendars, and notices sent home or ed Parental Involvement Meetings Open House/Student Orientation Provisions shall be made to communicate oral and written information in the home language of the parent if necessary by relying on school and FAMU Lab School personnel. Check the school-to-home communications that are sent by the LEA or school to parents or guardians of ELLs that are in a language the parents or guardians can understand. (Check all that apply. Please provide links to all boxes checked.): Delay in language proficiency testing (See Attachment B) Results of language proficiency assessment (See Attachment E) Program placement (See Attachment E) Program delivery model option(s)
16 Extension of ESOL instruction (See Attachment E) Exit from ESOL program (See Attachment F) Post-reclassification of former ELLs monitoring Reclassification of former ELLs (See Attachment E) State and/or LEA testing Accommodations for testing (flexible setting) Annual testing for language development Growth in language proficiency (Listening, Speaking, Reading, Writing) Exemption from FSA in ELA for ELLs with DEUSS less than one year Retention/Remediation/Good Cause Transition to regular classes or course change Invitation to participate in an ELL Committee Meeting (See Attachment C) Invitation to participate in the Parent Leadership Council (PLC) (See Attachment G) Special programs such as Gifted, ESE, Advanced Placement, Dual Enrollment, Pre-K, Career and Technical Education, charter schools, and student support activities Free/reduced price lunch Parental choice options, school improvement status, and teacher out-of-field notices Registration forms and requirements Disciplinary forms Information about the Florida Standards and the English Language Development (ELD) Standards Information about community services available to parents Information about opportunities for parental involvement (volunteering, PTA/PTO, SAC) (See Attachment G) Report Cards* Other (Specify) *If report cards are not available in other languages, please describe how the academic progress of an ELL is communicated to parents/guardians. The ELL Coordinator schedules parent conferences regarding academic progress and translate academic progress if requested. Section 9: The Parent Leadership Council (Rule 6A , F.A.C.) What type(s) of Parent Leadership Council (PLCs) exist in the LEA? (Check all that apply. Please provide links to agenda membership and meetings.)
17 LEA Level School Level Please address the functions and composition of the PLC: The PLC is "composed in the majority of parents of limited English proficient students." If the PLCs in the LEA do not meet this condition, explain why and when compliance with the rule is expected. Pursuant to the Multicultural Education, Training, and Advocacy, Inc. (META) Consent Decree Part II-H: Parental involvement and participation in ELL student's educational programming and academic achievement shall be promoted, among other ways by establishing Parent Leadership Councils at each school or at the district level composed in the majority of parents of ELL students, ESOL Coordinator, Guidance Counselor, at least one Administrator, at least one teacher of ELL students, and may include the ESOL Instructor at FAMU. The purpose of the PLC is to: To promote the welfare of English Language Learners (ELL) in the schools, home, and community To ensure that ELL students are achieving their full potential To provide any input or objections to on the ELL plan To develop positive, professional relationships between administrators, teachers, and parents To provide training opportunities and information for parents, parent groups, teachers, school staff or community groups that will empower parents to become active participants in their child s education To provide outreach and ensure that the parents of ELL students are informed and involved in their child s education. How does the LEA involve the PLC in other LEA committees? The PLC shall elect a Chairperson and a Co-Chairperson, each of whom should be a parent of an ELL student. The Chairperson may operate as a representative to the School Advisory Council/District ESOL Parent Advisory Council. How is the LEA PLC involved in the development of the District ELL Plan? The ESOL Coordinator and LEA PLC meet to develop and revise the ELL Plan annually. Feedback is provided from the PLC regarding the plan and its implantation school-wide. LEA PLC approve of the current LEA ELL Plan? If not, provide the reasons why. Does the LEA PLC approve of the District ELL Plan? Yes No If no, please provide explanation for PLC s non-approval. Section 10: Personnel Training (Rules 6A and 6A , F.A.C.) Describe how Category I teachers responsible for the English Language Arts and intensive reading instruction of ELLs who are required to obtain the ESOL endorsement/ certification are notified of training requirements and opportunities. Include title of person(s) responsible for issuing the notifications and how the process is documented.
18 The Professional Development Coordinator/Student Support Services Director identify whether teachers are in compliance or not with ESOL endorsement requires and notifies the teachers and appropriate administrators of training requirements and opportunities. Teachers are required to attend training provided through FAMU s College of Education, on-site workshops, training from PAEC, or any other approved/certified agency necessary to obtain the ESOL endorsement/certification. Documentation is kept in the office with the Professional Development Coordinator/Student Support Services Director. Describe how content area teachers of math, science, social studies and computer literacy are notified of ESOL training requirements (60 hours) and opportunities. Include title of person(s) responsible for issuing the notifications and how the process is documented. The Professional Development Coordinator/Student Support Services Director identify whether teachers are in compliance or not with ESOL endorsement requires and notifies the teachers and appropriate administrators of training requirements and opportunities. Teachers are required to attend training provided through FAMU s College of Education, on-site workshops, training from PAEC, or any other approved/certified agency necessary to obtain the ESOL endorsement/certification. Documentation is kept in the office with the Professional Development Coordinator/Student Support Services Director. Describe how all other instructional staff are notified of ESOL training requirements (18 hours) and opportunities. Include title of person(s) responsible for issuing the notifications and how the process is documented. The Professional Development Coordinator/Student Support Services Director identify whether all other instructional staff are in compliance or not with ESOL endorsement requires and notifies the teachers and appropriate administrators of training requirements and opportunities. Instructional staff is required to attend training provided through FAMU s College of Education, on-site workshops, training from PAEC, or any other approved/certified agency necessary to obtain the ESOL endorsement/certification. Documentation is kept in the office with the Professional Development Coordinator/Student Support Services Director. Describe the procedures used when Category I teachers are reported out of field. Include compliance procedures when claiming weighted FTE 130 for core courses. Parent notification letters are sent home/ ed to parents of students that are placed in ELA or intensive reading classrooms with a teacher out of compliance. Notification of teacher status is sent to the MIS Director for FTE reporting purposes. Describe how the LEA provides the 60-hour ESOL training requirement for school-based administrators and the LEA s tracking system that will be implemented. The Professional Development Coordinator/Student Support Services Director identify whether school-based administrators are in compliance or not with ESOL endorsement requires and notifies the administrators of training requirements and opportunities. Administrators are required to attend training provided through FAMU s College of Education, on-site workshops, training from PAEC, or any other approved/certified agency necessary to obtain the ESOL
19 endorsement/certification. Documentation is kept in the office with the Professional Development Coordinator/Student Support Services Director. Describe how the LEA provides the 60-hour ESOL training requirements for Guidance Counselors, and the LEA s tracking system. The Professional Development Coordinator/Student Support Services Director identify whether Guidance Counselors are in compliance or not with ESOL endorsement requires and notifies Guidance Counselors of training requirements and opportunities. Guidance Counselors are required to attend training provided through FAMU s College of Education, on-site workshops, training from PAEC, or any other approved/certified agency necessary to obtain the ESOL endorsement/certification. Documentation is kept in the office with the Professional Development Coordinator/Student Support Services Director. Describe the supplemental professional development offered by the LEA to ensure that instructional staff are informed of English Language Development standards and best practices. The ESOL Coordinator meets with instructional staff to disseminate standards and best practices. In addition, the ESOL Coordinator provides electronic copies of standards and best practices to the instructional staff. If instruction is provided in a language other than English, describe the procedures that are used to assess teachers' proficiency in the other language and in English. Instruction within all classes, other than our Foreign Language courses, are provided in English. A bilingual paraprofessional or teacher is required at schools having 15 or more ELLs who speak the same language. Specify the eligibility qualifications required by the LEA for bilingual paraprofessionals. Explain the bilingual paraprofessional s job description and primary assignment. At the start of each school year students are evaluated and decisions will be made regarding the need of a paraprofessional. In the event a bilingual para is required, a highly qualified para proficient in English and the student language will be considered for employment to provide language support and academic assistance. Describe LEA procedures for training bilingual paraprofessionals in ESOL or home language strategies. Include how documentation of training is maintained. ESOL trainings that are available to staff will be made available to bilingual paraprofessionals. Documentation of training will be maintained through a sign-in sheet provided at the training sessions which will be kept with the Professional Development Coordinator or the ESOL Coordinator. Describe the procedures to determine the bilingual paraprofessional's proficiency in English and in the heritage language of the students served.
20 Bilingual paraprofessionals must possess the ability to speak, read, and write in English and the language representative of the targeted ELL population at the school as well as the ability to work well with students. Please provide an assurance letter from the district superintendent that the district is in compliance with all ESOL training requirements. Section 11: Extension of Services (Rule 6A , F.A.C.) Describe LEA procedures used to determine extension of services, including appropriate timeline based on DEUSS. Explain the role of the ELL Committee and what supporting documentation is used in determining if continued ESOL services are necessary. Based on 6A Extension of Services in English for Speakers of Other Languages (ESOL) Program. (1) Three (3) years after the date of an English Language Learner s (ELL s) initial enrollment in a school in the United States, an ELL Committee shall be convened annually to re-evaluate the student s progress towards English language proficiency. The ELL Committee shall be convened no earlier than thirty (30) school days prior to the student s DEUSS date, except if DEUSS falls within the first two (2) weeks of any school year, the ELL committee may convene no later than October 1. This process shall be completed annually thereafter. (2) Any student being considered for extension of services shall be assessed on at least one Department-approved English proficiency assessment of listening, speaking, reading, and writing skills. The assessment shall be administered no earlier than thirty (30) school days prior to the student s DEUSS. If the student s DEUSS date falls between the release of the ACCESS for ELL assessments and applicable Florida Statewide Standardized Assessment scores in a given school year and October 1 of the following school year, the student s ACCESS for ELL scores and applicable Florida Statewide Standardized Assessment scores will suffice, and a more recent assessment is not required. (3) The ELL Committee shall review the student s academic record holistically and shall consider the assessment results from the assessment administered under subsection (2) of this rule and the following criteria to determine whether the student is English language proficient: (a) Extent and nature of prior educational or academic experience, social experience, and a student interview; (b) Written recommendation and observation by current and previous instructional and supportive services staff; (c) Level of mastery of basic competencies or skills in English and/or heritage language according to state or national criterion-referenced standards, if any; (d) Grades from the current or previous years; and
21 (e) Test results from tests other than the assessment according to subsection (2) of this rule. (4) If a majority of the ELL Committee determines that the student is not English language proficient, ESOL services shall be extended. If a majority of the ELL Committee determines that the student is English language proficient, the student shall be exited from the ESOL program. The parents preference as to whether the student is determined English language proficient or not English language proficient shall be considered in the final decision. If an ELL Committee extends services, the Committee shall refer the student as necessary for appropriate remedial, compensatory, special and supportive service evaluations, and programs. (5) The basis and nature of the ELL Committee s decision on whether to extend or not to extend ESOL services shall be documented and maintained in the student s file. (6) English Language Learners provided ESOL or heritage language instruction may be reported for funding in the Florida Educational Finance Program for a base period of three (3) years, and may be reported for funding for fourth, fifth, and sixth years of funding, as specified in Section , F.S. Lack of a student s ESOL funding eligibility does not relieve a school district of any obligation it may have under state or federal law to continue to provide appropriate services to ELLs beyond the state ESOL program funding limits. FAMU Lab School determines whether an ELL student qualifies for an extension of services if the student requires services beyond the base three years from DEUSS of eligible ESOL services. Students may receive an additional 4th, 5th or 6th year of ESOL instruction and services based upon needs as determined by annual evaluations and assessments. The committee will consider all criteria and will document at least two of the following: prior educational or academic experiences, social experience, student interview, grades from current or previous years, and test results other than the FSA, FCAT, and ACCESS 2.0. Listening and Speaking Proficiency Assessment List the Listening and Speaking assessment(s) used in the LEA to determine if a student is English proficient for extension of services. Access for ELLs 2.0 Reading and Writing Proficiency Assessment List the Reading and Writing assessment(s) used in the LEA to determine if a student is English proficient for extension of services. Access for ELLs 2.0 W-APT
22 FAMU Lab School District ELL Plan Supportive Documents Documentation Page Language Assessment Notice 22 Parent Notice: Delay of Testing 23 Parent Notice of ELL Committee Meeting 24 ELL Student Plan 25 ESOL Program Placement/Continuation of Services Notice 26 ESOL Program Dismissal 27 Committee Participation Invitation 28
23 ATTACHMENT A: Language Assessment Notice English Spanish
24 ATTACHMENT B: Delay of Testing Notice English Spanish
25 ATTACHMENT C: ELL Committee Meeting Notice English Spanish
26 ATTACHMENT D: ELL Student Plan English (Front) English (Back) Spanish (Front) Spanish (Back)
27 ATTACHMENT E: Parent Notification of Placement/Continuation of Services in ESOL Program English Spanish
28 ATTACHMENT F: ESOL Program Dismissal Notice
29 ATTACHMENT G: Invitation for Committee (PLC, Title I, Family Involvement) Participation English Agenda Spanish
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