MONROE COUNTY SCHOOLS

ESL/OCR COMPLIANCE REPORT

1. STUDENT IDENTIFICATION

Every student in the Monroe County School System has a Home Language Survey in his/her permanent record. The survey is issued to parents/guardians as part of the enrollment process of the student. A written or oral translation is provided for non-English or limited English-speaking parents.

The survey consists of three questions which identify the first language learned by the student, the language(s) spoken in the student’s home, and the language spoken most often by the student outside of the school setting.

Within one week following the student’s enrollment, K-8 school secretaries and high

school guidance offices are responsible for providing to the ESL teacher the names of

students whose Home Language Surveys indicate a language other than English in

response to any of the three questions. The ESL teacher will then conduct a language assessment based on the IDEA Proficiency Test (IPT).

Tennessee is by law an “English-only” state, and all instruction and assessment is in English. Alternative language instructional programs, such as ESL, designed to increase the English language proficiency must be based on sound educational research, theory, and practices.

2. STUDENT LANGUAGE ASSESSMENT

If entering at the beginning of the school year, within four weeks of enrollment and completion of the Home Language Survey, the ESL teacher administers the IDEA Proficiency Test (IPT) to identified students, and communicates the results and support services available to parents. Parents are given the option to waive services. Students are eligible for services in accordance with the state ESL guidelines. If entering after the school year has begun, the assessment and notification to parents must occur within 2 weeks.

Within two weeks of receiving notification of a newly enrolled non-English language

background (NELB) student, the ESL teacher will contact the classroom teacher (K-8)/guidance counselor (9-12), review student records, meet with the student, and administer the IDEA Proficiency Test (IPT).

Assessment of English Language Proficiency

Students who are non-English language background will be administered the IDEA Proficiency Test (IPT) to determine their English language skills. Students who score less than proficient on any subtest of the IDEA Proficiency Test (IPT) are classified as ELL and provided services as needed in the ESL program. Students are exited from ESL services when a proficient score is attained on all subtests: oral, reading, and writing (or other criteria is met as described in the Transition and Exit section of this report).

All students served in the ESL program are administered the IDEA Proficiency Test (IPT) annually to re-establish eligibility or to determine readiness to exit, as well as to measure progress. These scores are kept on file to document eligibility and provide data for submission to the State Department of Education regarding program accountability and Adequate Yearly Progress (AYP).

All data related to student eligibility is maintained in the student’s permanent folder and the ESL department.

A score of 35%ile or above on the Total Reading and Language sections of a nationally normed assessment, such as TCAP, or the passing of the high school English Gateway is documentation that the student is proficient in English, and the IPT does not need to be administered unless other factors warrant the administration.

3. PROGRAM PARTICIPATION

The ESL curriculum provides for the development of the four language skill areas of listening, speaking, reading, and writing, with emphasis given to academic language. Our school system recognizes the value of using instructional materials specific to ESL. Students are served in their home school by an endorsed ESL teacher. A bilingual or other ESL teaching assistant must work directly under the supervision of and in the presence of an endorsed ESL teacher. Services must be delivered during the regular school day; however, students may choose to participate in after-school or summer programs when available.

Our program is a pull-out program, and frequency of delivery is designed to meet the needs of each student. Every effort is made to pull students out of their regularly scheduled language arts class, as pulling students from math or “specials” classes such as art, music, and physical education is strongly discouraged. Generally, K-8 students at beginning-intermediate level of proficiency receive 35 minutes of daily instruction. Higher intermediate level and transitional students may receive less frequent instruction/tutorials. High school students receive ESL instruction during a regularly scheduled daily 55 minute class period for which they earn 1 credit annually. They may take ESL I and ESL II to count for 2 English credits toward graduation requirements.

High school students who have completed ESL I & II and would still benefit from services may take additional ESL courses for elective credit or receive tutorials during study hall or other appropriate times.

The progress of all students, including ELL, transitional, and consultation students, is monitored regularly by the ESL coordinator and/or the ESL teacher, and additional support services are offered as needed. Student performance is monitored by a variety of methods such as report cards, test scores, informal observation, and discussions with classroom teacher(s), parents, and the students themselves. ELL students are entitled to modifications in content and grading to the extent that they can be successful. Students

cannot be failed based solely on language proficiency.

4. STUDENT PLACEMENT AND SERVICES

The principal, guidance counselor, ESL teacher, and parents are involved in the initial placement of NELB students. Our district has a policy that ensures age-appropriate grade level placement and prohibits retention or consideration for special education based solely on lack of English skills. High school guidance counselors employ a recognized procedure for evaluating international transcripts and awarding corresponding credits.

The Monroe County School System offers a variety of services for ELL students, including:

–Instruction by an ESL teacher

–Modification of regular classroom assignments and tests

–Monitoring of academic progress of both instructed and consultation students

–Peer tutoring

–After school and summer programs

–other special programs/supplementary services which would be beneficial to the

student (such as our primary grade literacy achievement program)

–Parent involvement

Language proficiency cannot be criteria for exclusion. Other possible services include Title I, Special Education, Gifted and Talented, or Vocational Education programs.

5. RESPONSIBILITIES OF PERSONNEL

ESL Coordinator:

1. Recommends, implements, and maintains program policies, procedures, and

schedules.

2. Ascertains that the goals and requirements of the program are met.

3. Supervises system-wide Home Language Survey

4. Supervises English proficiency testing, including ordering of testing materials,

dissemination, development, and maintenance of records.

5. Provides to each school’s testing coordinator a list of ELL students taking state

mandated tests with their appropriate codes and accommodations

(NELB or ELL as determined by proficiency test scores)

6. Monitors the progress of instructed, transitional, and consultation students.

7. Coordinates ESL services with all other departments of the school system.

8. Assists the Supervisor of Instruction in planning staff development activities

specific to ESL.

9. Meets regularly with program staff and other school administrators.

10. Submits requests for materials to appropriate administrators.

11. Submits requests for program data and prepares reports/surveys for OCR and

State Dept. of Ed.

12. Maintains membership in the professional organization TNTESOL.

Principal:

1. Promotes multiculturalism in the school environment.

2. Informs staff of the significance/procedures regarding the Home Language Survey.

3. Provides adequate space for ESL instruction.

4. Ensures that ELL students have schedules which allow them to attend ESL classes.

ESL Teacher:

1. Enforces policies and regulations as established by the Board of Education.

2. Creates and maintains an instructional climate that is conductive to learning.

3. Assists with the identification/classification of NELB/ELL students using appropriate assessment instruments.

4. Plans and implements ESL instruction based on diagnosed needs of each student.

5. Evaluates student performance in the ESL class and provides mainstream teachers with input regarding progress and suggestions for modifications.

6. Maintains individual student folders on each student attending ESL class.

7. Attends staff development programs that teach ESL strategies and method-ology.

8. Maintains membership in the professional organization TNTESOL.

9. Conducts in-service training for staff on ESL issues and strategies.

10. Participates in the decision-making process for special ed. referrals and

possible retentions of ELL students, including being present at M-Teams.

11. Provides information on ELL students to state and federal agencies when

requested.

12. Works to assist students in understanding American culture and encourages

mainstream students to understand other cultures.

13. Functions as a resource member of the local school staff.

Classroom Teacher:

1. Promotes multiculturalism in the classroom.

2. Communicates closely with the ESL teacher regarding the ELL student’s progress and class assignments.

3. Informs the ESL teacher of any consideration for retention or special ed. referral of an ELL student.

4. Modifies tests and assignments as needed and appropriate in accordance with the suggestions of the ESL teacher.

5. Takes advantage of staff development opportunities to increase understanding of ELL students’ needs and learn effective ESL strategies.

6. Provides to the ESL teacher requested information for program records, such as work samples, report card copies, standardized test score, etc.

6. TRANSITION AND EXIT

Transitional ELL Students

Support services for transitional ELL students can take many forms, depending on the individual needs of the student. The ESL teacher monitors the student’s performance in the classroom by checking the student’s report card and test scores and by discussing each student’s progress with the classroom teacher. Students are offered other services as appropriate.

Exit Criteria

Students exit from ESL services based on proficiency in all areas of language: listening, speaking, reading, and writing. A variety of criteria is used to document the student’s proficiency and must be provided to support the decision to exit a student from the program.

Criteria # 1: Fluent and Competent levels on oral, reading and writing sections of the IDEA Proficiency Test (IPT). (In grades K-1, students must have scores of Orally Fluent, Early Reader, and Early Writer.)

Or

Criteria # 2: Standardized test scores from the most recent assessment

must be at or above the 35%ile in Total Reading and Total Language. (In high

school, students must score passing on the English Gateway exam.)

And

Criteria #3: In addition to classroom grades, the recommendation of the

regular education teachers and ESL teacher must be provided to support the

student’s ability to succeed in the mainstream.

And

Criteria #4: Approval of the ESL Coordinator

The decision of an IEP team, with an ESL teacher included, may override the above criteria. This decision must be documented and evidence provided that exiting from the ESL program is in the child’s best interest.

ELL students are monitored for 2 years after meeting exit criteria. These are considered transitional years to ensure grade level success. The first monitoring year, the ELL student is classified as T1 (Transitional 1), and the second monitoring year, the student is classified as T2 (Transitional 2). These two additional years allow for the student to be counted as ELL for district reporting. If indications arise that the T1 orT2 ELL student is not being successful, then support services are again offered, based on student needs. Services could be limited to a specific content area, or the student could be offered ESL Program services again, if necessary.

7. PROGRAM EVALUATION

All students are eligible to enroll regardless of immigrant status. Information may be requested, but only an immunization record/physical is required for enrollment. If a student does not have a social security number, a pin number is assigned.

Our district has effective procedures for identifying, assessing, providing services for, and maintaining data on NELB/ELL students.

Our district evaluates its ESL program according to the academic success of its current and former ELL students by reviewing longitudinal records such as standardized and proficiency test scores and graduation statistics.

Our district submits required reports to state and federal agencies, adheres to the State ESL Guidelines, and directs any inquires to the State ESL Consultant.

8. PROGRAM MONITORING

Monroe County annually completes the state LEP survey, which reports the number of ELL students being served. This information, in addition to the ESL State Guidelines, is used to determine the number of staff needed to meet the needs of ESL students for each school year.

Our district communicates important school information to LEP parents in a language they can understand by employing a bilingual assistant and/or accessing

documents available on TransACT’s Translation Library. We have a procedure whereby the parents or legal guardians may waive alternative language services for their child. This procedure includes informing the parents of the potential educational implications of waiving these services.

Students whose Home Language Surveys show a response of a language other than English to any question, yet who are not considered ELL according to proficiency or standardized test results, must be reported to the state department of education as Non-English Language Background (NELB) on the annual data collection survey. Grades, academic progress in English and content areas, retention rates, drop-out rates, participation in other programs, graduation rates, and performance on state assessments are all monitored and/or reported.

Any deficiencies found in providing adequate language support services will be corrected and a timeline for implementation provided.

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