english language learner plan -...

English Language Learner Plan

2013 - 2015

2013 – 2015

ENGLISH LANGUAGE LEARNER (LAU) PLAN

BILINGUAL PROGRAM MODEL

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2013 - 2015

Hillsboro School District

ENGLISH LANGUAGE LEARNER (LAU) PLAN

2013 - 2015

3083 NE 49TH PLACE HILLSBORO, OR 97124

503-844-1500


2013 - 2015

ACKNOWLEDGEMENTS

The Hillsboro School District English Language Learner (Lau) Plan was developed in collaboration with district teachers, administrators, instructional assistants, and parents. We greatly appreciate their commitment and thank them for their time in reviewing and giving input for this plan.

We appreciate the support and guidance of our Bilingual Program Model Advisory who helped design our program models by reviewing research and identifying effective practices to help raise the academic achievement for our English language learners.

We are also grateful for the expertise shared by our schools’ dedicated ELL Case Managers and Specialists. Their insights were crucial in the development of this plan.

We thank the Lau Plan Committee for editing and providing feedback to ensure that our program plan accurately reflects our commitment to provide our students with ongoing equitable educational opportunities to excel in and contribute to our contemporary world.

The Hillsboro School District’s English Language Learner (Lau) Plan is now our guiding document for improving the delivery and implementation of programs for our English language learners. We thank all who gave of their time and expertise in contributing to the plan. Staff

Parents

Claudia Aguirre Kara Fritz Jeannie London Michaelle Rooke Irma Alonso Patrick Ahern Lindsay Garcia Jacinta Lopez Haas Lee Ann Ross Rosa Avila Elizabeth Annis Maggie Gonzalez Sonia Lugo-Estrada Roberto Sanchez Heriberta Diaz Kasumi Aoki Brad Greenwood Berta Lule Karen Shea Angelica Gonzalez Brittany Bennett Carolyn Grenz Ana Marquez Karleen Smith Lourdes Salas Lynne Blanchard Jeff Hazen Rachel McLemore Maria Steadman Anita Santiago Beverlee Brick Monique Holt Hayley Mecheski Connie Stoaks

Patrick Brittenham Laurie Howard Greg Mitchell Naomi Sunagawa Michelle Myers- Brugato Penny Jahrus Julie Olivas Beth Teegarden Delina Burggraf Devon Julien Gustavo Olvera Judy Thomson Gloria Campos Ko Kagawa Shannon O'Neal Amy Torres Elizabeth Cero Sharon Kerbs John Patron Arcema Tovar Janet Collamer Susan Kramer Ileana Perea Lindsay Zobrist Monica Darnall Kurt Kristensen Holly Peterson

Luis Diaz Kathleen Lacock Mary Pingel Donna Dikeman Jim Lavender Tanya Pruett Missy Ellis Julie Le Travis Reiman Heather Figueroa Liz Linehan Dale Roberts Sheri Fisher Arturo Lomeli Kathi Robinson


2013 - 2015

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TABLE OF CONTENTS

SECTION 1: DISTRICT DEMOGRAPHICS ......................................................................... 7

1. Scope ........................................................................................................................................................ 8

2. Enrollment ................................................................................................................................................. 8

3. Ethnic Diversity .......................................................................................................................................... 8

4. Number and Percentage of English Learners ........................................................................................... 9

5. Number of English Language Learners with Additional Academic Needs................................................ 9

6. Number of English Language Learners in the Talented and Gifted Program ........................................... 9

7. Variations in District Services Between Schools .................................................................................... 10

8. Number and Percentage of ELLs Showing Progress Toward Proficiency ............................................ 11

9. Number and Percentage of Students Attaining English Language Proficiency ..................................... 11

10. Number and Percentage of Students Identified for Five or More Years Exited from ELL Program.. . 11

11. Number of Students on Monitoring Year 1 Status .................................................................................. 11

12. Number of Students on Monitoring Year 2 Status .................................................................................. 11

13. Number and Percent of Students Re-Entered After Exiting Our ELL Program ...................................... 12

14. Number and Percentage of ELLs whose Parents Have Waived ELL Services ..................................... 12

15. Oregon State Assessment Results for District English Language Learners .......................................... 12

SECTION 2: DISTRICT INFORMATION ON PROGRAM GOALS ................................... 14

16. Educational Approach for Educating ELLs ............................................................................................ 15

17. Educational Approach Supported by Research .................................................................................... 17

18. Educational Goals for English Language Proficiency ............................................................................ 19

19. Educational Goals for Core Content Knowledge .................................................................................... 19

20. Measure Used to Determine Effectiveness of the English Language Proficiency Goals ...................... 19


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21. Measure Used to Determine Effectiveness of the Core Content Knowledge Goals .............................. 20

22. Method to Measure Goals over Time .................................................................................................... 20

23. Comparison of Goals to Goals for Non-ELLs ........................................................................................ 21

24. How Goals Prepare ELLs to Meet District Goals Established for All Students ..................................... 21

SECTION 3: IDENTIFICATION OF POTENTIAL ENGLISH LEARNERS ......................... 23

25. Procedures for Identifying ELLs ............................................................................................................ 24

26. Administering the Home Language Survey to All Students ................................................................... 24

27. Timeline and Person Responsible for Student Identification .................................................................. 24

28. Procedures to Identify Potential Native American ELLs ........................................................................ 25

29. Procedures for Special Circumstances ................................................................................................ 26

30. Identification of ELLs ............................................................................................................................. 26

31. Assessment of Students by a Trained Assessor ................................................................................... 30

32. Collecting, and Disseminating Proficiency Test Data With Teachers ................................................... 31

33. Location of and Process to Store Assessment Data ............................................................................. 31

34. Procedures to Disseminate the Parent Notification Letter .................................................................... 31

35. Procedures to Notify Parents in a Language They Can Understand ................................................... 32

SECTION 4: PROGRAM OF SERVICE FOR ENGLISH LEARNERS .............................. 34

36. Program of Services for ELLs ............................................................................................................... 35

37. Methods and Services Used to Teach English Language Skills to ........................................................ 38

38. Access and Participation in Academic and Special Programs .............................................................. 41

39. Professional Development Support for Core Content Teachers ........................................................... 42

40. Standards Used to Determine the Amount and Type of ELD Services ................................................ 43


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SECTION 5: STAFFING AND RESOURCES ................................................................... 47

41. Number and Categories of Instructional Staff ..................................................................................... 48

42. Qualifications Used to Assign Staff to the Language Development Program ....................................... 48

43. Methods and Criteria Used to Determine the Qualifications of Instructional Staff ................................ 49

44. Steps to Ensure Temporary Staff are Qualified to Implement ELL Services ........................................ 50

45. Selected Instructional Materials and Resources .................................................................................... 51

46. Plan and timeline for ongoing review of materials and resources .......................................................... 52

47. Contingency Plan Due to a Lack of Resources to Implement the ELL Program .................................... 52

SECTION 6: TRANSITION FROM ENGLISH LANGUAGE DEVELOPMENT PROGRAM 55

48. Procedures for Exiting, Promoting, and Retaining ELLs ................................................................... 56

49. Criteria Used to Determine that an ELL is Proficient ............................................................................. 60

50. Staff Responsible and their Role in the Exiting Process ....................................................................... 60

51. Location and Procedures to Maintain Exiting Documentation ............................................................... 61

52. Procedures to Monitor Exited Students ............................................................................................... 61

53. Determining Whether Monitored Students’ Success is Due to Academic or Language Needs ............ 62

54. Procedures to Provide Additional Academic and/or Language Support for Monitor Students Not Succeeding in Core Instruction .............................................................................................................. 63

SECTION 7: EQUAL ACCESS TO OTHER SCHOOL DISTRICT PROGRAMS .............. 65

55. Identification of ELLs with Additional Academic Needs ........................................................................ 66

56. Identification of ELLs for Talented and Gifted ....................................................................................... 74

57. Equal Access to Core Instructional Program ......................................................................................... 79

58. Procedures to Identify ELLs Who Qualify for Title I ............................................................................... 58

SECTION 8: PARENT AND COMMUNITY INVOLVEMENT ............................................ 84

59. Procedures to Disseminate Program Placement Letters to Parents of ELLs ........................................ 85


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60. Procedures to Disseminate the parent AMAO Letter ............................................................................ 85

61. Methods Used to Notify Parents and Students of Available Programs and Services ........................... 85

62. Methods Used to Notify Parents of School Activities ............................................................................ 88

63. Procedures to Disseminate Title III Information to Private Schools ....................................................... 89

SECTION 9: BIBLIOGRAPHY .......................................................................................... 90

64. Bibliography ............................................................................................................................................ 91

SECTION 10: APPENDIX ................................................................................................. 96

65. Glossary of Terms and Acronyms .......................................................................................................... 97

66. Referenced ELL Program Forms .......................................................................................................... 101

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SECTION ONE

District Demographics

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English Language Learner Plan 2013 - 2015

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SECTION 1: DISTRICT DEMOGRAPHICS

1. Scope

The Hillsboro School District (HSD) is the fourth largest district in Oregon, comprising of students residing in the cities of Hillsboro, North Plains and parts of Cornelius, Aloha and Sherwood. Our ethnically, culturally, and linguistically diverse learning community is joined together by four high schools, four middle schools, twenty-five elementary schools, two alternative programs, and one charter school. In the fall of 2012, HSD launched the Hillsboro Online Academy - the first public, non-charter, online school in Oregon - open to all middle and high school students. 2. Enrollment

As of winter term 2013, HSD serves approximately 20,728 students in grades K – 12. English Language Learners (ELLs) represent 14.1 % of the total student population.

STUDENT ENROLLMENT – 2012 - 2013

Grade Level # of Students % of Students # of ELLs % of ELLs Kindergarten 1,603 7.8% 441 27.5% Elementary 1-6 9,620 46.2% 1,941 20.2% Middle School 7-8 3,132 15.2% 188 6.0% High School 9-12 6,373 30.8% 353 5.5% Total 20,728 100.0% 2,923 14.1%

3. Ethnic Diversity

Our District community is ethnically diverse. As of October of 2012, our ELLs represented approximately 49 different languages - 88% of ELLs speak Spanish, 4% speak Vietnamese, 1% speak Somali, 1% speak Arabic and 6% speak a variety of other languages such as Russian, Hmong, and Arabic.

Spanish, 88%

Vietnamese, 4%

Somali, 1% Arabic, 1% Other

Languages, 6%

SpanishVietnameseSomaliArabicOther Languages

Percent of Languages Represented


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4. Number of English Language Learner (ELL) Students

As of winter term, 2013, our District enrolled 2,923 eligible ELL students which represents 14.1% of our total student population.

Schools Total Schools Total Brookwood ES 61 Lincoln St. ES 273 Brown MS 30 Miller Ed. 6-8 MS 1 Butternut Creek ES 58 Miller Ed. 9-12 HS 13 Century HS 66 Minter Bridge ES 121 Eastwood ES 169 Mooberry ES 185 Evergreen MS 24 North Plains ES 8 Farmington View ES 23 Orenco ES 69 Free Orchards ES 129 Patterson ES 35 Glencoe HS 38 Poynter MS 47 Groner ES 34 Quatama ES 94 Hillsboro HS 90 Reedville ES 129 Hillsboro Online 1 Rosdale ES 86 HSD (out-of-District placement) 19 South Meadows MS 64 Imlay ES 78 Tobias ES 40 Indian Hills ES 51 West Union ES 32 Jackson ES 26 Witch Hazel ES 196 Ladd Acres ES 62 WL Henry ES 296 Lenox ES 61 WV McKinney ES 139 Liberty HS 75 Grand Total 2923

5. Number of ELLs with Additional Academic Needs for 2012 - 2013

Our District currently serves 542 ELLs with additional academic needs.

6. Number of ELLs in the Talented and Gifted Program for 2012 - 2013.

Our District currently serves 13 ELLs in the Talented and Gifted Program.

School Level # ELLs - Sped # ELLs - TAG

Elementary 373 12 Secondary 169 1

TOTAL 542 13


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7. Variations in District Services Between Schools

ELL program variations are annually described in each School Improvement Plan and submitted to Office for School Performance (OSP) for review. Plans must reflect that teachers differentiate ELD for ELLs based on language proficiency level, grade level, educational background, language development, and content area needs across the curriculum. Data-driven decision-making is a top priority to ensure that the needs of each student is addressed and that progress in English language development and academic achievement is differentiated, monitored, assessed, and adjusted according to students current level of instructional need. The following table reflects 2012 - 2013 program models that will be reported to ODE on the HSD LEP (Limited English Proficiency) Collection.

School Grade Level T-I PO CP CBE DLP TBE SI SPL Brookwood Elementary K-6 X X X X X Butternut Creek Elementary K-6 X X X Eastwood Elementary K-6 X X X X X X X Farmington View Elementary K-6 X X Free Orchards Elementary K-6 X X X X X X Groner Elementary K-6 X X X X Imlay Elementary K-6 X X X Indian Hills Elementary K-6 X X X X Jackson Elementary K-6 X X Ladd Acres Elementary K-6 X X X X Lenox Elementary K-6 X X Lincoln Street Elementary K-6 X X X X X X Minter Bridge Elementary K-6 X X X X X X Mooberry Elementary K-6 X X X X X X X North Plains Elementary K-6 X X X Orenco Elementary K-6 X X X Patterson Elementary K-6 X X X Quatama Elementary K-6 X X X X Reedville Elementary K-6 X X X X X X X Rosedale Elementary K-6 X X X Tobias Elementary K-6 X X X X X W V McKinney Elementary K-6 X X X X X West Union Elementary K-6 X X Witch Hazel Elementary K-6 X X X X X X X WL Henry Elementary K-6 X X X X X X City View Charter School K-8 X X X Brown Middle School 7-8 X X Evergreen Middle School 7-8 X X Poynter Middle School 7-8 X X X X S Meadows Middle School 7-8 X X X X X X Hillsboro Online Academy 7-12 X X Century High School 9-12 X X Glencoe High School 9-12 X X X Hillsboro High School 9-12 X X X X X X Liberty High School 9-12 X X X X X Miller Education Center West 9-12 X X KEY

T T-1: Title 1 PO: Pull-out ELD CP: Class Period CBE: Content-Based ELD SI: Sheltered Instruction DLP: Dual Language Program TBE: Transitional Bilingual Education SPL: Spanish Literacy


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8. Number and Percentage of ELLs Showing Progress Toward Proficiency Annual Measurement of Achievement Objectives (AMAO1) describes the annual

increase in progress in learning English – AMAO1 State Target: 57%.

9. Number and Percentage of Students Attaining English Language Proficiency

AMAO2A measures the total number of ELLs in our district obtaining proficiency – AMAO2A State Target: 17%.

10. Number and Percentage of Students Identified for Five or More Years Exited from Our ELL Program

AMAO2B measures ELLs who have been in the program for five or more years – AMAO2B State Target: 26.5%.

11. In addition to our 2923 Active ELLs, the Number of Students on Monitoring Status is: (as of March 2013)

12.

AMAO 1: 2011 - 2012 # of Students Met 1176.00 % of Students Met 46.43

AMAO 2A: 2011 - 2012 # of Students Met 459 % of Students Met 14.68

AMAO 2B: 2011 - 2012 # of Students Met 232 % of Students Met 27.92

Monitor Year

Number of Students

Percent of Students

1 431 15.5% 2 444 15.1%


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13. Number and Percent of Students Re-Entered After Exiting Our ELL Program (as of March 2013)

14. Number and Percentage of ELLs whose Parents Have Waived ELL Services (as of March 2013)

15. Oregon State Assessment Results for ELLs

AMAO3 measures Adequate Yearly Progress (AYP) for ELLs in reading/language arts and math. Reading/Language Arts and Math State Targets: 70%.

Percentage of ELLs by grade level who met or exceeded AMAO3 State Target of 70% for reading/language Arts and mathematics.

Content Area Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 11 Reading/Language Arts 33.2 29.8 21.0 10.1 11.9 8.8 23.9

Mathematics 32.2 31.8 15.1 13.2 9.5 11.4 21.6

Number of Students

Percent of Students

1 .03

Number of Students

Percent of Students

196 6%

AMAO 3: 2011 - 2012 OAKS Reading 23.3% Met OAKS Math 22.8% Met

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SECTION TWO

District Information on Program Goals

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HSD Strategic Plan 1. Instruction 2. Engagement 3. Equity 4. Facilities 5. Safety

SECTION 2: SCHOOL DISTRICT INFORMATION ON PROGRAM GOALS

16. Educational Approach for Educating ELLs The Hillsboro School Board, Superintendent, and every member of our organization are committed to closing the academic achievement gap between ELLs and native English speakers while raising achievement among all students.

The Hillsboro School Board, Superintendent and every member of our educational community is committed to ensure that each student is well equipped to reach high academic achievement standards. The academic success of English language learners is a responsibility that must be shared in partnership with all educators, families, and community members. Since we hold the same expectations for all students, our work in meeting students’ needs has created new demand and opportunity for bilingual education. As a result, we have gained a deeper understanding regarding how second language acquisition and culture plays an integral part toward attaining high state standards. Therefore, we not only recognize, but also value that the education of an English Language Learner is multi-faceted. We provide opportunities for students to equitably access all academic content standards and graduate ready for college and career. In the Hillsboro School District we believe that:

Multilingualism and multiculturalism strengthen our community. Language is an asset where bilingualism is a characteristic of college- and career-ready

students. Effective instruction can eliminate disparities in achievement between ELLs and native

English speakers. Students should see representations of themselves through curriculum and adult role

models. We transfer what we know between languages and what we know is mostly independent of

the language we are speaking. Simultaneous bilingualism works. Academic/cognitive “lag” hinders student achievement. Students don’t need to wait to

acquire English in order to learn academic content at high levels. Language acquisition and content development are interdependent.

Our Strategic Plan includes five inter-related strategies. The first three are strategically aligned with our HSD ELL District Plan. We believe that until all students have the ability to reach their potential as learners, no student will be able to realize his/her true potential. When we can guarantee that our instructional programs and practices—including our strategies for engaging all students and families within our school communities—create ownership of learning for each student, we can expect equitable

educational outcomes for young people in Hillsboro.

Our Office for School Performance (OSP) has designed its professional development activities and support structures


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to eliminate predictable disparities in achievement among Hillsboro’s linguistically and culturally diverse students. Resources from the Oregon State General Fund, Federal Title Programs, and IDEA are used to meet the needs of all students. Those funds are used to leverage the maximum support possible for our emerging bilinguals.

Our goal is to change the culture of education in our district so that all Hillsboro teachers and administrators feel that they are “bilingual educators.” No matter what languages we speak as educators, and no matter what our proficiency levels are in other languages, being a “bilingual educator” in Hillsboro means understanding the pedagogical and sociocultural prerequisites for meeting the needs of our emerging bilinguals.

Our Bilingual Program Model is designed to move students toward proficiency in the English language to be successful in classes taught in English, to access all programs of study and co-curricular activities, and to successfully graduate high school with college- and career-readiness skills (Thomas, W. P., and Collier, V. 2002). Our model also acknowledges that students are not to be denied access to standards-based instruction and cognitively-challenging learning until they are able to demonstrate advanced proficiency in English. Consequently, our Bilingual Program Model outlines three research-based strategies for 1) accelerating academic English Language Development, and 2) promoting the highest level of academic achievement among all students - bilingually whenever possible. (See Appendix, for a full description of our Bilingual Program Model)

Our approaches for meeting the needs of ELLs depend on our ability to create inclusive, heterogeneous learning environments where the interplay between academic language and academic content creates meaningful context and raises rigor (.Marzano, R, Pickering, D.J., and Pollock, J.E. 2001).


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Sheltered Instruction provides instructional scaffolds for ELLs to equitably access, understand, synthesize, and apply grade-level academic content at their English proficiency level, but also to recognize that language is best learned within meaningful context and is portable across all content areas (Herrell, A. and Jordan, M., 2008). The language we learn in one context (e.g. math) is applicable in another (e.g. social studies).

Focused and Integrated ELD models are designed to meet the needs of students at each school. District wide, our ELD programs strive to carefully connect language to content learning for our ELLs, while providing explicit language instruction at each student’s English proficiency level (Aguila, V. and Ong, F., 2010).

Dual Language Programs and primary language literacy and content instruction are programs we offer in various schools that are supported by research in Bilingual Education (Freeman, D.E. and Freeman, Y.S., 2004, Cummins, J. 1979). 17. Educational Approach Supported by Research The educational programs and practices of HSD are vetted by researchers and validated by local data. All schools follow the Bilingual Program Model Implementation Rubric as well as the policies outlined in the HSD ELL District Plan. Our schools are staffed with highly qualified bilingual educators, including ELL specialists, classroom teachers, and administrators.

Our Focused & Integrated ELD programs and practices are based on a framework from Susana Dutro’s A Focused Approach to Systematic English Language Development, Kathy Escamilla’s Literacy Squared research, WIDA, and the comprehensive body of research collected by members of the ELL Collaborative of 2011-2012. ELD instruction is organized by students’ proficiency level and is designed to raise student achievement in grade-level content standards and meet English Language Proficiency (ELP) Standards. Content-Based and Literacy-Based ELD provides ELLs with academic language development by integrating language and content (Brown, Park, Jeong, & Staples, 2006; Chamot, 2004). The higher order thinking and problem solving rigor of content-based ELD ensure additional academic benefits beyond linguistic development (Chamot & O'Malley, 1994).

The Hillsboro School District has invested in Sheltered Instruction Observation Protocol (SIOP), Guided Language Acquisition Design (GLAD), and EL Achieve’s Constructing Meaning: Explicit Language for Content Instruction (CM) as primary Sheltered Instruction frameworks and instructional strategies. These methodologies are used by classroom teachers to make content instruction comprehensible to emerging bilinguals while accelerating language acquisition within a meaningful academic context.


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Dual Language Programs in Hillsboro are guided by three goals supported by researcher by Gennesee, F. (1987); Thomas, W. P., and Collier, V. (2002); Lindholm-Leary, K., Howard, E. R., Sugarman, J., and Christian, D., and Rogers, D. (2013).

x Bilingualism and grade-level biliteracy by the end of 4th grade maintained through graduation

x Equitable access to advanced cognitive development, rigorous academics, and language development

x Interpersonal and cultural skills necessary to be successful community members and global citizens

National research as well as local data show better outcomes in language acquisition and academic achievement for ELLs in Dual Language Programs. The Hillsboro School District has invested in staffing and professional development to support Dual Language education for all schools with a sufficient population of native English and Spanish speakers to warrant consideration of this opportunity. The table below reflects the scope of Hillsboro students served in comprehensive Dual Language Programs. Mooberry and Free Orchards Elementary Schools will offer new Dual Language Programs beginning in 2013 – 2014.

DUAL LANGUAGE SCHOOLS GRADES # of STUDENTS Eastwood Elementary Lincoln Street Elementary Minter Bridge Elementary Reedville Elementary W. L. Henry Elementary Witch Hazel Elementary South Meadows Middle School Hillsboro High School

K – 2nd K – 1st K – 6th K – 2nd K – 6th K – 1st 7 – 8th 9 – 10th

70 60 360 110 450 60 65 60

Where Dual Language classrooms are not available, primary language literacy and content instruction are offered whenever possible. When students learn to read and write in their first language, they are able to transfer those skills to English at a higher level and degree of understanding. Primary language experiences support and accelerate academic literacy development in English (August & Shanahan, 2006). The process of reading—including the majority of Common Core State Standards (CCSS) for English Language Arts—consists of transferable skills between languages. Primary language literacy instruction is designed to facilitate transfer of skills and knowledge to English language learning and to prepare students to be academically and professionally successful in their primary language.


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18. Educational Goals for English Language Proficiency

The District’s ELL program goals align with the goals of Title III, Language Instruction for Limited English Proficient and Immigrant Students of NCLB, SEC. 3101 PURPOSES. The ELL Program supports the District Mission Statement, Strategic Plan, Board Policies, federal court rulings, and State and Federal statutes by providing an effective program for English Language Learners.

Educational Goals for ELLs:

x Develop advanced proficiency in speaking, listening, reading, writing in English as well as in a primary language whenever possible;

x Graduate college- and career-ready by reaching achievement standards across academic subject areas;

x Develop, pride, connections, involvement, and a sense of belonging within the school community;

x Value cultural heritage and grow cross-cultural skills; x Value the ability to speak a second language as an asset; and x Lead productive lives as citizens in the community, the nation, and the world.

19. Educational Goals for Core Content Knowledge

In addition to the English language proficiency goals listed above, we have also established core content knowledge goals for our ELLs: x Develop proficiency in core academic content areas (language arts, math, science,

social studies, the arts, technical subjects, etc.); and x Participate in and succeed in the general education curriculum and co-curricular

opportunities.

20. Measure Used to Determine Effectiveness of the English Language Proficiency

Goals

As per Oregon and federal guidelines, HSD strives to meet the following measurable goals aligned with the state’s AMAOs for our ELLs to reach or exceed academic progress consistent with Annual Yearly Progress (AYP) for English/Language Arts and Mathematics. Hillsboro School District is committed to providing high-quality language and core content instruction programs. The effectiveness of these programs is measured by students demonstrating increased English proficiency and achieving competency in the core academic content areas. The following table reflects projected District performance achievement targets for 2012 – 2013.


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2012 – 2013 Goals

AMAO 1 By the end of the 2012-13 school year, ELLs gaining one or more proficiency level, as measured by the ELPA in grades K - 12, will increase from the 2011-12 score of 46.43% to 61% as measured by the ELPA.

AMAO 2A By the end of the 2012-13 school year, ELLs reaching proficiency and exiting, as measured by the ELPA in grades K – 12, will increase from the 2011-12 score of 14.68% to 19% as measured by the ELPA.

AMAO 2B By the end of the 2012-13 school year, five-year ELLs reaching proficiency and exiting the program, as measured by the ELPA in grades K – 12, will increase from the 2011-12 score of 27.92% to 29% as measured by the ELPA.

21. Measure Used to Determine Effectiveness of the Core Content Knowledge Goals

AMO 3 is defined as making Adequate Yearly Progress (AYP) in the content areas as defined by Title I, Part A, Section 1111(b)(2)(B) Title III, Part A, Section 3122(a)(3). AMO 3 is used to measure academic performance of ELLs in content areas by reviewing the overall performance of ELLs on district AYP reports based on Oregon Assessment of Knowledge and Skills (OAKS) testing.

Our District uses longitudinal data to illustrate student core content knowledge progress in reading and mathematics. The graphs below illustrate the percentage of ELLs meeting and exceeding OAKS reading and mathematics benchmarks from 2010 – 2012, in comparison to all students, as well as progress made by ELLs who were reclassified (exited).

22. Method to Measure Goals over Time

Reading/Language Arts Mathematics

Elementary Schools

Middle Schools

2010 - 2011 2011 - 2012 All 85.00% All 69.65% ELL 54.47% ELL 25.66% Exited ELLs 47.00% Exited ELL 48.00%





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High Schools

SMART GOAL 1: By the end of the 2012 - 13 school year, the percent of ELLs in grades K - 12, meeting or exceeding reading as measured by the OAKS Reading assessment, will increase from 23.3 to 33%. SMART GOAL 2: By the end of the 2012 - 13 school year, the percent of ELLs in grades K – 12, meeting or exceeding math as measured by the OAKS Math assessment, will increase from 22.8% to 34%.

23. Comparison of Goals to Goals for Non-ELLs

We believe that all students have a right to graduate college- and career-ready. Our goals is to ensure that programs and practices are in place so that our ELLs have college-level literacy and math skills upon graduation in at least English, and whenever possible in a primary language as well.

We view bilingualism as a characteristic of college- and career-ready students. Our bilingual students, therefore, are an asset to our school district. Practices associated with success for ELLs—e.g. Dual Language, scaffolding of academic language and literacy across content areas, Sheltered Instruction, etc.—will engage and accelerate the learning of all our students.

Our goal is for 100% of Hillsboro students to graduate college- and career-ready. 24. How Goals Prepare ELLs to Meet District Goals Established for All Students Common Core and Next Generation standards require students to engage in high-level academic discourse, apply new skills in real-world collaborative problem solving, and reach high levels in Depth of Knowledge and higher-order thinking skills. From kindergarten forward, students need daily opportunities to engage in meaningful, challenging learning with teachers, peers, and grade-level academic content. Full access to this “instructional core” for emerging bilinguals is predictable based on the programs and practices we implement in our schools.




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The following is our theory of action regarding the achievement gap between ELLs and other students:

If we implement Sheltered Instruction practices across grade levels and content areas, if we integrate systematic ELD with grade-level content standards, and if we provide opportunities for ELLs to learn via their primary language and English, then we can predict that the academic achievement of ELLs in math and literacy will meet or exceed that of their Native English-speaking peers.

http://scholastic.typepad.com/photos/ell_strategies/dscf1211.jpg

SECTION THREE

Identification of Potential English Learners

3


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SECTION 3: IDENTIFICATION OF POTENTIAL ELLs

25. Procedures for Identifying ELLs When students enroll in a District school, parents/guardians complete our Student Enrollment Form. Enrollment forms are located at each school and include the Home Language Survey (HLS). The HLS serves to screen all students to identify potential ELLs. If a student does not meet HSD’s requirements to receive ELL services, he/she is not placed in the ELL program.

26. Administering the Home Language Survey to All Students 27. Timeline and Person Responsible for Student Identification

Student Enrollment Form

•All students who enroll in a Disrict school must complete the Student Enrollment Form which includes home language questions, student's place of birth and length of any previous education.

•All newly enrolled students complete the Home Language Survey (HLS).

Home Language Survey

•The HLS serves to identify Primary Home Language Other than English (PHLOTE) students and as a referral to the school's ELL Case Manager for possible English language proficiency testing and/or ELL program placement.*

•PHLOTE students and ELLs are identified within 30 days after school begins in the fall and within two weeks after a new student is enrolled after the first month of the school year.

Language Assessment

•Once a student qualifies for language proficiency testing, asssessment occurs within 30 days of the first day of school or within 10 days of a student's enrollment date after the first month of the school year .

•Students are assessed at their school using the Woodcock-Muñoz Language Survey - Revised English Form A by trained staff members. Our goal is to make the enrollment and initial assessment process as convenient for parent and child as possible. The ELL Case Manager is responsible for test administration.

Placement Notification

•Parents are notified of their student's English proficiency level test results and ELL program instructional model using the Notification of English Language Development Program Placement form. Parents have the right to waive the services, if desired.

•Parent notification occurs within 30 days after school begins in the fall and within two weeks after a new student is enrolled after the first month of the school year.

•English proficiency level test results and ELL instructional model are communicated to mainstream teachers as soon as possible.

*Students transferring from another Oregon school district with a previous ELPA score that is below a Composite Level 5 and has not yet exited the ELL program will continue with ELL services by being appropriately placed unless parents/guardians waive ELD services.


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. Even though our HLS serves to identify PHLOTE students for possible language proficiency testing, the ELL Case Manager/Specialist carefully reviews all information regarding whether a student is to receive ELL services. For example, the student may have spent a small amount of time in another country, relatives from abroad may be living in the home, or family members are learning a second language together. Such situations may not have an impact on a student’s ability to speak, read, or write English and therefore, would not be placed in our ELL program. Conversely, the HLS may indicate that a student is English-speaking only. As a result, the student is not assessed for initial program eligibility. However, some students may be identified as possibly eligible for ELL services. In these rare cases, the student’s classroom teacher shares his/her concerns with the ELL Case Manager/Specialist. The teacher then forms a Student Study Team (SST), including the ELL Case Manager/Specialist. An SST, including input from the parent/guardian, reviews gathered evidence (current linguistic needs) and may recommend initial language proficiency assessment. Documentation of process and parent notification is required. Each school’s registrar gathers and inputs information from the HLS in our District’s student database. Copies of the HLS are placed in the student’s CUM Folder (and ELL folder if ELL program eligibility requirements are met) by the ELL Case Manager/Specialist 28. Procedures to Identify Potential Native

American ELLs

Parents/Guardians complete the Student Enrollment Form and the Home Language Survey which may indicate a student, parent, or a grandparent is a member of a U.S. federally recognized Native American/Alaska Native. A Native American is an individual who is Indian, Alaska Native, Native Hawaiian, Native American Pacific Islander, or is a native resident of the outlying areas.

If the student’s language is influenced by the Tribal language through a parent, grandparent, relative or guardian, ELL program eligibility testing is administered by the ELL Case Manager/Specialist. Accurate identification of ELLs is essential to ensure that Native American students receive the services necessary to meaningfully access an educational program, as required under title VI of the Civil Rights Act of 1964 (Civil Rights Act), and the services for which they are eligible under title III, part A of the ESEA. Even if a Native American child does not speak the language of his or her tribe, this language may still have a significant impact on his or her English proficiency progress (Leap, 1993).

Language development and cultural services other than our District’s ELD services may be coordinated through our Title VII Program.


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29. Procedures for Special Circumstances District and school staffs make every effort to provide a welcoming environment to accommodate the needs of all parents and students. Each building’s front office has a bilingual staff member trained to assist families during the enrollment process. Bilingual assistants (or interpreter services requested through the Office of Equity) are available for parents/guardians who request assistance in completing the enrollment process. The HLS is also available in English, Spanish, and Vietnamese. For new students who were previously receiving special services in another district such as McKinney-Vento, Migrant Education, Talented and Gifted, and/or Special Education, our schools’ office personnel notify appropriate District program specialists, counselor, or administrator by forwarding registration documentation, corresponding through written or verbal communication. Specialists meet with parents/guardians and appropriate specialists to begin establishing needed services. For new students not previously identified for other services, each program follows its screening process and/or calls a Student Study Team to gather and review data as quickly as possible with input and consent from the parent/guardian to make a recommendation for additional program services. Depending on the type of program of service(s), our District follows timelines as required and documented by each service’s identification procedures. 30. Identification of ELLs For initial ELL program identification, the State approved, Woodcock-Muñoz Language Survey-Revised English Form A (WMLS-R), is administered to newly enrolled students whose Home Language Survey indicates that he/she is from an environment where a language other than English is spoken. Program eligibility assessment procedures encompass all skill areas of English language proficiency, including speaking, reading, writing, and comprehension that could affect a student’s ability to participate meaningfully in the regular classroom.

For each service model in our ELL program, placement decisions are based on assessment data. ELL Case Managers/Specialists are responsible for administering and the coordination of administrating the WMLS-R and making a determination as to student program placement. The WMLS-R is administered to newly enrolled students whose HLS indicates that he/she is from an environment where a language other than English is spoken at home and who do not have current WMLS-R or English Language Proficiency Assessment (ELPA) test results. Testing occurs within 30 days of the first day of school and within 10 days for new students enrolled after the first month of the

NATIVE AMERICAN STUDENT ENROLLMENT – 2012 - 2013 Grade Level # of Students % of Students # of ELLs % of ELLs Elementary 1-6 187 1.7% 25 13.4% Middle School 7-8 50 1.6% 3 6.0% High School 9-12 79 1.2% 0 0.0% Total 316 4.5% 28 19.4%


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school year. Below is our HSD ELL program student qualification criteria for grades 1st – 12th followed separately by criteria for Kindergarten students.

x Students who score below Level 4 (Levels 1 – 3.5) on both the Oral Language Total and Broad English Ability Total qualify for ELL services.

x Students who score Level 4 on both the Oral Language Total and Broad English Ability Total may qualify for ELL services. The ELL Case Manager/Specialist is responsible for reviewing assessment data and collaborating with the student’s mainstream classroom teachers and/or parents/guardians to determine whether the student would benefit from receiving ELL services.

x Students who score above Level 4 (Level 4.5 – 6) on the Broad English Ability Total and a Level 4 or above on the Oral Language Total do not qualify for ELL services.

Determining ELL Program Eligibility: Grades 1 - 12


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x Kindergarteners who score below Level 5 on both the Oral Language Total and Broad English Ability Total qualify for ELL services.

x Kindergarteners who score Level 5 on both the Oral Language Total and Broad English Ability Total may qualify for ELL services. The ELL Case Manager/Specialist is responsible for reviewing assessment data and collaborating with the student’s mainstream classroom teachers and/or parents/guardians to determine whether the student would benefit from receiving ELL services.

x Kindergarteners who score above Level 5 on the Broad English Ability Total and a Level 5 or above on the Oral Language Total do not qualify for ELL services.

Determining ELL Program Eligibility: Kindergarten


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The following tables list initial instructional group placement criteria for each proficiency level using W-MLSR and ELPA assessment data.

Elementary ESL WMLS-R LEVEL ELPA

Newcomer ESL 1 1 Beginner 1 1 Early Intermediate 2 2

Intermediate 3 3 Early Advanced 3.5, 4 4 Advanced 4, 4.5 5

Secondary ESL WMLS-R LEVEL ELPA

Newcomer ESL 1 1 ESL 1 - Beginner/Early Intermediate 1, 2 1 ESL 2 - Intermediate 2, 2.5 2 ESL 3 - Early Advanced/Advanced 2.5, 3 3 ESL 4 - Advanced 4, 4.5 4, 5

To further identify specific instructional group placement, the ELL Case Manager/Specialist may assess students with the Quick Informal Assessment (QIA), A Developmental English Proficiency Test (ADEPT), Gap Finder, or Express Placement Assessment.

Newly enrolled students whose Home Language Survey indicates a language other than English is spoken at home and who have current WMLS-R or ELPA test results do not take the WMLS-R. These students will continue to receive ELL services and are placed using their most recent ELPA or WMLS-R score. To further identify specific instructional group placement, the ELL Case Manager/Specialist may assess students with the Quick Informal Assessment (QIA) or Express Placement Assessment. An ELL transferring from another Oregon school district whose last English Language Proficiency Assessment (ELPA) proficiency level is below a Level 5 and has not previously exited will continue to receive ELL services in our district and are not tested for program eligibility. Placement decisions are determined by the ELL Case Manager/Specialist using the student’s most recent ELPA score and proficiency assessment information in the transfer file, if readily available, or by contacting the student’s previous school. Parents receive written notification in an understandable language regarding continuation of ELD services and may decide to waive program services. To further identify specific instructional group placement, a classroom teacher, ELL specialist, or case manager may assess students with the Quick Informal Assessment (QIA), A Developmental English Proficiency Test (ADEPT), Gap Finder, or Express Placement Assessment.


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The table below lists assessments used by our District, their purpose, and timeline for administration.

ASSESSMENT PURPOSE TIMELINE

ADEPT (A Developmental English Proficiency Test)

Diagnostic test used to help identify a student's ELD instructional level.

As needed to assist in differentiating instruction.

Developmental Reading Assessment (DRA)/ Evaluación del Desarollo de la Lectura (EDL)

Assessment of biliteracy; diagnostic assessment of literacy skills.

As needed to differentiate literacy instruction in Spanish and English.

ELPA (English Language Proficiency Assessment)

Determines annual growth of English language proficiency level and possible exit from ELL program.

Annually, during testing window determined by the Oregon Department of Education.

Express Placement Assessment

Determines initial ELD group placement.

As needed to place students in ELD groups.

Gap Finder Identifies significant gaps in foundational English language knowledge for long-term ELLs.

As needed to assist to differentiate instruction.

QIA (Quick Informal Assessment)

Progress monitoring of student's English language development.

As needed as student is identified as being eligible for ELD instruction and at the end of each grading period.

STAMP (Standards-based Assessment & Measurement of Proficiency)

Determines Spanish proficiency in multiple domains according to ACTFL.

As needed at the beginning or end of each grading period

Woodcock-Muñoz Language Survey-Revised (English Form A)

Determines eligibility and initial ELL program placement.

Within the first 30 days of school or within the first 10 days after the first month of school.

31. Assessment of Students by a Trained Assessor

Woodcock- Muñoz Language proficiency assessments are administered by staff trained by District Woodcock- Muñoz certified trainers or by other approved sources. Each fall, WMLS-R trainings for new staff to administer, score, and interpret test results are led by trained ELL TOSAs. Previously trained staff attends a WMLS-R refresher training to maintain standardized proficiency testing and interpretation of test results. Our ELL TOSAs also train staff to administer the QIA, ADEPT, and DRA/EDL. Training to administer both the Express Placement Assessment and Gap Finder is provided during our annual Systematic ELD Institutes led by our District certified presenters. The ELPA staff trainings are held each year prior to the testing window by our District Test Specialist and school Test Coordinators. Professional Development to administer and interpret any of our approved assessment tools is available on an ongoing basis as requested through the Office for School Performance.


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Our District ELL Program Department keeps lists of trained staff who have participated in the above assessment trainings, both on Serebra (online class registration system) and Teamworks.

32. Collecting, and Disseminating Proficiency Test Data With Teachers

At each school the ELL Case Manager/Specialist communicates each student’s language proficiency level results, program placement, and method of instruction to classroom teachers, specialists, and administrators using Electronic Student Information System (eSIS), DCA, and/or through verbal correspondence. The eSIS system is an enterprise-wide administrative tool that maintains cumulative information during each student’s K-12 educational career, including, but not limited to: demographics, schedules and grades, attendance, discipline, and special education. Test results are also shared during grade level team meetings. These meetings are mainly designed to discuss student progress in which ELL assessment is shared and discussed to make instructional and program adjustments.

33. Location of and Process to Store Assessment Data

Immediately following WMLS-R testing, the ELL Case Manager/Specialist generates proficiency test results. The score results report is printed and a copy of kept in the CUM and ELL Files. Another copy is sent to the District ELL Program Department Secretary who enters assessment results in eSIS and who also files a hard copy. Tested students who do qualify for ELL program services (based on established program eligibility criteria) are identified as, “Do Not Qualify” (DNQ). ELL Case Manager/Specialist writes “DNQ” on the first page of the printed WMLS-R test report and sends a copy to the District’s ELL Program Department Secretary to input test results in eSIS and file a hard copy. Each school’s ELL Case Manager/Specialist places a copy of the printed test results in the student’s CUM and ELL Files.

Assessment results for the QIA, ADEPT, Express Placement, Gap Finder, and DRA/EDL are maintained at each school under the supervision of the ELL Case Manager/Specialist. Test results are entered and maintained electronically while hard copies of assessment results are placed in the students’ ELL File. Annual ELPA results are downloaded on eSIS, and DCA by the ELL Program Department Secretary.

34. Procedures to Disseminate the Parent Notification Letter

Following ELL program eligibility testing and placement, the ELL Case Manager/Specialist is responsible for sending written notification to parents using the


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Notification of English Language Development Program Placement letter (Notificación de Asignación al Programa de Desarrollo de Inglés). Our parent letter includes:

x assessment used to qualify and/or place students in the ELL program x current level of English proficiency; x date of most current ELL proficiency testing; x whether their child is newly qualified or is continuing with their ELL program of service; x the program model of ELD instruction; x a description of the five levels of English proficiency; and x a statement explaining that, at any time, parents have the right to waive ELL services.

Parents contact the school or ELL Case Manager/Specialist if they request a waiver or wish that their child immediately begin ELD services after a previously signed waiver. The ELL Case Manager/Specialist meets with the parents/guardians, classroom teacher, (and any other appropriate specialists such as an interpreter and/or a Special Education Case Manager) to discuss recommended services.

If the parent decides to decline services, the Request for ELD Program Withdrawal/Denial of Enrollment form from Transact is completed and signed by the parent and ELL Case Manager/Specialist. Parents who decide to begin/continue ELL services for their child, provide a written statement, date, and sign their notice.

The ELL Case Manager/Specialist indicates a student’s change of status by completing the Add Form and sending a copy along with the waiver or parent note, to the ELL Program Department Secretary to input in eSIS. Copies of student’s respective change of status forms are placed in the student’s CUM and ELL Files as well as in a District File kept in the District ELL Program Department. Students begin receiving ELL services as soon as possible after obtaining ELD group placement assessment data.

Parent notifications are completed and disseminated within 30 days of the first day of school and within 10 days for new students enrolled after the first month of the school year.

35. Procedures to Notify Parents in a Language They Can Understand

Our District has translated the Notification of English Language Development Program Placement letter and Description of ELD Program(s) in a language that parents can understand. Both forms have been translated into Spanish and are also translated into other languages as needed and requested.


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SECTION FOUR

Program of Service for English Language Learners

4


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SECTION 4: PROGRAM OF SERVICE FOR ELLs

36. Program of Services for ELLs Our Bilingual Program Model is designed to move students toward English language proficiency in order to be successful in classes taught in English. Our model provides meaningful access across all programs of study, electives, as well as co-curricular activities, and strives to successfully graduate all high school students to be college-and career-ready. HSD acknowledges that students should not be denied access to standards-based instruction and cognitively-challenging learning while they are developing advanced proficiency in English. As a result, our Bilingual Program Model outlines three research-based strategies for 1) accelerating academic English Language Development, and 2) promoting the highest level of academic achievement among all students, bilingually, whenever possible.

Sheltered Instruction strategies are an expectation for administrators and teachers across the District. Focused and Integrated ELD models are structured differently depending on each school’s students and staff. ELD programs strive to connect language to content while meeting each student’s needs according to his/her language proficiency level. Dual Language Programs and primary language literacy and content offerings are provided in many schools and are supported by research in Bilingual Education.

The educational programs and practices of the Hillsboro School District are vetted by researchers (Gennesee, F., 1987; Goldenberg, C. (2008); Sherris, A.) and validated by local data. All schools follow the Bilingual Program Model Implementation Rubric as well as the policies outlined in the HSD ELL District Plan.

Our approaches for meeting the needs of ELLs depend on our ability to create inclusive, heterogeneous learning environments where the interplay between academic language and content knowledge is present. Accordingly, HSD implements and values the following researched-based educational practices that are shifting in the way that we as educators are currently making, to help our ELLs triumph in our contemporary environment. Present rigorous curricular content: Instruction focuses on authentic reading and writing experiences and provides textual choices as well as meaningful content for students. Setting high expectations with quality instruction will challenge ELLs to reach the new content standards (Callahan, R. 2005).


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Recognize socio-cultural factors: Awareness of students’ backgrounds, recognition of their prior literacy experiences, and knowledge of the challenges and benefits that ELLs experience while learning a second language allows teachers to be more effective regarding how academic content creates meaningful context and raises rigor (Walqui, A 2000).

Utilize home languages and environments: Teachers can help ELLs see their native languages and family cultures as resources for building academic literacy by encouraging ELLs to make connections between academic content and their own funds of knowledge regarding both home and community literacies (Franquiz, M.E. and Reyes, M.L.,1998; Gonzalez, N.E, Moll, L.C; and Amanti, C., 2005). Teach ELLs to simultaneously develop their academic language and literacy skills across the content areas: Teachers help students focus on content-specific concepts and academic vocabulary; they provide student engagement through teaching approaches and strategies and scaffolding for learning; they assess student learning to make lesson adjustments; and, establish a classroom environment that values culture to support learning as recommended by models such as Five Dimensions of Teaching and Learning, (Fink, S. and Markholt, A.); Marzano’s Nine Effective Instructional Strategies, Guided Language Academic Design (GLAD), and Sheltered Instruction Observation Protocol (SIOP), and they provide ELLs skills to use across the curriculum (Jimenez, R.T., Garcia, G. E, and Pearson, P.D., 1996; Thar, R.G., Estrada, P., Dalteen, S.S., and Yamauchi, L. 2000). Use multiple assessments for a variety of purposes: Adequately assessing ELLs requires the use of multiple measures in order to distinguish among content knowledge, literacy skills, language acquisition, and cultural background (Bitchener, J., Young, S., and Cameron, D. 2005; Gottlieb, M., 1999). Assessments in HSD are used to:

x provide academic progress during the learning process to help shape instruction; x foster academic growth; x stimulate metacognition through self-assessment; and x gather data with evaluation measures designed for ELLs, with culturally and linguistically

appropriate tests.

Activate increase use of technology: Educating all students by today’s standards and for tomorrow’s living most certainly includes the use of technology. Increased access to technology and computer-assisted learning can be effective in engaging ELLs to excel by developing authentic language and academic skills across the content areas and be prepared for future workforce needs (Pennington, M., 2004).

SHELTERED INSTRUCTION

The District has invested in training and implementation support for Sheltered Instruction Observation Protocol (SIOP), Guided Language Acquisition Design (GLAD),


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and EL Achieve’s Constructing Meaning: Explicit Language for Content Instruction (CM) as Sheltered Instruction frameworks and instructional strategies. These methodologies are used by classroom teachers to help make content instruction comprehensible to emerging bilinguals while accelerating language acquisition within a meaningful academic context.

FOCUSED & INTEGRATED ELD Our Focused & Integrated ELD programs and practices are based on a framework from Susana Dutro’s A Focused Approach to Systematic English Language Development, Kathy Escamilla’s Literacy Squared research, and the comprehensive body of research collected by members of the ELL Collaborative of 2011-2012. ELD instruction is organized by students’ proficiency level and is designed to raise student achievement in grade-level content standards. Content-Based and Literacy-Based ELD provide English learners with academic language development by integrating language and content (Brown, Park, Jeong, and Staples, 2006; Chamot, 2004). The higher order thinking and problem solving rigor of content-based ELD ensure additional academic benefits beyond linguistic development (Chamot, A. U. and O'Malley, J.M., 1994).

BILINGUAL EDUCATION

Dual Language Programs in Hillsboro are guided by three goals:

x Bilingualism and grade-level biliteracy by the end of 4th grade maintained through graduation x Equitable access to advanced cognitive development, rigorous academics, and language

development x Interpersonal and cultural skills necessary to be successful community members and global

citizens National research as well as local data show better outcomes in language acquisition and academic achievement for ELLs in Dual Language Programs. Our District has invested in staffing and professional development to support Dual Language education at all campuses with a sufficient population of native English and Spanish speakers to warrant consideration of the benefits of this program.

Where Dual Language classrooms are not available, primary language literacy and content instruction are offered whenever possible. When students learn to read and write in their first language, they are able to transfer those skills to English at a higher level and degree of understanding. Primary language experiences support and accelerate academic literacy development in English (August, D. and Shanahan, T., 2006). The process of reading—including the majority of Common Core State Standards (CCSS) for English Language Arts—consists of transferable skills between languages. Primary language literacy instruction is designed to facilitate transfer of skills and knowledge to English language learning and to prepare students to be academically and professionally successful in their primary language.


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37. Methods and Services Used to Teach English Language Skills to ELLs

ELD Program Models in the Hillsboro School District

Expectations for Students

Expectations for ELL Specialists and Bilingual Coaches

Expectations for Classroom Teachers

ELLs are “pulled out” of their mainstream classroom for a designated period of time to receive explicit language instruction at their language proficiency level (B, EI, I, EA, A).

ELL Specialists deliver explicit language instruction to ELLs according to English Language Proficiency level. Instructional groups may include two contiguous proficiency (B/EI) and/or grade levels (3rd/4th). English Language Proficiency (ELP) standards drive instruction. ELL Specialists support general education teachers in serving ELLs.

While ELLs are pulled-out for ELD instruction, classroom teachers reteach and provide extension time for students connected to previously-covered content standards. ELLs receive equal access to content with mainstream students during regular class instruction. Teachers do not deliver “new content” to the rest of the class during pull-out ELD time, as this would violate ELLs’ right to access the full curriculum.

FOCU

SED

ELD

ELLs receive explicit language instruction at their language proficiency level (B, EI, I, EA, A). Former ELLs and English-Only students receive academic language development at their instructional level. ELD instruction scaffolds the language required to access grade-level, standards-based content.

ELL Specialists deliver explicit language instruction to students according to English Language Proficiency level. Instructional groups may include two contiguous proficiency (B/EI) and grade levels (3rd/4th). ELP standards drive instruction. The authentic context for the ELD lessons is often embedded in grade-level content and literacy instruction.

Classroom teachers are trained in Systematic ELD.

Classroom teachers deliver explicit language instruction to students according to English Language Proficiency level, sometimes grouped contiguously by proficiency (B/EI).

Grade-level teams collaborate with ELL Specialists and Bilingual Coaches to plan and deliver ELD instruction.

FOCU

SED

& IN

TEG

RATE

D EL

D

ELLs receive explicit language instruction at their language proficiency level (B, EI, I, EA, A). Former ELLs and English-Only students receive academic language development at their instructional level. ELD instruction scaffolds the language required to access grade-level, standards-based content.

ELL Specialists and Bilingual Coaches collaborate with classroom teachers in the design and delivery of integrated ELD and content instruction. English Language Proficiency (ELP) standards and content standards are integrated and drive instruction.

Classroom teachers are trained in Systematic ELD.

Classroom teachers deliver explicit language instruction to students according to English Language Proficiency level. Instructional groups may include two contiguous proficiency (B/EI) and grade levels (3rd/4th).

Grade-level teams collaborate as needed with ELL Specialists and Bilingual Coaches to design and deliver ELD instruction integrated with core content.

NOTE: The Hillsboro School District ensures that English Language Development (ELD) instruction: x Occurs every day in each school x Is provided by teachers trained in Systematic ELD x Is supported by principals trained in Systematic ELD x Matches students’ English Language Proficiency level x Is driven by English Language Proficiency (ELP) standards x Maximizes students’ opportunities to access grade-level content standards

Ongoing progress monitoring includes student performance on English Language Proficiency (ELP) Standards as well as core content standards.


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L1 = Student’s First Language L2 = Student’s Second Language

= Spanish = English

N Sp = Native Spanish Speakers N En = Native English Speakers

In the Hillsboro School District, 700 students now have the opportunity to benefit from Dual Language instruction. According to the research of Thomas and Collier (2002), this program predicts the greatest closure of the achievement gap between ELLs and their native English-speaking peers while raising achievement among all students. Dual Language is offered in Spanish and English in our 50/50 model. Instructional time in primary language literacy is maximized in the earliest grades, ensuring that students build a strong foundation in literacy before transitioning to a 50/50 school day. We strive to extend opportunities to learn Spanish in music, PE, sports, and co-curricular opportunities. We also acknowledge that English is the dominant language in our society, and that the opportunity for students to be truly bilingual in 12th grade depends on our ability to engage them in meaningful opportunities to practice Spanish. Below is a graphic representing our 50/50 model, followed by a Curriculum Articulation Plan (CAP) which outlines the distribution of instructional content across languages as our K-12 model moves up from Kindergarten through 12th grade (see SECTION 1, Item 7 for a list of participating schools and grade levels). 50:50 Two-Way Dual Language Program

K 1 2 3 4 5 6 100 90 80 70 60 50 40 30 20 10

L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 N Sp L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 L2 L1 N En

NOTES:

Literacy: At grades 1 and 2, 90 minutes of Spanish Literacy includes grade-level Language Arts, Science, and Social Studies standards.

Forty minutes of English Literacy-Based Language Development expands content learning from Spanish Literacy and extends English Language Development, oral language, and cross-linguistic connections.


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Hillsboro School District K-12 Dual Language Curriculum Articulation Plan (CAP)

*Minutes listed are recommended minimums

Grade Program Literacy* Supplement (Native English Speakers)

Content* Notes

K 50:50

90 min. Spanish 40 min. Literacy-Based Language Development + Content-Based Literacy

0-60 min. English Literacy (Could replace Spanish Literacy)

50% Span. Math 50% Eng. Math (70 min. per day)

Listed are recommended distributions of minutes. The language of instruction may alternate weekly or by unit. Our commitment is to an overall minimum of 50% Spanish instruction. Additional content and electives should be offered in Spanish whenever possible to increase the quantity and varied context for Spanish language development.

1 50:50




2 50:50




3 50:50

70 min. Spanish 70 min. Content-Based Literacy + Lit.-Based Language Development


4 50:50



5 50:50



6 50:50



7 Dual

Option/MYP 1 per. Spanish Language Arts 1 per. English Language Arts

1 per. Span. Soc. Std.

8 Dual Option/MYP

1 per. Spanish Language Arts 1 per. English Language Arts

1 per. Span. Soc. Std.

9 Dual

Option/MYP 1 per. Spanish Language Arts 1 per. English Language Arts

1 per. Biology and/or 1 per. Algebra 2

10 Dual Option/MYP


1 per. Span. Soc. Std., Math, or Science

11 Dual Option/IB Diploma



12 Dual Option/IB Diploma



Quality Program Essentials:

1) Minimum 50% Spanish Instruction 2) Strict separation of languages of instruction 3) K-12 program commitment (Rogers, D. DLeNM 2011)


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38. Access and Participation in Academic and Special Programs

Sheltered Instruction (CM, GLAD, and SIOP) methodologies are used throughout the day by classroom teachers across all grade levels and content areas (including electives) to help make content instruction comprehensible for emerging bilinguals while accelerating language acquisition within a meaningful academic context. Curriculum is taught using strategies that scaffold both language and content by building background knowledge through the use of visuals, gestures, realia, and paraphrasing, for example. (Cantoni-Harvey, 1987; Crandall, 1993; Mohan, 1986: Short, 1994). Both content and language objectives are written and explained at student’s English proficiency level by classroom teachers. Student progress is monitored using multiple measures by teachers, principals, and administrators in order to make instructional adjustments and flexible instructional grouping changes reflected in the data (Quick Informal Assessment (QIA), A Developmental English Proficiency Test (ADEPT), Express Placement, Gap Finder, Developmental Reading Assessment/Evaluación del desarollo de la lectura (DRA/EDL). Teachers are expected to participate in ongoing Sheltered Instruction professional development opportunities, such as coaching sessions provided by our Bilingual and content area instructional coaches as well as Professional Learning Communities (PLCs) by content area and/or grade-level teams. Additionally, providing increased access to technology for both teachers and students increases meaningful learning experiences to develop problem solving and higher order thinking skills and to actively participate in the world beyond the classroom (Pennington, M. 2004).

Elementary grade level teams meet each spring and fall to discuss the most appropriate placement of each ELL based on their current English proficiency level, educational background, and length of time in the U.S. All students receive level appropriate ELD, literacy, math, science, social studies, and electives (music, P. E., library, and art).


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Our secondary ELLs, in collaboration with the counselor, and parent/guardian, and the ELL Case Manager/Specialist, schedules students’ classes by reviewing their previous transcripts, current English language proficiency level and elective’s options. Each grading period, students’ schedules include ELD, core content (language arts, math social studies, science), and electives. Students are placed in mainstream classes for most of their day and efforts are made to schedule classes in which students can be most successful. Verbal and written announcements are distributed to students and their families, but it’s our teachers and instructional assistants who have the biggest impact on encouraging students to participate in extra-curricular activities. Accommodations are made to the extent possible to provide transportation, funding, interpreters, and other services to support students in their area of expertise and interest outside of the normal school day. 39. Professional Development Support for Core Content Teachers

ELL participation in core content classes and other program services as appropriate provides opportunities for full access to meaningful participation in academic, elective classes and school activities. This approach helps to ensure that our ELLs meet federal, state, and local standards, graduate from high school, and attain college and career-readiness skills.

Content area teacher-leaders previously trained in sheltered instruction, bilingual coaches, and principals help facilitate school level support to make content comprehensible for ELLs. Trained content - and level-alike teachers work and learn collaboratively through bi-weekly or monthly PLCs and classroom visits with follow-up debrief sessions to make instructional improvements. This is a powerful staff-development approach to help ELLs meaningfully access and accelerate in other academic programs, such as Advanced Placement, Talented and Gifted, International Baccalaureate, and Science Technology Engineering and Math (STEM). In addition, bilingual instructional assistants (IAs) provide instructional support under the direction of the teacher. Our IAs interpret classroom directions for Newcomer ELLs so they can effectively participate in activities and comprehend the academic material being presented. In January, sixty bilingual IAs participated in a half-day interpreters’ training. Part of this training focused on refreshing their interpretation skills used during Special Education (IEP) parent meetings.


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The following table illustrates the number of staff who have participated in bilingual education training (which promotes the use of Sheltered Instruction strategies), Sheltered Instruction and ELD training from 2010 – 2013.

Professional Development Activity # of Teachers TOTAL

Talleres de lectoescritura 33

348

Dual Language 101 19 Cross Language Transfer 43 Language Acquisition 25 La Cosecha 91 Alliance for Multilingual Multicultural Education 108 Bilingual Program Model Advisory 29 SIOP 25

317

Constructing Meaning 269 Constructing Meaning Presenter Certification* 7 GLAD 22 Systematic ELD 461

646

Systematic ELD Presenter Certification* 8 Lesson Study/Vertical PLC 175 ELL Alliance Conference 10 Total Training Experiences to Serve ELLs 1,310 Total No. of HSD Teachers 1,099

*The number of trained teachers in these categories is not included in the Total No. of HSD Teachers trained, since they are included in the initial 3-day training.

40. Standards Used to Determine the Amount and Type of ELD Services Our standards for provision of services are based on our beliefs that 1) English language acquisition is accelerated through the strategic support of a student’s primary language, 2) the degree to which focused ELD can be integrated with grade level content will predict academic achievement and language acquisition outcomes for students, and 3) ELLs across content areas and grade levels will achieve college and career readiness if all teachers provide sheltered instruction opportunities (August, D., Shanahan, T., and Shanahan, L., 2006). During the regular day, differentiated ELD instruction, appropriate to the English proficiency level of each ELL, is provided by an authorized teacher until the student is exited. The model selected prescribes the amount of time spent in the target language. Teachers provide students with ELD instruction using materials that are specifically designed to enable students at each level of English language proficiency to acquire academic English rapidly, efficiently, and effectively.


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State Adopted ELD Curriculum

Elementary – Grades K - 6 x Avenues, Hampton-Brown, 2004 x Carousel of IDEAS Program, 4th Edition, Ballard & Tighe, 2005 x Champion of IDEAS Program, Ballard & Tighe, 2006 x English at Your Command, Hampton-Brown, 2004

Kindergarten

Grades 1-6 Grade 6

Middle School - Grades 7 - 8 x Shining Star, Pearson Longman, 2007 x Focus on Grammar Series, Pearson Longman, 2007 x Visions Series, Intro - C, Thomson-Heinle, 2006

Beg. –Adv. Beg. –Adv.

Newcomers

High School - Grades 9 – 12 x Visions Series, Thomson-Heinle, 2006 x Visions Series, Intro - C, Thomson-Heinle, 2006

Beg. –Adv.

Newcomers

Our ELLs are also provided standards-aligned instructional materials. For kindergarten through grade twelve, these are state-adopted instructional materials in mathematics, science, reading/language arts, and social studies that are consistent with the content and cycles of the curriculum frameworks and include universal access features that address the needs of our ELLs. The following list identifies the specific ELL service models considered for each student. After students are assessed and qualify for ELL services, parents are notified of their program of service for their school. The same models are used for the LEP data collection.

Dual Language Program ESL Pullout Transitional Bilingual Program ESL Class Period Sheltered Instruction Content-based ELD

Bilingual Education The Hillsboro School District provides a growing number of our ELLs with a comprehensive Dual Language Program. HSD began its Spanish-English Dual Language program in 2002 to engage and support our increasingly diverse community. Academic content core curriculum is presented through a 50/50 Dual Language Program model with approximately half of the instructional time delivered in English and half of the instructional time delivered in Spanish. Lessons are not translated when switching from one language to the other; rather, students learn language through


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parallel content. The classroom environments are language rich, always supporting the language development of students by using realia, graphs, models, visual aids, and technology. Cultures are explored while students work and learn together, preparing them for a successful future in the multicultural world in which we live. Research supports Dual Language as the most effective program model for raising achievement among ELLs (Thomas, W. P., & Collier, V. 2002). It is our goal to offer Dual Language at all schools that have a population of students who speak a language other than English in numbers great enough to create balanced bilingual classrooms (see table in Section 1 for schools that currently host Dual Language classrooms). Where bilingual classrooms are not currently offered, we provide students opportunities to learn in their primary languages whenever possible. Spanish literacy support is available to students in many schools to accelerate early literacy skills. Spanish content instruction is available K-12 to give students the opportunity to meet grade level standards across content areas. Examples of this are math and language arts courses in high schools and online learning via Colegio de Bachilleres, in partnership with the Mexican Secretaria de Educación Publica. Our hiring practices and professional development investments are aligned to our goal of being able to provide these services to ELLs in every school and in multiple languages. Focused and Integrated ELD ELLs attending any school in our District learn language through either Literacy-Based/Content-Based, School-Wide, and/or Pull-Out ELD instruction. Based on the needs of students, explicit language instruction is planned and delivered at students’ language proficiency level (B, EI, I, EA, or A) by highly qualified, TSPC endorsed teachers who have also attended a 3-day Systematic ELD Institute. English language learning strategies from such frameworks as Systematic ELD, GLAD, CM, and SIOP are utilized across the content areas. All focused language instruction is designed to scaffold students’ access to grade-level content. Grade-level content is leveraged to provide challenging, meaningful context for language learning. Integration of language instruction and content instruction results in access to the comprehensive K-12 academic experience for ELLs.

Sheltered Instruction

“Sheltered Instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English Language Development” (Echevarria, Vogt, and Short, 2000).


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Using Sheltered Instruction strategies from frameworks such as GLAD, SIOP, and Constructing Meaning, teachers connect language to content instruction while meeting each student’s needs according to his/her language proficiency level across the content areas and grade levels. Language Objectives are aligned to reflect the content knowledge and skills identified in grade-level content standards and address the aspects of academic language to be developed or reinforced during the instruction of grade-level learning targets (Echevarria, J. and Short, D., 2010). Posting and practicing Language Objectives supports the second language acquisition process that requires us to provide opportunities for ELLs to be exposed to, practice, and be assessed on their language skills. Language Objectives help students fully access the lesson and meet the grade-level content standards.


SECTION FIVE

Staffing and Resources

5


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SECTION 5: STAFFING AND RESOURCES 41. Number and Categories of Instructional Staff The Hillsboro School district actively recruits, hires, and supports qualified ELL and Bilingual instructional staff to design, plan, implement, and evaluate program and practices for ELLs across the content areas and electives, including extra-curricular activities, as required as part of the weighted state school fund for OAR 581-023-0100 (4), 581-037-0006, and 581-037-0025. The table below defines the number of instructional staff implementing HSD’s ELL program services during the 2012 – 2013 school year.

Category # of Staff Bilingual Assistant 84 Dual Language Classroom Teacher 31 Bilingual Coach 14 Instructional Coach 13 ELL Case Manager/Specialist 46 Special Ed. Case Manager/Specialist 60 Speech/Language Pathologist 25 General Education Classroom Teacher 1165 Title III/ Migrant TOSAs 3

42. Qualifications Used to Assign Staff to the Language Development Program Administrators, teachers, paraprofessionals, and instructional assistants actively participate in ongoing professional development opportunities to ensure that they are up-to-date on best practices, including the research regarding second language acquisition. The number of instructional staff receiving formal training to support our ELL’s instructional needs can be found in Section 4, Item 39, Professional Development Support for Core Content Teachers.

ELL Case Managers/Specialists include teachers who:

x hold a current ESOL endorsement or are working toward an ESOL endorsement; x are attending conferences and workshops to effectively increase ELL achievement; x possess Sheltered Instruction training (Constructing Meaning, SIOP, and/or GLAD); x are working toward becoming a GLAD certified trainer; x have language development training such as Systematic ELD; Talleres de lectoescritura

(literacy workshops), and Dual Language 101; x are certified Systematic ELD and/or Constructing Meaning trainers; x have participated in diversity training; and x are bilingual/bicultural


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Instructional Assistants and school support staff including office managers, registrars, educational assistants, are keenly committed to supporting the educational goals of student’s attending the Hillsboro School District. Support staff work under the direction of their administrator and/or certified teacher and hold one or more of the following qualifications to assist our ELLs:

x Are bilingual/bicultural; x Attended a bilingual interpreter’s training (January 2013); x Hold a current ESOL endorsement; x Are working toward an ESOL and/or Special Ed. endorsement (s); x Possess Sheltered Instruction training such as, CM, SIOP, and/or GLAD; x Have language development training such as Systematic ELD; Talleres de lectoescritura

(Literacy workshops), and Dual Language 101; x Have participated in diversity training; and x Collaborate with teachers to support instruction for ELLs to develop effective learning

strategies and acquire literacy skills and academic content.

43. Methods and Criteria Used to Determine the Qualifications of Instructional Staff The ELL Department works closely with Human Resources and each school to recruit and hire highly qualified licensed bilingual teachers (in English and Spanish and/or other languages represented in our ELL population) with ESOL endorsements and content area endorsements. Human Resources works with staff that hold restricted licenses to create timely and individualized plans to become highly qualified or further endorsed in subject areas. Part of the hiring process includes a screening to ensure that candidates are highly qualified and meet all standards for licensure and endorsements. The District maintains high standards by:

x preferring teachers to hold the ESOL endorsement. x partnering with Western Oregon University to support HSD students in their pursuit of

teaching licenses, bilingual endorsements, and ESOL endorsements. x partnering with Portland Community College and Portland State University to support

bilingual paraprofessionals in their pursuit of teaching licenses and ESOL endorsements. x attending teacher recruitment fairs to hire more bilingual, bicultural teachers. x increasing the number of highly qualified bilingual, bicultural teachers and

paraprofessionals as reflected in the District’s Strategic Plan. x working with the ELL Department to pair new teachers with mentor veteran teachers,

provide ongoing training and assistance for new ELL teachers, and provide on-site assistance as needed and requested.

x providing ELL professional development opportunities for teachers and paraprofessionals as well as on-site assistance in all areas of program implementation, instruction, assessment, and effectiveness (Systematic ELD, Sheltered Instruction training, one-on-one coaching, professional learning communities).

x partnering with our local ESD and New Teacher Mentor Program

x providing ongoing and on-demand opportunities for training in the use of District -approved assessment tools such as the Woodcock - Muñoz Language Survey.


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44. Steps to Ensure Temporary Staff are Qualified to Implement ELL Services

Professional development plays a key role in developing staff capacity to design and implement effective instruction and evaluation of ELLs. For temporary or not yet qualified staff to serve ELLs that do not currently meet District establish criteria, principals and/or District administrators will schedule regular meetings throughout the year with individual staff to monitor their professional development action plans (part of their annual District professional plan), including timelines for meeting each goal based on the needs of each individual. Plans are monitored to ensure staff attains the necessary qualifications to provide equitable, rigorous, and high quality targeted instruction to ensure our ELLs graduate college-and-career ready.

When new teachers are hired, they participate in our New Teacher Mentor Program for two years coordinated by the Office for School Performance. Teachers are provided support, resources, “lessons learned” from experienced teachers, coaching and guidance for the day-to-day challenges of classroom management and how to adjust to a new school environment – essential elements that ultimately lead to student success.

Our District has also recently formed a partnership with Western Oregon University to provide our Dual Language Program graduates with preferential admission and scholarships to attain their bilingual teaching endorsement. Upon completion of the “Bilingual Teacher Pipeline,” we anticipate that our students will become qualified ELD, Dual Language, and bilingual content teachers in our District. We believe a long-term strategy for growing bilingual educators within our own community is critical to the success of an ELL program that closes the achievement gap and values bilingualism as an asset rather that a deficit.

Opportunities to engage and learn about the latest research, theory, and educational practices for teaching ELLs and sheltering content instruction may be accessed by:

x working toward an ESOL and/or Bilingual Special Ed. endorsement through Portland Community College and Portland State University’s Bilingual Teachers’ Pathway Program;

x working toward an ESOL endorsement through a District sponsored University of Portland certification program;

x working through West Oregon University for HSD bilingual graduates to attain a Bilingual/Reading endorsement;

x providing professional development opportunities for staff as well as on-site assistance in all areas of program implementation, instruction, and assessment, such as, Constructing Meaning, SIOP, and/or GLAD, Systematic ELD; as well as dual language literacy trainings facilitated in English and Spanish;

x participating in diversity training; x engaging in Professiona Learning Communities (PLCs) x attending innovative technology-based training to enhance instruction; having multiple

opportunities to attend professional conferences such as La Cosecha, AMME, ELL Alliance Conference, and OACE; and

x contacting appropriate District Office personnel to schedule individualized instructional support or test administration training.


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45. Selected Instructional Materials and Resources The following table identifies our current ODE-approved ELD instructional materials and other resources. In addition instructional materials for ELD instruction, our District has invested heavily in materials to support bilingual curriculum delivery.

ELD Materials and Resources

Grade Level Description

Avenues Levels A - F

Kindergarten These materials are intended to offer ELLs a comprehensive and systematic ELD development program, designed for all levels of language proficiency, using a thematic-based and integrated skill approach that combine listening, speaking, reading, and writing with major content areas.

Carousel of IDEAS Sets 1 - 2 1st – 5th Champion of IDEAS Levels Red and Blue 5th – 6th Shining Star Levels A - C

7th – 8th

Focus on Grammar Levels 1 - 5

7th - 12th

Visions Series Levels A - C

7th – 12th

Visions Series Level Introductory

9th – 12th Newcomer students develop their pre-literacy and school survival to basic academic skills in listening, speaking, reading, and writing.

A Focused Approach to Systematic ELD

K – 12th A framework that provides a way for ELLs to learn and practice language needed in order to comprehend rigorous content instruction and a myriad of adult and peer interactions, such as discussions and collaborative work, to be college and career ready.

Rosetta Stone K – 12th A supplemental self-paced online learning system used to bolster speaking, reading, writing, and listening skills in another language.

Constructing Meaning K – 12th Constructing Meaning offers an accelerated approach to instruction that emphasizes both academic English and critical literacy skills, thereby supporting English learners in acquiring the analytical language necessary to meet the demands of the Common Core.

Houghton- Miffllin Lectura (Spanish version of Reading)

K – 6th This standards-based program is used our ELLs enrolled in our Bilingual Program. It includes systematic, explicit instruction that is parallel and equitable to Houghton Mifflin Reading that supports the transition to English fluency.

Bridges (Math Span/Eng)

K – 5th Written specifically to meet the Common Core State Standards. Most material is also provided in Spanish.


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46. Plan and Timeline for Ongoing Review of Materials and Resources Hillsboro School District is currently engaged in the ongoing process of updating instructional materials and resources as we transition toward implementing the Common Core State Standards (CCSS). Both ELL, reading, and classroom Language Arts teachers will be participating in the Oregon Instructional Materials Evaluation process coordinated through ODE beginning summer of 2014. Our District also allocates funds to support the adoption of new material approximately every 8 years, assuming State General Fund dollars are available. The ELL Program’s last adoption took place in 2008. As for all content area materials’ adoption years, our teachers, principals, Office for School Performance department, Citizens’ Review Committee, and the School Board will have the opportunity evaluate, review, and approve newly recommended instructional materials for grades K – 12. 47. Contingency Plan Due to a Lack of Resources to Implement the ELL Program As budgetary constraints continue to linger, partnering with other school districts, universities, agencies, is taking on an ever more important role to effectively improve and maintain our program of service for our ELLs. Hillsboro School District Executive Directors are currently collaborating with experts, outside of HSD, to create innovative approaches to support the implementation of our ELL program. A draft of our contingency plan recognizes that professional development plays a key role in developing teacher capacity to design and implement effective instruction and evaluation of ELLs. Included in the plan are ongoing supports such as:

x Teacher mentoring and induction programs offer professional development needed to provide support for new teachers. Well planned and delivered, induction programs have been found to make a difference in all measures of teacher success including, a drop in attrition rates, improved teaching skills, and increased confidence in work.

x School support teams, including Executive Directors and Directors, are trained to provide onsite technical assistance with individual school principals to help implement effective School Improvement Plans to close the achievement gap.


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x Innovative teacher preparation programs such as, partnering with Western

Oregon University to support HSD students in their pursuit of teaching licenses, bilingual endorsements, and ESOL endorsements. Partnering with Portland Community College and Portland State University supports District bilingual paraprofessionals to pursue their teaching licenses and ESOL endorsements through the Bilingual Teachers’ Pathway Program.

x Scheduling of Sheltered Instruction training and focused lesson plan

development time during Migrant Summer School facilitated by District teacher-leaders.

x Professional development workshops facilitated by teacher-leaders. Teachers’

attendance is voluntary where “incentives to attend,” such as university credits and opportunities for career advancement would be offered in lieu of paying teachers for their time.

x Annual attendance at teacher recruitment fairs to screen and hire more bilingual,

bicultural teachers.

x Coordination with other nearby school districts to provide ELL professional development opportunities across districts as well as on-site assistance in all areas of program implementation provide ongoing current best practice training.

x Opportunities for paraprofessionals to collaborate with teachers and support

instruction for ELLs.


SECTION SIX

Transition from English Language Development Program

6


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SECTION 6: TRANSITION FROM ELD PROGRAM

48. Procedures for Exiting, Promoting, and Retaining ELLs

Student reclassification is primarily based on Spring ELPA scores and a comprehensive file review. Students who achieve an ELPA Composite Level 5 – Advanced – are generally considered to be proficient in their English language skills and can benefit from their regular education program without continuing in the ELL program. Exiting Procedures

x The student scored an ELPA Composite Level 5 – Advanced – and has demonstrated proficient English skills over a legitimate period of time (generally 5 – 7 years) in reading, writing, speaking, listening, as evidenced by data that is both quantitative and qualitative.

x The ELL Case Manager reviews each eligible student’s ELPA data and in collaboration with the ELL and classroom teachers, will determine if the student is ready to exit the ELL program based on academic language achievement.

x If it is determined that the student is ready to exit, the ELL Case Manager completes and sends the ELL Reassignment form with a copy of the student’s ELPA report to the ELL & Migrant Programs department for approval by the ELL Director or ELL TOSA.

x Once reviewed and approved by the ELL Director or ELL TOSA, the District ELL Program Department Secretary returns original copies to the ELL Case Manager for distribution to parents, CUM and the ELL folder.

x The District ELL Program department secretary updates the student’s ELL program assignments on eSIS with exit dates.

x The ELL Case Manager notifies classroom teachers of recently exited students through email or written communication including date of exit.

x Once the student has been reassigned, ELL services will no longer be provided.

x To ensure continued academic success, the ELL and classroom teachers will quarterly monitor the student’s academic language progress/needs for a minimum of two years following date of exit using the ELL Transition Monitoring Form (see item 52).


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Promotion Procedures

x The student scored an ELPA Composite Level 4 – Early Advanced – but has demonstrated proficient English skills that indicate he/she may benefit from the regular education program, without ELD support.

x The ELL Case Manager gathers and records assessment data and additional

indicators using the Language Assessment Data Review form indicating the student’s progress in acquiring English language proficiency such as, WMLS-R test results, annual ELPA results, writing work samples, and oral and listening skills.

x The ELL Case Manager calls a school level meeting, including individuals with knowledge of the student’s needs, to discuss the appropriateness of promoting the student from the ELL program.

x A Notice of ELL Meeting is sent to parents inviting them to participate in the decision-making process. The team reviews language assessment data and additional indicators to make a recommendation.

x The ELL Case Manager is an integral part of the school’s SST. The student's performance in the mainstream classroom and linguistic abilities are reviewed and evaluated using such informal assessments as rubrics, checklists, anecdotal records, on-going formative assessments and portfolios that meet current research and best practices.

x The Team signs and dates the Language Assessment Data Review form. If the parent/guardian did not attend the meeting, the ELL Case Manager signs accordingly at the bottom of the form and follow-ups with parents to share the Team’s recommendation and to receive the parent’s input.

x If it is determined that the student is ready for promotion, the ELL Case Manager completes and sends the following to the ELL Program Department for approval: ELL Reassignment Form, Language Assessment Data Review form, and student’s ELPA report.

x Once reviewed and approved by either the ELL Director or ELL TOSA, the District ELL Program Department Secretary returns original copies to the ELL Case Manager for distribution to: parents, CUM file and ELL folder.

x The District ELL Program Department Secretary updates the student’s ELL program assignments on eSIS with exit dates.


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x The ELL Case Manager notifies classroom teachers of recently promoted/exited students through email or written communication including date of exit.

x The student will continue to receive ELD services until the Case Manager receives written approval from the ELL Program Department.

x Once the student has been reassigned, ELL services will no longer be provided.

x To ensure continued academic success, the ELL and classroom teachers will monitor the student’s language needs for a minimum of two years following the date of promotion using the ELL Transition Monitoring Form (see Section 6, Item 52).

Retention Procedures

x The student achieved a Composite Level 5 “Advanced” on the ELPA, but the ELL Case Manager’s initial evaluation of ELPA results and collaborative input from classroom teachers indicate that a student needs continued instruction in ELD and should remain in the ELL program. Retaining ELLs for continued ELD instruction after achieving an Advanced proficiency level of ELPA is a rare occurrence.

x The ELL Case Manager gathers and records assessment data and additional

indicators using the Language Assessment Data Review form indicating the student’s progress in acquiring English language proficiency such as, WMLS-R test results, annual ELPA results, writing work samples, and oral and listening skills.

x The ELL Case Manager calls a school level SST meeting, including individuals knowledgeable of student’s current academic progress including one or more teachers with in-depth knowledge of the student’s second language acquisition and academic achievement over a legitimate period of time (generally 5 – 7 year). The ELL Case Manager is an integral part of the school’s SST.

x A Notice of ELL Meeting is sent to parents and or they are called, inviting them to participate in the decision-making process. The team reviews language assessment data and additional indicators to make a recommendation.

x Student's performance in the mainstream classroom and linguistic abilities are reviewed and evaluated using such informal assessments as rubrics, checklists, anecdotal records, on-going formative assessments and portfolios that meet current research and best practices.


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x A written narrative of specific strategies for assisting the student in reaching exit-

level proficiency is recorded on the Instructional Focus for ESL Student Retention form.

x The Team signs and dates the Language Assessment Data Review form.

x If the parent/guardian did not attend the meeting, the ELL Case Manager signs accordingly at the bottom of the form and follow-ups with parents to share the Team’s recommendation and to receive the parent’s input. Parents have the right to refuse ELL services and are to be informed of this right in the retention notification.

x If it is determined that the student is to be retained, the ELL Case Manager completes and sends a copy of the ELL Reclassification, Language Assessment Data Review, and Instructional Focus for ELL Student Retention forms to the ELL Program Department for approval.

x Once reviewed and approved by the ELL Director or ELL TOSA, the District ELL Program Department returns a copy to the ELL Case Manager for distribution to: parents, CUM and ELL files.

x The District ELL Program Department Secretary updates the student’s ELL program assignments on eSIS.

x The ELL Case Manager notifies classroom teachers of recently retained students through email or written communication.

x The student will continue to receive ELD services until Advanced proficiency has been demonstrated on the annual ELPA and through language proficiency data. The SST will meet to review data and make a recommendation to exit the student.

Exiting, Promoting, Retaining ELLs with Additional Academic Needs The exit, promotion, and retention procedures described above apply to most ELLs who are dually served (receive special education services). In rare cases, a dual-served student may qualify to be exited/promoted, and/or retained using criteria which give special consideration to a ELL for whom standard assessments and other evaluation measures are not appropriate due of the nature of a student’s particular disability. The ELL Case Manager meets with the SST members, including the parent/guardian, who are familiar with the student’s current academic language progress and needs, including one or more teachers with in-depth knowledge of the student’s disability(ies).


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The team reviews and discusses the second language acquisition of the student within the context of the individual student’s disability to consider whether exit criteria are warranted. Consideration must include the student’s Individualized Education Program (IEP) and must include documented evidence that, because of the nature of the student’s disability, the student is not expected to be able to attain English language proficiency in one or more ELPA domains and no longer appears to benefit from ELL program services. Evidence includes both historical formal and informal assessment data and direct teacher input. Ongoing informal assessment data may include checklists, inventories, and other formative evaluations designed to identify the levels of academic performance and English language proficiency of the student. Direct teacher input provides further insight into the student’s classroom performance and needs. If after reviewing the evidence and the SST determines that the student no longer benefits from receiving ELL program services, the participants review the assessment information in the IEP and make a recommendation to exit, promote, or retain the student. 49. Criteria Used to Determine that an ELL is Proficient

The ELL Case Manager/Specialist and classroom teacher(s) review ELPA data for all students, with special reference to students who score at either Level 4 or Level 5. A student study team (SST), including the student’s parent/guardian, will meet to review language assessment data and additional indicators, including academic progress, to make recommendations such as, as rubrics, checklists, and anecdotal records. Caution is exercised when considering the exit of students in Grades 1 – 3. It may be premature in these grades to consider exit due to developmental factors related to emergent language and literacy development. Exiting students from our ELL program are based on a variety of factors as they relate to each ELL (see Item 48).

50. Staff Responsible and their Role in the Exiting Process Each school’s ELL Case Manager/Specialist is responsible for exiting ELLs from the ELL Program. When a student is presented to SST, The ELL Case Manager/Specialist shares historical as well as current language proficiency data from the ELPA and other language assessments described in Section 3. Once approved by the team, the ELL Case Manager completes and signs the ELL Reassignment form along with the classroom teacher and/or counselor (see Procedures for Exiting, Item 48).


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51. Location and Procedures to Maintain Exiting Documentation See Item 48 regarding exiting, promoting, and retaining ELLs and how and where the documentation of our District’s exiting procedures are maintained as well as who is responsible for maintaining documentation.

52. Procedures to Monitor Exited Students English language learners, who have exited the ELL Program within 2 years following their date of exit, are monitored using the ELL Transition Monitoring Report. In collaboration with the mainstream teachers, the ELL Case Manager/Specialist in each school is responsible for monitoring former ELLs that have exited our ELL program. This form is completed by both the ELL Case Manager and the classroom teachers at the end of each grading quarter. For elementary students, the ELL Case Manager checks in with the classroom teacher, seeking feedback on each student’s academic progress. For secondary students, the ELL Case Manager checks the academic progress of each student by looking at grades and/or by emailing mainstream teachers seeking feedback on each student’s academic language progress. Classroom/mainstream teachers inform the ELL Case Manager if they have any concerns for former ELLs. If there are no concerns, the ELL Case Manager will check the appropriate boxes on the Transition Monitoring Report. At the end of each school year, the ELL Case Manager places a copy of the Transition Monitoring Report in the student’s CUM and ELL files. If a student is struggling academically due to academic language concerns, the ELL Case Manager will hold a meeting with the classroom teacher to discuss possible learning concerns. Meeting notes are recorded on the Transition Monitoring Report. If it is determined that the student’s lack of academic progress is due to English language skills, the ELL Case manager will collaborate with the classroom teachers regarding appropriate strategies to support student learning. The Sociocultural and Resiliency Checklist Manuals may guide teachers to select appropriate classroom strategies based upon student need. The Sociocultural Checklist assists teachers in identifying and prioritizing student needs. It can be used to help select specific intensive learning and behavior interventions for culturally/linguistically diverse students. The Resiliency Checklist is primarily designed for use in classrooms with a strength-based approach. It provides a descriptive list of strategies and interventions for each resiliency area. Strategies and length of time to implement/observe strategies are recorded on the Transition Monitoring Report. After strategies have been implemented, the ELL Case Manager will check in with the teachers to discuss progress. If a student continues to have academic difficulties due to English language skills, the student may be reassigned and reinstated into the ELL program. ELL Case Managers follow reassignment (retention) procedures.


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53. Determining Whether Monitored Students’ Success is Due to Academic or Language Needs

Teachers and parents may reinstate a former ELL to the ELL Program who is not successfully progressing in the mainstream due to language proficiency progress.

x The classroom teacher contacts the ELL Case Manager to discuss possible language concerns of a former ELL. The ELL Case Manager may administer language assessments to help identify gaps in the student’s language skills which may be affecting his/her success in the mainstream. The classroom and ELL teachers develop a plan to address factors affecting the student’s progress. Strategies are implemented by the classroom teacher(s) with follow-up discussion in collaboration with the ELL Case Manager. If implemented strategies are not successful, the classroom teacher or the ELL Case Manager contacts the parent/guardian regarding the language concern(s).

x The ELL Case Manager gathers and records language assessment data. Data

from such instruments as the QIA and ADEPT may be used to help identify gaps in the student's language skills which may be affecting his/her success in the mainstream classroom. Evidence should include both historical formal and informal assessment data and direct teacher input. Ongoing informal assessment data may come from checklists, inventories, and other formative evaluations designed to identify the levels of English language proficiency of the student and may be used to help gauge students' ongoing progress. Assessment data is recorded on the Language Assessment Data Review form to help determine if further language support services are necessary. After reviewing a compilation of data and if there is evidence of lack of academic achievement determined by language proficiency issues and discussing program options, the student is reassessed using the Woodcock-Munoz Language Survey to determine whether or not the student would qualify for re-instatement using District established ELL program qualification procedures and criteria (see Section 2).

x The ELL Case Manager calls a school level Student Study Team meeting to

review data that provides detailed performance information about the student’s academic achievement and assessment results which includes, classroom grades, Oregon assessment results, formative assessments, and classroom teacher observations regarding whether student can do grade-level work at the same level as his/her peers. If the student is reaching grade-level standards, no other action may be necessary and monitoring continues.

x If there is a lack of academic achievement, due to non-language performance,

the student is referred to appropriate services (as are non-ELLs), such as, Special Education, CARE Team (counseling, attendance), and/or tutoring, for follow-up and monitoring continues.


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x A conference is held with parents to review the team's recommendations and

provide parents the opportunity to be included in the decision-making process. This conference is held prior to making the final decision. Parent in-put is a factor in the decision to reclassify students in the ELD program and/or refer students to possibly receive other services. Parents have the right to refuse ELD services and are also to be informed of this right in the retention notification. If parent/guardian denies ELL services, he/she completes the withdrawal/denial of ELL program services form and is placed in the students CUM File. A copy is also sent to the ELL Program Department to input in eSIS.

x The Team signs and dates the Language Assessment Data Review form. If the

parent/guardian did not attend the meeting, the ELL Case Manager signs accordingly at the bottom of the form.

x If it is determined not to re-instate the student to the ELL Program, the ELL Case

Manager places a copy of the Language Assessment Data Review form in the student’s CUM and ELL files along with other documentation used to record meeting minutes.

x If it is determined to re-instate the student to the ELL Program, the ELL Case

Manager completes and sends a copy of the ELL Reassignment Form and Language Assessment Data Review form to the ELL Program department for approval.

x Once approved by the ELL Director or ELL TOSA, the ELL Program Department

Secretary returns original copies to the ELL Case Manager for distribution to: parents, CUM file and ELL folder.

x The ELL Case Manager follows regular ELL program enrollment procedures.

Once the student has been reassigned, he/she will again receive ELD instruction through the ELL Program.

x Classroom teacher(s) are notified by the ELL Case Manager either through

written correspondence or verbal communication.

54. Procedures to Provide Additional Academic and/or Language Support for Monitor Students Not Succeeding in Core Instruction

All students (regardless of the type of program services they may be receiving) who are not succeeding, must be identified swiftly and provided additional academic and/or language support services using resources, and researched-based strategies and practices that meet the unique needs of each student. All students have access to standards-based curriculum, differentiated instruction and necessary support services


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provided by highly qualified personnel. The appropriate implementation of services and strategies is guided by District established procedures for each program (ELL, Title I, Special Education, Talented and Gifted, see Sections IV and VII) that follow state and federal guidelines. Our programs of service are meant to complement, strengthen and enhance regular classroom instruction and support services that are available to all students.


SECTION SEVEN

Equal Access to Other District Programs

7


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SECTION 7: EQUAL ACCESS TO OTHER DISTRICT PROGRAMS 55. Identification of ELLs with Additional Academic Needs All students enrolled in HSD have equal access to all district programs including nonacademic and extracurricular activities such as athletic and student activity programs. The Office for School Performance (ELL, Migrant Education, Talented and Gifted, Indian Education, and McKinney-Vento Programs, and Title I) in collaboration with Student Services (Special Education), provide ongoing information regarding equal access opportunities for students to be college-and career-ready upon graduation. Our schools and District share information to students and parents regarding all program options through newsletters, parent conferences, parent meetings such as PTA and Back-to-School Night, and on the HSD and schools’ Websites in a language that parents can understand. ELL Pre-Referral Procedures English language learner student pre-referral process is to occur prior to possible referral for Special Education evaluation (Individuals with Disabilities Education Improvement Act (IDEA) 2004).

Prior to an ELL being referred for an evaluation to determine eligibility for special education, it is necessary to ensure that the student is exhibiting learning challenges beyond those due to cultural or language differences. Therefore a comprehensive pre-referral process must be completed prior to a referral for evaluation for special education eligibility. When ELLs are experiencing learning and/or behavior challenges in the classroom, each school’s ELL Case Manager collaborates closely with an ELL pre-referral team to design an individual a support system to help students reach their full potential in the least restrictive environment. The ELL Case Manager is an integral part of the ELL pre-referral team as he/she is knowledgeable of students’ current academic progress, and has in-depth knowledge of second language acquisition and academic achievement over a legitimate period of time. Team members are to include the ELL Case Manager, Counselor, teacher(s), parent, and other specialists as needed such as the Special Education Case Manager, Speech and Language Pathologist, and/or school psychologist.

When screening ELLs for learning difficulties, it is important that staff consider that some behaviors, that are considered signs of a learning disability, can also resemble linguistic behaviors of students learning another language. Through sheltered instruction professional development, our staff is receiving ongoing training regarding language acquisition (BICS and CALP), language transfer, and the zone of proximal development. Furthermore, the behaviors may reflect cultural differences or values of students coming to U.S. schools from other countries and educational systems. To help our staff recognize the signs, we provide examples of similarities between possible linguistic, cultural, and learning disability explanations for behaviors demonstrated by ELLs. Our lists are not comprehensive and are not intended to be used as diagnostic instruments as not all students with learning disabilities exhibit the same learning


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difficulties. Rather, it is a starting point for conversations regarding students having difficulty. We encourage our teachers to explore other potential explanations for learning difficulties based on what they know about their students. Early identification is an essential element of successful program planning for students with special needs. Students with special needs who have been identified prior to enrollment, or when students exhibit obvious and severe special needs which have not been previously identified will be immediately assessed.

The purpose of our ELL Pre-referral process includes:

x Gaining information about ELL’s language and cultural background as well as learning and/or behavior challenges.

x Determining if any external variables contribute to a student’s learning or behavior difficulties, such as lack of instruction, socioeconomic and/or linguistic and cultural differences.

x Recording student’s ongoing performance using appropriate strategies

x Identifying student’s needs and the extent to which these needs can be met by existing programs and services, such as Title 1 and Bilingual Ed.

The concerned teacher contacts the necessary staff to create an ELL pre-referral team which may include members of the Student Study Team (SST). The team brings together all resources (data) to explore and problem-solve in order to help translate the needs of students into improved curriculum and instruction in the student’s regular education program. HSD students are most successful when there is a cooperative effort between parents and school staff working in a spirit of shared responsibility.

Teacher Concern Concerned teacher contacts the following staff to create an ELL pre-referral team. Students with suspected severe/serious conditions may go directly to SST (i.e. intellectual disability or autism).

x Counselor x ELL Case Manager x Parent/Guardian – contacted x Other appropriate staff (i.e. SpEd, SLP, admin)


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ELL students, who are identified as not being successful, have equitable access to their schools’ systems that support all students, regardless of language proficiency. When a student is brought to an ELL pre-referral team, the ELL Case Manager participates in the process and contributes data that assists the team in identifying any cultural or linguistic barriers that may impede learning or behavior. This requires knowing more about: student’s prior educational experiences (including language of dominance), English proficiency, cultural assets or strengths, and the level at which he or she is experiencing the effects of acculturation. Language and cultural issues that are present may be a significant factor affecting the student’s learning process and behavior in the classroom. Some students from various cultural backgrounds may struggle with the competitive school environment that is evident in the majority of classrooms. The following link provides examples of similarities between possible linguistic, cultural, and learning disability explanations for behaviors demonstrated by ELLs that teachers use as student acquire a new language. When ELLs Struggle: Recognizing the Signs Some of our highly impacted schools are staffed with Bilingual Special Education Specialists and/or speech and language specialists. Language development and cultural services other than our District’s ELD services may be coordinated through our Title VII Program for Native American students.

Gathering Data to form Student Profile

The ELL Pre-referral Team meets to discuss concern(s) and assigns data-gathering tasks to team members using the following tools in order to assess students’ cultural backgrounds. If English is not the dominant language, data should be gathered through an interpreter or bilingual staff in the language of the home:

x File Review (CUM & ELL File), including: o Years of formal education in the U.S. and native country o Number of schools attended in the past o Learning difficulties noted in the native country (if applicable) o Language of instruction in native country (if applicable)

x Reasons for Concern (i.e. academic strategies, behavioral concerns and interventions tried) x Language Assessments in L1 and L2 (i.e. WMLS-R, ELPA, ADEPT, QIA, Gap Finder) x Other Program History (i.e. Title 1, Migrant Ed., TAG, Indian Ed., Early Intervention, Sped, 504) x Behavior History x Attendance History (frequency of attendance) x Health History x Family History (Developmental History Questionnaire includes health, bilingual, and family

questionnaires) x State & District Assessments , including common formative tools x Reading, writing, speaking, listening, and work samples (in L1 and L2 i.e. DRA/EDL) x Results from the Acculturation Quick Screen, Sociocultural and Resiliency Checklists

If there are NO ongoing concerns, continue current services and ELL Case Manager and classroom teacher monitor progress.

http://www.adlit.org/pdfs/articles/41235_When-ELLs-Struggle.pdf


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Student's performance in the mainstream classroom and linguistic abilities are reviewed and evaluated using such informal assessments as rubrics, checklists, anecdotal records, on-going formative assessments and portfolios that meet current research and best practices. Certified ELL staff is responsible for gathering this information on students who are ELL.

Using the pre-referral tools in the CrossCultural Developmental Educational Services©, student strengths, educational or experiential background, and levels of acculturation are analyzed and prioritized. These checklists are used to help determine if there are sociocultural factors that might influence the performance of culturally and linguistically diverse students in our schools. In collaboration with the ELL Pre-referral team, the ELL Case Manager facilitates the process of selecting techniques or interventions that can help overcome or address the prioritized needs in ways that are culturally and linguistically responsive and also determines and documents the length of time that the strategies are to be implemented (C. Collier, 2008). Documentation is recorded on the Quick Screen Results Form for Culturally and Linguistically Diverse Students.

The pre-referral team meets to review and discuss data collected from the selected strategies implemented. If the student is performing successfully, the ELL Case Manager puts a summary of meeting notes and/or the Quick Screen Results Form for Culturally and Linguistically Diverse Students in the CUM file, and monitors student’s progress in collaboration with the classroom teacher(s)..

If the strategies were not successful in meeting the student’s academic language and/or cultural needs, the team will recommend a follow-up action.

Recommendations and Timelines

x Team reviews all data. x Discuss and recommend specific, targeted instructional, behavioral, and/or attendance

strategies that address noted concerns. x Determine length of time to implement each strategy. x Record data and outcomes of specific strategies implemented for 6 – 8 weeks.

If NO referral to SST, the ELL Case Manager keeps data and meeting notes in ELL Working File and continues to monitor student’s progress in collaboration with the classroom teachers.

Follow-up Actions

Team members meet to review and discuss data collected throughout the pre-referral process. Possible actions and/or recommendations may include:

x Brainstorm further strategies if needed x Create timeline for future actions x Divide roles and responsibilities x Determine a plan for the student x Consider 504 eligibility, TAG designation x Make a referral to Special Education x Do not refer – continue to collaboratively monitor student’s progress


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Identification of ELLs for Special Education

During the 2012 – 2013 school year, HSD has embarked upon revising its Special Education (SpEd) identification process under the direction of our Executive Director of Student Services. In collaboration with multidisciplinary departments across the district and school levels, one of our goals was to make certain that our ELLs are appropriately identified for SpEd program services and how these changes would affect the professional development needs of our staff across the content areas. (Our professional development needs are currently being reviewed and opportunities for staff updates will begin in the summer of 2013. Our revised SpEd District documents will include education and language background as well as sociocultural questions/items on our District File Review form and the Developmental History Questionnaire that will be used for all students. Information gathered from the ELL Pre-referral process is an essential first phase of investigation that takes place prior to referring an ELL to special education evaluation. Otherwise, a referral is premature. Pertinent information obtained from the ELL pre-referral process, including the student’s native language and English language proficiency, includes:

x Home Language x Academic History x Attendance History x Teacher concerns x Strategies implemented x Duration and success rate of strategies x ELL testing data x Parent Interview

Also vital, is information gathered on cultural and linguistic characteristics of student’s home language and community. This critical step is to occur very early in the evaluation process as collected data needs to be interpreted through this lens. Some of the characteristics that may differ from the English-speaking culture may include:

x Dialectical speech patterns x Language patterns such as semantic, syntax and morphology x Social discourse – social pragmatic skills x Academic preparation and behavior, such as communication style x Family dynamics and communication x Political and religious differences, especially students displaced by war or have lived

in a refugee camp Referral for special education evaluation takes place when the SST, after reviewing background data and pre-referral intervention results, suspects that the student may have a disability, and has also obtained parent permission in order to proceed. Students


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may also be referred directly to special education if the possibility of a disability has been previously established (i.e., in another school district), or if the presence of a disability requiring special education is obvious (i.e., nonverbal, or severe sensory disability). Students may also be referred directly in emergency situations (i.e., pending expulsion proceedings or legal action, extreme behaviors). Assessments and Timelines In assessing ELL students for Special Education, a variety of assessment tools and strategies are used to gather relevant functional, developmental, and academic information about the student. Assessment and other evaluation materials used are selected and administered so as not to be discriminatory on a racial or cultural basis. To the extent feasible, they are administered in the student’s native language or other mode of communication and in the form most likely to yield accurate information on what the student knows and can do. All students dually identified as ELL and who are also on an Individualized Education Plan (IEP) are entitled to receive services from our ELL Program and Student Services in the least restrictive learning environment. HSD’s Special Education Handbook 2012 provides detailed information that can be found at the following link and is also available on our District’s website. Our revised handbook will be available in the fall of 2013. HSD Special Education Handbook 2012 Equal Access to Core Instructional Program Services are designed to provide all students a free, appropriate public education in the least restrictive environment. At least annually, a multidisciplinary team (including the parents) reviews assessment data and develops an Individualized Education Program (IEP). The IEP describes special education and related services that will be provided to a student with a disability. Programs and services are provided in the regular classroom to the extent appropriate. Most students with disabilities receive services in the regular classroom. Some or all of the school day may be spent in a resource center or special education classroom depending on the needs expressed in the student’s IEP. In order to address IEP language proficiency needs for highly impacted ELLs, the IEP team may decide that a comprehensive program, specifically designed for that student, would more appropriately be provided in a specialized setting, i.e. that a class period or pull-out ELD instructional time may not best meet a student’s needs. In such cases, the ELL student receives ELD instruction that explicitly address his/her English language acquisition needs. The IEP Team meets to verify that students are receiving academic support appropriate to their qualifying condition and English language development needs. Some instructional strategies and support structures to support English language development might include the following and are to be written in the present level of performance.

https://my.hsd.k12.or.us/sites/OSP/stuser/Shared%20Documents/2012%20Special%20Ed%20Handbook.pdf


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x Posting language objective at the student’s proficiency level x One-on-one instructional assistant support x Bilingual teacher and/or instructional assistant support x Sheltered Instruction strategies x Opportunities to extend and expand verbal or written responses to prompts x Reframing students’ responses x Confirming aspects of correct responses (reinforcement via comprehensible

input) x Opportunities for cooperative learning, emphasizing academic discourse x Optimizing the number of concepts and/or vocabulary items presented at one

time x Allowing students to demonstrate proficiency through multiple measures x scaffolding outlines, study guides, copies of PowerPoints, etc. for review x Asking a student to dictate written responses to an adult

This is not a comprehensive list. Services and supports for a student will be left to the professional judgment of the IEP team which includes the ELL Case Manager/Specialist. Members and Responsibilities of IEP Team are:

ELL Case Manager/Specialist: Provides ongoing assessment of language

proficiency, English language proficiency development and cultural needs. Implements strategies and structures as per IEP team recommendations. Collaboratively sets goals specific to language development goals.

SpEd Case Manager: Convenes necessary IEP meetings and

documents information in the IEP. Implements strategies and structures as per the IEP team recommendations.

Principal/Admin: Helps facilitate the IEP team meeting process. Parent: Provides input at the IEP team meeting. General Ed Teachers: Implements strategies and structures as per

the IEP team recommendations.


As for all qualifying students, a small number of ELLs with disabilities may receive their special education in an off-campus, non-district setting. Placement Options include:

x Community Transition Services: Serving 18-21 year-old students with developmental disabilities in cognitive, language, motor and social skills.

x Life Skills Classrooms: Serving students with developmental disabilities in cognitive, language, motor and social skills.

x Resource Rooms: Serving K-12 students with academic learning needs. x Social Communication Classrooms: Serving students with Autism Spectrum

Disorder and/or significant social communication deficits. x Social Learning Centers: Serving students with behavioral needs or mental

health issues. Identifying Children with Disabilities

Professional Development

Each building in Hillsboro School District has a Special Education Coordinator who attends monthly meetings with administrators from Student Services Department and other specialists such as counselors, school psychologists, speech pathologists, and teachers on special assignment (TOSAs) serving school needs. These ongoing meetings provide program updates and sometimes serve as a collaborative setting for staff to discuss individual school program concerns. Each school facilitates professional development forums during scheduled staff meeting times coordinated by Special Education staff and the administrator. Such training may consist of the use of specific targeted instructional strategies, a review of the referral process, and/or how to interpret assessment test scores.

In January of 2013, sixty bilingual IAs participated in a half-day interpreters’ training facilitated by Bruce International. Part of this training focused on refreshing their interpreters’ skills used during IEP parent meetings.

Communication and Location of Information

Each school’s Special Education Coordinator provides a list of Special Education identified students to teachers at the beginning of the school, upon enrollment if previously identified, and when students newly qualify for services. Teachers can also find information for each student enrolled in their class (es) via our secure data management systems, eSIS and DCA. Location of district forms and information is located online for staff.

In 2012, our Student Services Department launched the Hillsboro Special Education Advisory Committee. This group serves to collaboratively connect families and HSD to be a voice on issues at the state and local level regarding education, family and community within special education services. Its goal is to better support students in


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accessing their education and community and support them in being active citizens of their school. Bilingual interpreters are provided upon request.

HSD’s Special Education Handbook 2012 provides detailed information that can be found at the link on page 71, Assessments and Timelines. Our HSD Website also hosts program information in English and Spanish on our District’s website.

56. Identification of ELLs for Talented and Gifted

During the 2012 – 2013 school year, an Executive Director led a District team of school TAG Coordinators to review Hillsboro School District’s Talented and Gifted (TAG) identification procedures. Specific program practices were revised to ensure that all students receive an equitable and fair-minded opportunity to qualify for eligibility with respect to race, cultural, ethnic, socioeconomic status, religion, national origin, gender, or handicapping condition. When students enroll in our District, including our school-wide Title 1 schools, all are considered potential candidates for talented gifted program services, regardless of their cultural background and level of English language proficiency. Our Talented and Gifted Philosophy affirms that every student is entitled to equal opportunities to develop at his/her maximum potential. The District acknowledges that talented and gifted students have unique abilities that can be enhanced and encouraged such as, intelligence, academic achievement, creativity*, leadership*, athletic ability*, and visual/performing arts* and that:

These abilities sometimes are visible through high achievement in the classroom, and/or performance on standardized achievement tests, intelligence tests, and student generated products and performance. Sometimes these abilities are not as visible due to the effects of cultural/ethnic differences, environmental considerations, social/emotional factors, or disabilities. Efforts will be made to seek students whose exceptionalities are more difficult to ascertain. * Student identification of these abilities is not included at this time.

We believe it is important to consider the academic and social-emotional needs of gifted students. Our first priority is to focus on what happens in the classroom, during the school day, striving to ensure our gifted students receive challenging and appropriate instruction and content at their individual rate and level of learning. To aid in the development of gifted students as life-long learners, we will also attempt to provide a variety of enrichment opportunities outside of the classroom experience. Furthermore, we strive to form school-family-community partnerships to support our TAG students so that they can excel to their highest potential both academically and socially in a meaningful learning milieu.


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The following table illustrates revised 2012 – 2014 program goals, established through the Office of School Performance under the direction of the Executive Director of Federal Programs, to ascertain equal opportunity to access TAG program services for all students.

Goal Actions Timeline Evaluation Identification of underrepresented populations

Expand Kingore assessments

Begin fall/winter 2012 Demographic analysis Long –term tracking of students alternatively identified

Continue TAG referrals via HSD normed data

Winter 2012

Begin using CogAT7 vs. CogAT6

Fall 2013

Revise TAG testing plan to consider potential TAG students at various times throughout the primary grades (K-3).

1st grade Kingore Fall 2012 (expand pilot to all schools)

Review students as compared to previous years. Follow academic and social-emotional progress of those identified in 1st – 6th.

3rd grade CogAT7 Fall 2013

4th grade+ state testing Continue

Align TAG identification to the district Student Study Team (SST) plan.

Work with SST Planning team

Fall 2012-Summer 2013

Involvement of TAG staff in SST meetings. TAG referrals from SST. TAG student process shared in SST.

To offer targeted teacher Professional Development for Talented and Gifted.

Primary grades-Kingore PD

Fall-Winter 2012 Student growth Parent, student, teacher and admin survey

TAG Coordinators PLC 2012-2013 Pacific University TAG Certificate program

2012-2014

Cluster Grouping TBD 2012-2014 Verge PD and Blog Winter 2012/Spring

2013 To increase TAG student academic growth

Teacher and Admin PD Plans

2012 and beyond OAKS and other measures Student Survey Writing samples

Targeted Admin PD Best Practices for TAG presentation

Fall-Winter 2012 Student growth measures Parent, student, teacher and admin survey

Tuesdays with Kathi, informal gatherings for administrators to increase TAG awareness

2012-2013

Verge PD and Blog Winter 2012/Spring 2013

Parent Communication and Involvement

Web presence: TAG page, Facebook, Twitter

2012 and beyond Parent survey

Event communication 2012 and beyond Secondary Course TAG Plans on school websites

Fall 2012


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Identification Procedures The guidelines for identification and eligibility have been established by Oregon Administrative Rules (OARs) which outline the specific requirements for Oregon Talented and Gifted Education. Opportunities are provided for students to be considered for TAG program services is an on-going process - from school enrollment through graduation. HSD Policy IGBBB, states that, The District will make an effort to identify talented and gifted students from special populations such as:

1. Ethnic minorities; 2. Economically disadvantaged; 3. Culturally different; 4. Underachieving gifted; 5. Students with disabilities.

Careful selection of appropriate measures and a collection of behavioral or learning characteristics shall be used. Each school identifies its own Talented and Gifted team to review and make decisions about gifted eligibility. Each team must consist of at least two members. Hillsboro School District recommends the following participants for Talented and Gifted teams:

x Administrator x TAG Coordinator x Counselor or Child Development Specialist x Classroom Teacher x Student Case Manager—ELL or Student Services x Other qualified person(s)

Students can be identified in the following areas:

Intellectually Gifted Identification in this area includes multiple evidence points from the table below, with at least one measure of 97th percentile or greater on a nationally normed assessment of cognitive ability. Academically Gifted: Math and Reading Identification in these areas include multiple evidence points from the table below, with at least one measure of 97th percentile or greater on a nationally normed assessment of math or reading ability/achievement. Potential for Gifted Performance: Potential to Perform Identification in this area includes multiple evidence points from the table below that demonstrate advanced cognitive or academic achievement and the presence of gifted characteristics.


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Identification, Assessments, and Timelines

Students are identified using the following identification measures:

x Gifted Characteristics (Potential to Perform, Referral for formal testing)

1. Kingore Observation Inventory (KOI): 6 week observation protocol, with holistic rubric

2. Kingore Planned Experiences (KPE): 3-4 classroom activities with criterion scoring and holistic rubric

3. HSD Talented & Gifted checklists: includes anecdotal evidence to support checked items

4. Student Work Samples: teacher evaluated 5. Student Interview

x Intellectually Gifted

1. Cognitive Ability Test (CogAT7)—Nonverbal domain 2. Naglieri Non-Verbal Ability Test (NNAT2)

x Academically Gifted (Reading or Math)

1. Oregon Assessment of Knowledge and Skills (OAKS) 2. Woodcock Johnson Achievement 3. Kaufman Test of Educational Achievement (KTEA) 4. Cognitive Ability Test (CogAT7): Verbal and Quantitative domains

x Potential for Gifted Performance (Potential to Perform)

All of the measures above, plus: 1. OAKS: district subgroup percentile rankings 2. easyCBM: state normed


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The table below reflects our Talented and Gifted Identification Plan which indicates standard practices for all students. Alternative actions may be made to meet individual student and/or case needs.

KOI KPE CogAT OAKS Other Kinder first action after

individual referral

when determined necessary via referral process


1st whole grade level screen Sept-Oct

whole grade level screen Oct-Nov

2nd

first action after individual referral for new HSD students when

determined necessary via referral process


3rd Whole grade level screen Sept-Oct*

4th first action after individual referral when

determined necessary via referral process

Whole grade level screen Sept-Oct

5th 6th 7th 8th 9th 10th 11th 12th

Student referrals typically begin with a teacher observation period, which may or may not lead to formal testing. Parents may also refer their student(s) for program identification by carefully observing his/her behavior using a list of characteristics found on our District website which is available in both English and Spanish. Identifying students for TAG program services begins by administering a screening tool. Students are assessed to ensure that all potential gifted and talented students are provided an opportunity for consideration. For students who meet the initial screening criteria, a qualification assessment is administered regarding their specific aptitudes and educational needs. Classroom teachers work collaboratively with each school’s TAG Coordinator to schedule and administer initial screening and assessment tools. Bilingual assistants are also available to assist students when needed

x New for 2013 – 14, Kindergarten teachers observe each student in their

classroom looking for evidence of advanced academic potential. Teachers formally observe students for six weeks, looking for characteristics using the Kingore Observation Inventory (KOI). The KOI forms are submitted to each school’s TAG Coordinator.


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x All first grade students are screened for giftedness with the Kingore Observation

Inventory, a six week analytical observation tool, and the Kingore Planned Experiences. Students identified as TAG through the first grade screening process will receive a “Potential for Gifted Performance: Potential to Perform” designation.

x Starting in 2013-14, all third grade students will be assessed with the Cognitive Abilities Test Form 7 Screening Form. Students who perform in the top 15 percent nationally on the CogAT7 Screening Form will be further assessed with the complete Cognitive Abilities Test, Form 7.

x Nationally normed percentile rankings from the state reading and math assessments will be considered for Talented & Gifted identification in grades 4-11. These eligibility referrals occur in the fall of each school year based on state assessments from the previous school year. Students identified as TAG through the state assessment referral process may receive one or more of the following designations:

o Intellectually Gifted o Academically Gifted: Math o Academically Gifted: Reading o Potential for Gifted Performance : Potential to Perform

ELLs who are referred for TAG but are very limited in English proficiency may be qualified for TAG by using alternative methods of identification and data collection of student achievement in reading, and/or mathematics, and in intellectual ability. However, the new Form 7 of CogAT has a completely revised English/Spanish primary battery that can be used with all EL children. Other changes include a short screening test as well as an online test with directions in multiple languages. Because it is not appropriate to delay identification based on English language proficiency, the Office for School Performance and the District TAG Coordinator will monitor the process in schools and work with staff to articulate alternative methods of identification and assessment when appropriate.

57. Equal Access to Core Instructional Program

Each school in the Hillsboro School District serves a unique population of students, and works as a team to determine the most effective instructional options to offer for all students to experience new learning every day at their optimal rate and level. We believe that such school options as Dual Language, Science, Technology, Engineering, and Mathematics (STEM), Advancement via Individual Determination (AVID), Right-Brain Initiative, Gateway to Technology, as well as Advanced Placement and International Baccalaureate programs offered in HSD greatly benefit our TAG students. The following table identifies instructional and/or differentiation options for each school level. Specific options will vary; not all options indicated will be available at each school. Specific options are indicated at the elementary level on a student’s Personalized


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Education Plan and at the secondary level as part of a Course TAG Plan. As a district, we promote the following options as best practices for Talented and Gifted students:

Instructional Services Elementary Middle High

Ability Grouping X X X Ability Grouping in Math X X X Ability Grouping –Walk to Math X X X Ability Grouping in Reading X X X Ability Grouping – Walk to Reading X X X Acceleration above grade level in Math X X X Acceleration above grade level in Reading X X X Acceleration through grade skipping X X X Advanced Placement X Advanced Courses X Alternative Assessments X X X Alternative Environment X X X Choice Assignments X X X Cluster Grouping X X Compacting X X X Credit by Examination X Curriculum Compacting X X X Depth of Knowledge X X X Differentiated Instruction in Math X X X Differentiated Instruction in Reading X X X Dimensions of Complexity X X X Dimensions of Depth X X X Distance Learning X X Dual Credit X Enrichment Activities X X X Expanded Options (post-secondary coursework) X Extension Activities X X X Flexible Grouping X X X Focused Programs of Study X Homogeneous Grouping X X X Honors Classes X Honors Options X X Independent Study/Projects X X X Interdisciplinary Units X X X Interest-Options X X X International Baccalaureate X X Learning Contracts X X X Learning Modalities X X X Mentorships X Mind-Alike Time X X X Modes of Expression X X X Multiple Intelligences X X X Portfolio Assessment for Placement X X X Pre-Test for placement X X X Pull-Out Programs Scaffolding or Tiered Instruction X X X Telescoping Tiered Assignments X X X Virtual Learning Options X X Other (to be identified as part of a student’s P. Ed. Plan, or Course TAG Plan)

X X X


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Professional Development

Many staff development opportunities are focused on using effective differentiation of instruction and instructional modeling for teachers. Such training helps teachers to address developmental and instructional needs of all students at all levels. Classroom teachers observe and identify TAG ELLs when their English language proficiency is limited, but their abilities to process information and learn new material is accelerated. The District is working on identifying and using alternative instructional approaches that ELLs can participate in as TAG students and receive the same challenging instruction and opportunity to participate in activities as other TAG students. TAG coordinators and teachers are receiving training in sheltering content, language acquisition, and cultural information that may help them better identify and serve TAG ELLs.

Each building TAG Coordinator participates in group and individual support to help meet the needs of gifted students in their building. This professional development is tailored to the individual coordinator, ranging from basic understanding of Talented and Gifted students and services, to advanced considerations for supporting gifted students and staff working with gifted students. Furthermore, TAG Coordinators and teachers with gifted cluster groups have been invited to participate in Pacific University’s Talented and Gifted Certification program, with tuition reimbursement provided by our District. Other ongoing professional development opportunities include:

x Kingore Observation Inventory and Planned Experiences

First grade teachers, as part of the grade level screening, will receive training with the Kingore Observation Inventory and Planned Experiences. This training also covers gifted characteristics and classroom activities designed for gifted learners.

x Constructing Meaning

Secondary teachers across all schools and subject areas are participating in Constructing Meaning training which helps them scaffold content-area literacy instruction for students at all levels of learning, including advanced students.

x CCSS Curriculum Development

All teachers and administrators are involved in facilitated work with the Common Core State Standards for English Language Arts, Mathematics, and Content-Area Literacy. This work includes new layers of complexity with knowledge and skills and collaborative work to meet these increased demands for all students, including advanced learners.

x Professional Learning Communities

All teachers and administrators are involved with focused work around developing and maintaining effective Professional Learning Communities. This work helps our teachers focus on assessments and instruction to tailor the learning to meet individual student needs, including a focus on advanced students.


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x Virtual Professional Development Hillsboro School District is designing and implementing a virtual Professional Development tool, VERGE Learning, for teachers and administrators. Components addressing gifted and advanced learners will be an essential part of this development.

Communication and Location of Information

Each building in Hillsboro School District has a TAG Coordinator. The TAG Coordinator provides a list of TAG identified students to teachers within the first 3 weeks of each term. Teachers can also find TAG identification information for each student enrolled in their class(es) via our secure data management system. Furthermore, each school determines and communicates to its staff where TAG assessments and forms are located for their use.

TAG program information and forms are available in English and Spanish and can be interpreted in other languages as requested by parents. General information about TAG services are included on the district website Talented and Gifted page and are communicated by individual elementary schools as part of their usual communication methods (e.g. newsletters, Back to School night presentations, class calendars, websites, etc.). We are in the process of building CogAT data into our virtual data warehouse which could then be added to assessment data printed and included in report card mailings. A Child Find Notice is included in each building’s fall parent communication and the district website Talented and Gifted page. Parents of newly identified TAG students receive a letter outlining their rights and the TAG service options and TAG Coordinators share information with parents of TAG students during Back to School events, and/or via a letter of introduction at the beginning of each school year. When TAG students transition from elementary through to high school, each school hosts an informational event for parents and students in the spring prior to their transition. These events typically include information or a separate session about options for advanced and gifted students. Our district also hosts at least one annual TAG Parent Informational event during which information about TAG services is shared. Opportunities for parent input into the TAG Learning Plans identified TAG students in grades K-6 receive an optional form to provide input on their student’s Personal Education Plan. They also collaboratively review the plan with the teacher and/or TAG Coordinator prior to signing the plan. Parents of identified TAG students in grades 7-12 may request a collaborative review of the Secondary Course TAG Plan with the teacher, TAG Coordinator, and/or administrator at any time.


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58. Procedures to Identify ELLs Who Qualify for Title I For the 2012-13 school year, 11 elementary schools in the Hillsboro School District are designated as Title I Schools. The schools receive additional funding for programs and services designed to improve learning opportunities for all students (regardless of other program services students may be receiving) enrolled in these schools:

Brookwood Lincoln Mooberry Witch Hazel Eastwood McKinney Reedville W.L. Henry Free Orchards Minter Bridge Rosedale

Our Title I Schools offer programs that center around parent involvement activities such as parenting classes, Family Math Nights, Family Literacy Nights, Principal Coffee meetings, and WATCH D.O.G.S. Other programs including AmeriCorps and SMART Programs offer student support in developing students’ reading and literacy skills. Parent Resource Centers have been established to provide learning resources in both Spanish and English for families to check out and use at home. In addition, we also offer Extended-day Kindergarten to offer parents a full-day learning option for their children. All students enrolled in Title I schools follow District established enrollment guidelines and ELL program identification procedures as described in Sections II and III.


SECTION EIGHT

Parent and Community Involvement

8


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Section 8: Parent and Community Involvement

Hillsboro School District is committed to building partnerships that include open and comprehensive communication with parents and families in a language that they can understand that will allows full access to information about schools, student programs and performance, and school activity opportunities open to all students and families. 59. Procedures to Disseminate Program Placement Letters to Parents of ELLs

Parent notification of placement in our ELL program for both initial and continuing services, are sent to parents following District program and NCLB guidelines communicated in the language specified by the parent on the Enrollment Form during school registration. School registrars input and update parent’s specified language in which to receive information in our District’s electronic student database. The ELL Case Manager is responsible for sending the Notification of English Language Development Program Placement, together with the Description of ELD Program to parents no later than 30 days from the start of the school year. For students not identified as ELL at the beginning of the school year, parents are notified within two weeks of placement into an ELL program HSD has translated the Description of ELL Program form into Spanish and translates it into other languages as needed and requested. As stated on the notification letter, Parents/guardians may contact the ELL Case Manager/Specialist at the school, if they would like additional information about the method of instruction used in their child’s ELD program and/or request to waive ELL program services (See Section 3 regarding parents’ rights to waive ELL services). A copy of the parent notification letter is kept in each student’s ELL and CUM Files. 60. Procedures to Disseminate the parent AMAO Letter

When our District does not meet Annual Measurement of Academic Objectives (AMAO), our District’s parent AMAO letter, Notice of District Progress, Title III Annual Measurement of Achievement Objectives, is sent to parents/guardians of all identified ELLs through our ELL Program Department, within 30 days of receiving assessment results. Notifications are sent in English and Spanish and other languages as needed and requested.

61. Methods Used to Notify Parents and Students of Available Programs and Services

Because of the large percentage of Latino students, our District translates documents, student progress reports, handbooks, fund raising information/flyers, letters and other forms of communication in both English and Spanish through the Office of Equity. TransAct also provides translated documents in other languages to meet NCLB requirements. Our District contracts with several local translation agencies, such as


86

Portland Community College and Bruce International, to provide translations and interpretation for documents, meetings, telephone calls/messages, and conferences in a language that parents can understand as needed and requested. Information about NCLB related information will be shared in the following ways in the language requested by parents throughout the school year:

x District and school websites

x during regular parent meetings in schools and at the District level

x local newspaper and/or radio stations

x student conferences, educational planning, conferences, and Special Education IEP planning and evaluation meetings

x school and District newsletters

x ELL and Migrant Education Parent meetings

x Migrant Parent Advisory Committee meetings Every effort is made to include parent participation in program planning, implementation and evaluation. It is an essential part of HSD’s Strategic Plan - to build partnerships with parents and community and include them in every aspect of our District’s educational programs and activities. Parent participation on school committees, advisory committees, and in school activities are recorded in meeting minutes, grant applications, site plans, and program plans to ensure meaningful participation. It has become part of our District’s evaluation of programs and schools to include information about parent and family participation.

Based on data from prior Parent Involvement Surveys:

x each Title 1 school reviews its plan through the Site Council, which comprises teachers, parents, and the Principal.

x our District’s Executive Directors along with each principal, review each school plan and offer guidance and technical support.

x plans are presented at Title 1 Principal meetings and ideas of programs containing successful outcomes are shared and replicated by other Title 1 schools.

x consultation occurs with parents during the annual review of each parent involvement plan. Parents who are new to the programs are given an opportunity to provide feedback on current plans and offer suggestions for improvement through surveys, formal meetings, and informal conversations between the parents, teachers and administrators.


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The District implements the following opportunities to ensure that parents of ELLs and community members play a role in all program decisions.

x Interpreting at parent meetings and providing information materials in home languages

x Offering adult ELL classes and family literacy activities

x Encouraging parents to volunteer in their children’s schools

x Teaching parents and families about schools and programs

x Providing transportation to school events

x Providing training and education for parent leadership.

Additionally, the following outreach activities have proven to be relevant to parents of students representing all languages and cultures:

x Kindergarten recruitment fairs

x Home visits

x Program activities that respond to a real need or concern of the parents

x District ELL and Migrant Parent Meetings

x Bilingual support in all communication - written and oral

x Family University (FAMU)

x A welcoming school and district environment where all are committed to working as partners

x Conveying the firm belief that all children can and will learn and are valued members of the school community

x Flexible hours for holding meetings and conferences

x Involving parents in professional development activities and conferences

x Inviting parents to participate in the education of their children as visitors, school volunteers, community resources, and parent advisory committees

Parents and community members are invited and trained to participate and currently participate in the following ways:

x as members on the ELL/Migrant Education Parent Advisory Committee

x on District parent/family meetings held at least 5 times a school year—agendas, trainings, and topics are chosen by parents.


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x as members on the District’s Citizen’s Advisory Committee

x on school Site Councils and extracurricular committees

x as community and parent members on the Strategic Planning committees

x as community and parent members on the current 2013 – 2015 ELL District Program Plan Committee

x as parent representatives on the individual school ESL/Migrant Education Site Plan Committee

x as a member on the state’s Migrant Parent Advisory Committee

x as parent volunteers in schools

x on the District’s CIP Committee as a community or parent representative

x as a community or parent representative on individual NCLB grant planning and evaluation committees—Title I, Title I-C, Title III, Title II, etc. Each sub-grant planning committee seeks parent participation and input in program planning, implementation, and evaluation.

x as participants in AVID parent, site team meetings, and family workshops.

62. Methods Used to Notify Parents of School Activities Our District translates documents, student progress reports, handbooks, fund raising information/flyers, letters and other forms of communication in both English and Spanish and other languages as requested through the Office of Equity. The District and school Websites includes a translation option for parents in twenty different languages to assist in providing information in a language they can understand. Bilingual Assistants are


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also available to interpret for parents during regular school day events, such as during school enrollment, parent/teacher conferences, Back-to-School nights, IEP meetings, field trips, fund raising, and extracurricular activities. 63. Procedures to Disseminate Title III Information to Private Schools The Hillsboro School facilitates timely and meaningful consultation with private schools located in the geographic area served by the District. Each spring a meeting is held, inviting appropriate private school representatives to learn about Title III program components and services. Title III staff as well as the Executive Director of Federal Program is available to provide program guidance and answer questions specific to each school’s needs. Additional consultation meetings are scheduled throughout the school year as needed and requested by the private school. District Title III staff help design and develop an ELL program service model for each private school that meet current Federal and State guidelines including:

x Who will provide services x The number of identified students receiving services x The amount of funds to provide services x Materials and resources to provide ELD instruction x Where students receive ELD instruction x Identification and placement procedures x Method of Instruction x Assessment and evaluation of test results to make program improvements x Progress monitoring of student progress and exit criteria

The same ongoing Title III program information communicated to HSD ELL Case Managers/Specialists and other staff is also shared with private school representatives at the same time our staff is notified. Private school personnel are invited to attend our monthly District ELL Case Manager/Specialists’ meetings. They are invited and encouraged to attend all professional development activities specific to the needs of ELLs, and they receive notices communicated to Case Managers through email. To the extent possible, our private schools follow the same equitable procedures and timelines that our own ELL program follows.


SECTION NINE

Bibliography

9


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SECTION 9: BIBLIOGRAPHY 64. Bibliography Artiles, A., J. and Ortiz, A. A. (2002). English Language Learners AND Special

Education “Before Assessing a Child for Special Education, First Assess the Instructional Program.” A Summary of English Language Learners with Special Education Needs, Center for Applied Linguistics.

August, D., Shanahan, T., & Shanahan, L. (2006). Developing literacy in second-

language learners: Report of the National Literacy Panel on Language Minority Children and Youth: Routledge.

Brulles, D., & Winebrenner, S. (2012). Clustered for Success. Educational Leadership,

69(5), 41 - 45. Bunch, G., Kibler, A., & Pimentel, S. Realizing Opportunities for ELLS in the Common

Core English Language Arts and Disciplinary Literacy Standards, Understanding Language. Retrived on February 6, 2013, from http://ell.stanford.edu

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of

corrective feedback on ESL students. Journal of Second Language Writing, 12(3), 191-205.

Butterfield, Ph.D., Read, J. P., ELL’s with Disabilities: A Guide for Identification,

Assessments and Services. Callahan, R. (2005). Tracking and high school English learners: Limiting opportunities to

learn. American Educational Research Journal, 42 (2): 305-328. Cantoni-Harvey, G. (1987) Content-Area Language Instruction: Approaches and Strategies. Reading, MA: Addison-Wesley. Center for Applied Linguistics. (2013). The SIOP model of sheltered instruction.

Retrieved on March 12, 2013, from http://www.cal.org/siop Collier, C., (2010). Seven Steps to Separating Difference from Disability. Corwin

Publishing, CA. Crandall, J. (ed.) (1987) ESL through Content-Area Instruction. Englewood Cliffs, NJ:

Prentice Hall.

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Echevarria, J., Short, D., and Powers, K. (2003). School reform and standards-based

education: How do teachers help English language learners? Technical report. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.

Echevarria, J., Vogt and Short, D., (2000). Making Content Comprehensible for English

Language Learners. Dyrness, A. HartfordInfo.org. The Hartford Courant. Retrieved from

http://hartfordinfo.org Fránquiz, M. E., & Reyes, M. L. (1998). Creating inclusive learning communities through

English language arts: From chanclas tocanicas. Language Arts 75 (3): 211-220. Gennesee, F., (1987), Learning Through Two Languages: Studies of Immersion and

Bilingual Education, Heinle & Heinle. Goldenberg, C. (2008). Teaching English Language Learners: What the Research

Does-and Does Not-Say. American Educator, 32(2), 8-23, 42-44. Gonzalez, N. E., Moll, L. C., Amanti, C. (Eds.) (2005). Funds of knowledge: Theorizing

practices in households and classrooms. Mahwah,NJ: Lawrence Erlbaum Associates.

Gottlieb, M. (1999). Assessing ESOL adolescents. In C. J. Faltis, & P. Wolfe (Eds.), So

much to say: Adolescents, bilingualism, and ESL in the secondary school (pp. 176-201). New York: Teachers College Press.

Hamayan, E., Marler, B., Sanchez-Lopez, C, and Damico, J. “Table 3.3: Possible

Explanations for Typical Difficulties Encountered by ELLs.” Special Education Considerations for English Language Learners. (p. 40). Philadelphia: Caslon, Inc.

Hillsboro School District Dual Language Handbook

Hillsboro School District Website: http://www.hsd.k12.or.us/

Howard, E., Sugarman, J., Lindholm-Leary, K., & Rogers, D. (2007). Guiding Principles for Dual Language Education (2nd ed.). Center for Applied Linguistics.

Jimenez, R. T., Garcia, G. E., & Pearson, P.D. (1996). The reading strategies of

bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1): 90-112.

Lindholm-leary., K. (2013).Guiding Principles for Dual Language Education,

http://www.lindholm-leary.com/resources/review_research.pdf

http://hartfordinfo.org/

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Landsman, J. (2004). Confronting the Racism of Low Expectation. Educational

Leadership, 62(3), 28 - 32. Leap, W.L. (1993). American Indian English. Salt Lake City, UT: University of Utah

Press. Levy, E., & Dutro, S. Academic English: Developing a Shared Understanding. Loveless, T. (February 2012). How Well are American Students Learning? The 2012

Brown Center Report on American Education, III (1), 1 - 36.

Maxwell, L., Language Demands to Grow for ELLs Under New Standards: Students Required to Go Well Beyond Grammar, Vocabulary. Education Week. Retrieved from http/: edweek.org

Mc Leskey, J., Resenberg, M.S., and Westling, D. L., (2012), Inclusion: Effective

Practices for All Students http://www.ode.state.or.us/data/schoolanddistrict/testresults/reporting/pagrsurpressed.aspx

Mohan, B. (1986) Language and Content. Reading, MA: Addison-Wesley. Olsen, L. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational

Opportunity for California’s Long Term English Learners. A Californians Together Research and Policy Publication, p. 1 – 60.

Opportunities for English Learners in the Common Core English Language Arts and

Disciplinary Literacy Standards. Retrieved 2012, http://ell.stanford.edu Pennington, M. (2004). Electronic media in second language writing: An overview of

tools and research findings. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 69-92). Mahwah, NJ: Lawrence Erlbaum Associates.

Regarding World Language Education. The Benefits of Second Language Study.

Retrieved from http://www.ncssfl.org Sherris, A. (2008). Center for Applied Linguistics. Integrated Content and Language

Instruction. Retrieved from http://cal.org Short, D. (1991) How to Integrate Language and Content Instruction: A Training Manual. Washington DC: Center for Applied Linguistics.

http://www.ode.state.or.us/data/schoolanddistrict/testresults/reporting/pagrsurpressed.aspx

http://www.ode.state.or.us/data/schoolanddistrict/testresults/reporting/pagrsurpressed.aspx


http://www.ncssfl.org/

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Thar, R. G., Estrada, P., Dalteeen, S. S., and Yamauchi, L. (2000).Teaching

transformed: Achieving excellence, fairness, inclusion and harmony. Boulder, CO: Westview Press.

Thomas, W. P., & Collier, V. (2002). A national study of school effectiveness for

language minority students' long-term academic achievement. Santa Cruz: University of California, Santa Cruz, Center for Research on Education, Diversity, and Excellence.

Understanding Language, Language, Literacy, and Learning in the Content Areas.

Retrieved 2012, from http://ell.stanford.edu Understanding Language: The Purpose of English Language Proficiency Standards,

Assessments, and Instruction in an Age of New Standards. Retrieved April 2012, from http://ell.stanford.edu

Walqui, A. (2000). Strategies for success: Engaging immigrant students in secondary

schools. Washington, DC: Center for Applied Linguistics. Watts-Taffe, S., & Truscott, D. (2000). Using What We Know about Language and

Literacy Development for ESL Students in the Mainstream Classroom. Language Arts, 77(3), 258 - 263.



SECTION TEN

Appendix

10


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SECTION 10: APPENDIX 65. Glossary of Terms and Acronyms Academic language: The language used in the learning of academic subject matter in

formal school contexts.

AYP (Adequate Yearly Progress): A statewide accountability system mandated by the No Child Left Behind Act of 2001 which requires each state to ensure that all schools and districts make Adequate Yearly Progress.

AMAO (Annual Measurable Achievement Objectives): a measure that gauges the effectiveness of English Language Development programs in helping students attain English language proficiency. AMAO 1: Percent making annual progress in learning English; AMAO 2: Percent attaining English proficiency; AMAO 3: Percent meeting Annual Yearly Progress requirements for the ELL subgroup in Language Arts and Mathematics.

AVID (Advancement Via Individual Determination): a college readiness system for

elementary through higher education that is designed to increase school wide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change.

BICS (Basic Interpersonal Communication Skills): a set of communication skills that

facilitate day-to-day or practical oral communication CALP (Cognitive Academic Language Proficiency): refers to more advanced

language (academic language) skills. Castañeda v. Pickard: (5th Circuit Court of Appeals, 1981) set the standard for the

courts in examining programs for ELL students. The court set forth a three-part test for determining whether a school district has taken appropriate actions to overcome the language barriers confronting language-minority students.

Common Core State Standards: define the knowledge and skills students should have within their K-12 education careers so that they graduate and be college-and career-ready. The standards are aligned with college and work expectations; are clear, understandable and consistent; include rigorous content and application of knowledge through high-order skills; build upon strengths and lessons of current state standards; are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and are evidence-based.


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Constructing Meaning (CM): Constructing Meaning provides teachers with the process and tools for weaving explicit language instruction into content area teaching. Lesson planning is driven by the content and academic language demands of discipline-specific learning

Dual Language Program (DLP): students develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

DRA/EDL (Developmental Reading Assessment/Evaluación del desarrollo de la lectura): an assessment for grades 3 – 8 that helps teachers systematically observe, record, and evaluate student’s accuracy, fluency, and comprehension as they become independent successful readers.

ELD (English Language Development): are grouped by English language proficiency levels. The content of ELD follows scope and sequence of language skills in functional contexts to develop a solid English language foundation.

ELL (English Language Learner): Qualified students enrolled in the District’s English Language Learner Program.

ELL Collaborative: A committee of state and district stakeholders whose mission is to work toward preparing all English Learner students to be ready with the language and academic skills necessary to access and achieve success in college and multiple career pathways by 2025.

ELPA (English Language Proficiency Assessment): Assessment developed and

used by the Oregon Department of Education to annually assess and measure growth of English proficiency of ELL students in compliance with NCLB requirements.

English Language Proficiency (ELP) Standards: Statements designed to supplement the English language arts standards to ensure that ELL students develop proficiency in both the English language and the concepts and skills contained in the English language arts standards.

ESOL: English for speakers of other languages

Exit: When a student earns a composite score of 5 on ELPA and it has been determined that he/she would no longer benefit from ESL services.

Focused Approach to Systematic ELD: builds a solid foundation in English by teaching language that English learners are not likely to learn outside of school and need to use for effective academic learning, classroom participation, and real life purposes.


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GLAD (Guided Language Acquisition Design): an instructional model that incorporates the delivery academic content and language while using an integrated, balanced literacy approach.

HLS: Home Language Surveys are filled out by all families as part of the District enrollment process to document the language history of the enrolling student.

Literacy Squared: A research study conducted by Kathy Escamilla, examined how to utilize a student’s native language (in this case Spanish) concomitantly with a Literacy-based ESL program to advance a positive trajectory toward biliteracy for emerging Spanish/English bilinguals.

Migrant Education Program: Enrolled students who move with their family as many as two or three times each year and whose family’s income is generated from short-term seasonal job related to food processing, crop harvesting, or fish catching.

Monitored Students: Students who have been promoted or exited from the ELL program are monitored for two additional years to ensure that language is no longer a barrier to accessing content in the mainstream.

Newcomers: Students who have recently arrived in the United States, and have not been (or minimally) exposed to communication in English.

Professional Learning Community (PLC): a collegial group of school staff who are united in their commitment to student learning. They share a vision, work and learn collaboratively, visit and review other classrooms, and participate in decision- making.

Proficiency: demonstrated knowledge and skills which meet or exceed defined levels of performance.

Promotion: ELL students who have earned a composite score of 4 on ELPA but demonstrated their language proficiency to be academically successful, are promoted from the ELL program and no longer receive ESL services.

Refusal of Services: Parents/ guardians of students eligible for ELL services may refuse such services being provided to their children. In this case the student is not placed in an ELD classroom.

Work Samples: representative samples of individual student work, research papers, or speaking presentations that are scored using official state scoring guides in those subjects/areas for which one has been adopted (i.e. writing, speaking, listening, reading).Scoring guides are available on Oregon Department of Education’s website.


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Sheltered Instruction: SIOP (Sheltered Instruction Observation Protocol): An instructional approach used to make academic instruction in English comprehensible to ELL students.

STEM (Science, Technology, Engineering, and Mathematics): a program of study that prepares students for successful employment, post-secondary education, or both that require different and more technically sophisticated skills including the application of mathematics and science skills and concepts, and to be competent, capable citizens in our technology-dependent, democratic society.

Title III: Title III of the Elementary and Secondary Education Act (ESEA, reauthorized as the No Child Left Behind Act of 2001) provides for federal grant money to state education agencies to help ensure that English Language Learners "develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet" (ESEA §3102 (1)).

TSPC (Teachers’ Standards and Practice Commission: The Teacher Standards and Practices Commission was established in 1965 to maintain and improve performance in the education profession by approving teacher preparation programs offered by Oregon colleges and universities; by licensing teachers, administrators and other personnel employed in Oregon schools; and by taking disciplinary actions when educators commit crimes or violate Standards for Competent and Ethical Performance

WIDA (World-Class Instructional Design and Assessment): focuses on expanding students' academic language by building on the inherent resources of English language learners (ELLs) and accentuating the positive efforts of educators and developing the amplified ELD Standards.

WMLS-R: The Woodcock-Muñoz Language Survey Revised (WMLS-R) consists of 7 sub-tests designed to measure language proficiency of ELLs in the areas of listening, speaking, reading, and writing.


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66. Referenced District ELL Program Forms

SECTION 2:

x HSD Bilingual Program Model Rubric

SECTION 3:

x HSD Home Language Survey

x Notification of English Language Learner Program Placement

x English Language Program Components

x Request for English Language Learner Program Withdrawal/Denial of Enrollment

x HSD ELL Add Form

SECTION 6

x ELL Reassignment

x Elementary ELL Transition Monitoring Report

x Secondary ELL Transition Monitoring Report

x Notice of ELL Meeting

x Language Assessment Data Review

x Instructional Focus for ELL Retention

SECTION 7

x ELL Pre-referral Process

x File Review Form

x Developmental History Questionnaire

x Quick Screen Results Form for Culturally and Linguistically Diverse Students

SECTION 8

x Notice of District Progress: Title III Annual Measurement of Achievement Objectives

TAR 8-22-12

Bilingual Program Implementation Rubric What we know:

Effective instruction can eliminate disparities in achievement between ELLs and native English speakers.1

We transfer what we know between languages. What we know is mostly independent of the language

we are speaking.2

Simultaneous bilingualism works!3

Academic/cognitive “lag” hinders student achievement. Students don’t need to wait to acquire English in order to learn academic content at high levels.4

Language acquisition and content development are interdependent.5

What we value:

Language is an asset. Bilingualism is a characteristic of college- and career-ready students.

Multilingualism and multiculturalism strengthen our community.

Young people should see representations of themselves through curriculum and in adult role models.

The current data:

94% of ELLs do not have access to a comprehensive bilingual program. 6

Only 15% of ELLs have access to any primary language support. 7

100% of our students can graduate from high school. Over 45% of ELLs don’t.8

TAR 8-22-12

TAR 8-22-12


Instruction in core academic areas integrates rigorous goals for language acquisition, literacy, and grade-level proficiency in content standards.

Phase 1

Awareness/Planning

Phase 2

Implementation

Phase 3

Leadership & Innovation

Sustained

Equitable

Outcomes

Action Menu English learners have access to rigorous

and appropriate academic content in English. Students not pulled out for

“remediation.”

Audit student schedules, master schedule, and staffing.

Sheltered Instruction/ SIOP/GLAD/Constructing Meaning trainings

All lessons aligned with grade-level standards.

PLCs develop guaranteed curriculum and common assessments.

Lesson Study/Studio Classrooms study how to differentiate instruction and scaffold language.

Staffing and course offerings challenge status quo and create equitable outcomes.

ELLs succeed in grade-level content courses, as evidenced by enrollment, grades, and summative assessments.

Students’ course placement is not predictable by race and primary language.

All instructional staff are trained and supported in the use of Sheltered

Instruction techniques.

Sheltered Instruction/ SIOP/GLAD/Construct-ing Meaning trainings

Targeted use of 1-3 Sheltered Instruction strategies

Administrator “look-fors” professional development

Lesson Study/Studio Classroom

PLCs integrate content and language development.

ELL Specialists coach for implementation.

Staff share techniques and develop new ideas in PLCs.

Continuous curriculum alignment and enrichment with Sheltered Instruction strategies

Observations indicate 100% of teachers implementing Sheltered Instruction techniques.

Teachers engage students with accessible, challenging, and culturally

relevant instructional activities.

Teacher leaders, Equity Teams, PLCs investigate current instructional practices for

Teachers learn about students’ cultures.

Linguistic and cultural

Student advisory teams and teachers collaborate to continuously update

Observations indicate equitable high-level engagement among ELLs and non-ELLs, e.g. time-on-task,

TAR 8-22-12

accessibility and relevance.

backgrounds of students influence curriculum alignment and lesson planning.

engagement techniques. Teachers are responsive to unique cultures in schools.

quality of responses in teacher-student and student-students interactions, etc.

Recruitment strategies are employed to ensure English learners are given access

to advanced placement coursework.

Equity Teams investigate barriers to access, audit student schedules, master schedules, staffing, instruction, assessment.

Barriers to access removed

Recruitment systems designed, monitored, and revised

Staffing and course offerings challenge status quo and create equitable outcomes

Equitable representation of ELLs succeeding in AP, IB, TAG, and academic extracurricular activities.

Language Objectives frame content instruction in all classrooms, and teachers

scaffold language necessary for students to meet grade-level content standards.

Sheltered Instruction/ SIOP/GLAD/Systematic ELD/ Constructing Meaning trainings

Content v. Language Objectives professional development modules

Lesson Study/Studio Classroom

PLCs integrate content and language development within lessons

Continuous curriculum alignment embeds language scaffolding and Language Objectives to support students at each language proficiency level.

Language Objectives scaffold academic language to facilitate 1) language acquisition and 2) access to curriculum. All teachers actively integrate content standards and ELP standards.

Equitable outcomes on formative and summative assessments are evidence of language scaffolding.

When possible, opportunities for students to develop academic proficiencies within their native language are made available.

Sheltered Instruction/ Bilingual ed./Construct-ing Meaning trainings

School visits/ La Cosecha or AMME Conference/ Guiding Principles for Dual Language

PLCs develop guaranteed curriculum and common assessments

L1 courses offered

L1 Lesson Study/Studio Classroom

Dual Language Curriculum Articulation

L1 content course design and training

L1 common assessment development

Grade-level student achievement in L1 is demonstrated on Bilingual OAKS, State Writing Assessments and Primary Language work samples.

TAR 8-22-12

Focused and

Integrated ELD

English Language Development instruction is systematic, articulated, and integrated into content.

Phase 1

Awareness/Planning

Phase 2

Implementation

Phase 3


Sustained

Equitable

Outcomes

Action Menu The school has ensured adequate time

allocation for the instruction and assessment of English Language

Proficiency Standards.

Build master schedule to reflect best-practice for ELD pull-out

Instructional staff does Systematic ELD and/or Constructing Meaning-training.

QIA/ADEPT/Gap Finder assessments inform instruction.

Master schedule allows integration of ELD and content: School-Wide Language Development, Literacy- or Content-Based ELD.

All teachers are pursuing ESOL endorsement.

PLCs work to make ELD a “push-in” model school-wide, across all content areas.

ELD is focused and systematic according to students’ proficiency levels, and is contextualized within literacy and content.

ELLs progress one proficiency level per year. ELD is integrated across content areas, allowing ELLs full access to rigorous curriculum while acquiring English.

All teachers actively teach ELP standards to students, stretching them beyond their

current proficiency level.

Systematic ELD Training ELL Specialists and teachers.

ELP formative assessments inform instruction to meet the needs of students at each proficiency level.

ELL Specialists and teachers trained in Systematic ELD and Constructing Meaning collaborate to accelerate language acquisition across content.

PLCs work to make ELD a “push-in” model school-wide, across all content areas.

Formative assessments drive language and content instruction.

ELLs progress one proficiency level per year. ELD is integrated across content areas, allowing ELLs full access to rigorous curriculum while acquiring English.

All teachers systematically integrate ELP Standards within the instruction of ELA and Content standards to raise student

ELA, Content, and ELP standards dig

ELA/ELP & Content/ELP

Teacher teams deliver ELD within the context of Literacy- or Content-

PLCs work to make ELD a “push-in” model school-wide, across all

Content and ELP assessments—common assessments, OAKS, ELPA, writing samples—show

TAR 8-22-12

achievement. Curriculum Mapping

Systematic ELD/Constructing Meaning Training

Based ELD.

Lesson Study/Studio Classrooms refine practice.

content areas.

ELL Specialists provide co-teaching, coaching, curriculum, and assessment support.

accelerated language acquisition resulting in grade-level academic achievement.

All teachers make explicit the daily language goals for all English Learners.

Content v. Language Objectives professional development modules

Sheltered Instruction/ Systematic ELD/ Constructing Meaning Training


Teachers develop and post Language Objectives across content areas.

PLCs integrate content and language development within lessons.

Observations show 90% implementation of Language Objectives used during lessons.

Language Objectives match students’ proficiency levels.

All teachers ensure sufficient opportunities to orally practice language

skills.


Academic discourse and cooperative learning professional development and practice.


Academic discourse and cooperative learning strategies become a focus for PLCs, coaching, etc.

PLCs integrate content and high-level academic discourse and cooperative learning strategies within lessons.

Observations show oral practice of high-level academic language in 90% of lessons.

Students do 50% or more of the high-level discourse during lessons, resulting in higher achievement on written assessments and content knowledge and skills.

All teachers ensure that instruction is designed around improving language skills

in each of the 4 modes (listening, speaking, reading and writing).

Disaggregate ELPA, OAKS, or formative assessment data to identify skill gaps



PLCs integrate content and language development within lessons, reflecting school-wide focus on the 4 modes of language.

Observations show opportunities to practice the 4 modes, challenging students to grow in language proficiency.

TAR 8-22-12

Bilingual Education

Students do not wait until they are fully proficient in English to learn grade-level academics. Teachers facilitate transfer to accelerate language and content learning.

Phase 1

Awareness/Planning

Phase 2

Implementation

Phase 3


Sustained

Equitable

Outcomes

Action Menu There are clearly defined allocations of

time K-12 committed to literacy instruction in L1 and in English.

Primary Language Literacy training for Bilingual and English-Only staff.

Build master schedule showing strategic allocation of L1 and English literacy time, with more time in L1.

Dual Language Curriculum Articulation Plan (CAP);Maintenance Bilingual CAP

Formalize process for identifying students’ Zone of Biliteracy, and access to appropriate instruction.

Articulate bilingual pathway K-12, resulting in either a bilingual diploma, or preparing students new to the system for ongoing educational opportunities.

Students read at grade level in L1 and English by the end of 4th grade, and maintain biliteracy skills through 12th grade.

If not at grade level in L1, Newcomers in upper grades benefit from accelerated L1 literacy instruction.

There is a theoretical and research-tested approach to teaching literacy in L1 and in

English.

Primary Language literacy curriculum mapping.

Training for literacy assessment in L1 andL2—screeners and diagnostics—identifying students’ Zone of Biliteracy.

Teams use literacy assessments—e.g. writing samples, miscue analysis—to drive instruction in L1 and L2.

PLCs refine instruction and assessment practices.

Teachers lead professional development for best-practice curriculum, assessment, and instruction.

Teacher take risks and innovate for better results.

Literacy assessments in L1 indicate grade-level performance in L1 in primary grades.

Literacy assessments in L1 and English indicate grade-level performance in both languages by the intermediate grades.

There is a consistent district-wide body of culturally-appropriate, relevant resources

available to teachers in order to provide instruction in L1 and in English.

Audit current curriculum.

Definitions developed for ideal curriculum,

PLCs, departments, and grade-level teams adopt and implement relevant curriculum.

Teachers lead continuous improvement and implementation of relevant, culturally-

Observations indicate high engagement among ELLs and relevant contexts for lessons.

Common assessments indicate

TAR 8-22-12

responsive to students’ interests and needs for college and career readiness.

appropriate curriculum and instruction.

improved achievement in meeting grade-level standards.

Bilingual students enjoy high status socially and academically.

Instruction in L1 is systematic and explicit. Teachers get professional development on transfer and cognitive development.

Primary Language literacy/content curriculum mapping.

Dual Language Curriculum Articulation Plan (CAP);Maintenance Bilingual CAP

PLCs refine instruction and assessment practice.

Teachers review and update Dual Language and Maintenance Bilingual CAPs.

ELLs meet grade-level content standards starting in Kindergarten in either L1 or both L1 and L2.

Teachers are trained in how to use “cross-linguistic connections.” Time is allocated

within the instructional day for ELLs to integrate knowledge within L1 and English.

Professional development on language transfer and cross-linguistic connections for Bilingual and English-Only staff.

Lesson plans and master schedule show planned time for students to capitalize on transfer.

PLCs use writing samples to drive explicit linguistic transfer instruction.

PLCs plan cross-linguistic transfer instruction into content curriculum delivered in two languages.

Formative and summative assessments show bilingualism and biliteracy accelerating student learning in literacy and content.

Teachers understand and engage students in receptive and productive language

(Oracy) activities in L1 and English.


Oracy, acad. discourse, and cooperative learning professional development


Academic discourse and cooperative learning professional development

PLCs integrate high-level academic discourse and cooperative learning strategies into lessons.

Rich academic language is incorporated into lessons across the curriculum.

Observations show oral practice of high-level academic language in 90% of lessons.

Students do 50% or more of the high-level discourse during lessons, resulting in higher achievement on written assessments.

TAR 8-22-12

End Notes

1 Marzano, R, Pickering, D.J., & Pollock, J.E. Classroom Instruction the Works: Research-based strategies for increasing student achievement, Alexandria, VA: ASCD, 2001.

Thomas, W.P. & Collier, V.P. The multiple benefits of dual language. Educational Leadership, 61(2), October 2003. Lindholm-Leary, K. & Genesee, F. Alternative educational programs for English Language Learners. In Improving Education for English

Learners: Research-Based Approaches, Sacramento, CA: California Department of Education, 2010. 2 Cummins, J. Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, Spring

1979, 49: 222-251 3 Escamilla, K. Transitions to Biliteracy: Beyond Spanish and English, American Educational Research Association, April 2007. 4 Collier, V.P. & Thomas, W.P. Educating English Learners for a Transformed World. Albuquerque, NM: Fuente Press, 2009. 5 Goldenberg, C. Teaching English Language Learners: What research does—and does not—say. American Educator, Summer 2008. 6 Hillsboro School District data 7 Hillsboro School District data 8 Oregon Department of Education, http://www.ode.state.or.us/search/page/?id=878

Selected Resources


Herrell, A. & Jordan, M. 50 Strategies for Teaching English Language Learners. Columbus, OH: Pearson, 2008, 3rd ed.

English Language Development

Aguila, V. & Ong, F. ed. Improving Education for English Learners: Research-based Approaches. Sacramento, CA: California Department of Education, 2010.

Bilingual Education

Cloud, N., Genesee, F. & Hamayan, E. Dual Language Instruction: A handbook for enriched education. Boston, MA: Heinle, 2000.

Freeman, D.E. & Freeman, Y.S. Essential Linguistics: What you need to know to teach. Portmouth, NH: Heinemann, 2004.

http://www.ode.state.or.us/search/page/?id=878

The Home Language Survey allows the Hillsboro School District to better serve your family. The information you provide helps support students’ academic success and allows the District to:

Provide academic support such as language services Obtain grants to strengthen classroom instruction Ensure the District complies with civil rights laws for students, parents, and staff

Language Information

Is your child’s first-learned or home language anything other than English? Yes or No

If yes, please indicate the language: ___________________________ What language does your child most frequently speak at home? _________________________ What language is spoken most often by the adults at home? ____________________________

Oregon Administrative Rule 581-021-0046 (8) requires school districts to develop and implement a plan to identify students whose primary language is other than English. If a language other than English is written above, your child’s English ability will be assessed for English language services to determine qualification for ELL services.

Federal Title Programs Information

Was your child born in the United States? Yes or No

If no, please list the country of birth: ____________________________

Has your child attended school in the United States for periods of time totaling fewer than three years during their lifetime? Yes or No

U.S. Dept. of Ed. requires Oregon school Districts to collect this information; Title III, Part A, Section 3114(d)(1)of the Elementary and Secondary Education Act.

Have you moved during the past 3 years to obtain seasonal or temporary employment in agriculture, fishing, forestry, dairy, or cannery work? Yes or No

Answering this question will help the District identify students who may be eligible for migrant services. Federal law supports programs to help reduce educational disruptions that result from repeated moves for migrant children under Oregon Title 1, Part C of the Elementary and Secondary Education Act of 1965.

Is your child a member of a U.S. Federally recognized American Indian tribe? Yes or No

If yes, please indicate the tribe name: _______________________ Enrollment in a Federal or State recognized tribe can establish eligibility to participate in the Title VII Indian Education Program, a federal grant under the Indian Education Act of 1988, Section 7102 (a).

Original: CUM File Copy: ELL Case Manager Copy: ELL Working File

ELL001 Home Language Survey Rev. 04/16/12

Hillsboro School District Form Home Language Survey

Student’s Name __________________________________________ Date of Birth: _____/_____/_____ School: ____________________ eSIS: ________ Grade: _______ Enrollment Date: _____/_____/____

La encuesta del idioma que se habla en el hogar permite que el Distrito Escolar de Hillsboro sirva mejor a su familia. La información que usted provee ayuda a apoyar el éxito académico de los estudiantes y permite al Distrito que:

Provea apoyo académico como los servicios del idioma Obtenga fondos para fortalecer la instrucción en los salones de clases Asegurar que el Distrito cumpla con las leyes de los derechos civiles de los estudiantes, los

padres y el personal

Información del Idioma

¿El idioma que aprendió primero su niño o el idioma del hogar, diferente al Inglés? Si o No

Si, respondió sí, por favor indique el lenguaje: ___________________________________

¿Qué idioma habla su niño con más frecuencia en casa? _____________________________ ¿Qué idioma hablan los adultos con más frecuencia en casa? ________________________

La Regla Administrativa de Oregon 581-021-0046 (8) requiere que los distritos escolares desarrollen e implementen un plan para identificar a los estudiantes para quienes su primer idioma es diferente al inglés. Si un idioma diferente al inglés fue escrito arriba, la habilidad de su niño en inglés será evaluada por los servicios del idioma inglés para determinar su calificación para los servicios de ELL

Información de Programas Federales de Titulo

¿Nació su niño/a en los Estados Unidos? Si o No

Si, respondió no, por favor escriba el país donde nació: ____________________________

¿Ha asistido su niño a las escuelas en los Estados Unidos por periodos de tiempo haciendo un total de menos de tres años en toda su vida? Si o No

El Departamento de Educación de los U.S. Requiere que los Distritos escolares de Oregon colecten esta información; Acto de Educación Secundaria y Primaria Título III, Parte A, Sección 3114(d) (1).

¿Se ha movido durante los últimos tres años para obtener trabajo temporal o de estación en la agricultura, empacadoras, pesca, trabajo forestal, o lecherías? Si o No

Contestar esta pregunta le ayudara al Distrito a identificar a los estudiantes que pueden calificar para los servicios migrantes. La Ley Federal apoya programas para ayudar a reducir las interrupciones de educación las cuales son resultados de los repetidos movimientos de los niños migrantes bajo el Titulo 1 de Oregon, Parte C del Acto of 1965 de Educación para la Secundaria y Primara.

¿Es su niño miembro de alguna tribu de Indios Americanos reconocida por la Federación de U.S? Si o No

Si, respondió sí, por favor indique el nombre de la tribu: _____________________________ El registro en una tribu reconocida a nivel Federal o del Estado puede determinar la elegibilidad para participar en el Programa de Educación de los Indios bajo el Acto of 1988, Sección 7102 (a) del Titulo VII.

Original: Archivo acumulativo Copia: Manejadora del Caso ELL Copia: ELL Archivo de Trabajo ELL001 Encuesta del Idioma en el Hogar Rev. 04/16/12

Distrito Escolar de Hillsboro Encuesta del Idioma en el Hogar

Nombre del estudiante: ______________________________ Fecha de nacimiento: _____/_____/_____ Escuela: _______________ eSIS: ________ Grado: _______ Fecha de inscripción: _____/_____/____

Biểu Mẫu Hillsboro School

District

Khảo Sát Ngôn Ngữ Sử Dụng Ở Gia Đình cho phép Hillsboro School District phục vụ gia đình quý vị được tốt hơn. Thông tin quý vị cung cấp sẽ giúp cho các học sinh học tập tốt và cho phép Quận:

Cung cấp hỗ trợ học tập như các dịch vụ ngôn ngữ Nhận được các khoản tài trợ để tăng cường giảng dạy trong lớp học Đảm bảo Quận tuân thủ với các luật về quyền công dân cho học sinh, phụ huynh, và nhân viên

Thông Tin Ngôn Ngữ

Ngôn ngữ thứ nhất hoặc ngôn ngữ sử dụng trong gia đình của con quý vị không phải là tiếng Anh? Không phải hoặc phải

Nếu không phải, xin vui lòng cho biết ngôn ngữ đó: ___________________________

Con quý vị thường nói chuyện nhất bằng ngôn ngữ nào tại gia đình? ___________________ Ngôn ngữ nào thường được người lớn nói nhất tại gia đình? ____________________________

Quy Tắc Hành Chính Oregon 581-021-0046 (8) yêu cầu các khu học chánh phát triển và triển khai kế hoạch để xác định các học sinh có ngôn ngữ chính không phải là tiếng Anh. Nếu sử dụng ngôn ngữ không phải là tiếng Anh được ghi ở trên, khả năng tiếng Anh của con quý vị sẽ được đánh giá về các dịch vụ tiếng Anh để xác định trình độ cho các dịch vụ ELL.

Thông Tin Chương Trình Tiêu Đề Liên Bang

Con quý vị được sinh ra ở Mỹ? Có hoặc Không

Nếu không, xin vui lòng liệt kê quốc gia sinh: ____________________________

Con quý vị có đi học ở Hoa Kỳ trong khoảng thời gian tổng cộng ít hơn ba năm trong suốt cuộc đời của chúng? Có hoặc Không

Bộ giáo dục Hoa Kỳ yêu cầu Oregon school Districts thu thập thông tin này;; Chương III, Phần A, Mục 3114(d)(1 )của Luật Giáo Dục Tiểu Học Và Trung Học.

Quý vị có chuyển đi trong 3 năm qua để tìm việc làm tạm thời hoặc mùa vụ trong lĩnh vực nông nghiệp, ngư nghiệp, lâm nghiệp, sữa, hoặc làm việc ở nhà máy đồ hộp? Có hoặc Không

Việc trả lời câu hỏi này sẽ giúp Quận xác định được những học sinh có thể hội đủ điều kiện cho các dịch vụ nhập cư. Pháp luật liên bang hỗ trợ các chương trình để giúp giảm sự gián đoạn giáo dục gây ra từ việc di chuyển lặp đi lặp lại cho trẻ em di cư theo Chương 1 Oregon, Phần C của Luật Giáo Dục Tiểu Học Và Trung Học năm 1965.

Con quý vị là thành viên của bộ lạc da đỏ được Mỹ công nhận trên toàn liên bang? Có hoặc Không

Nếu có, hãy cho biết tên bộ lạc: _______________________ Việc ghi danh là bộ tộc được Liên Bang hoặc bang công nhận có thể hội đủ điều kiện để tham gia vào Chương trình Giáo Dục Người Da Đỏ Chương VII, quỹ tài trợ liên bang theo Đạo Luật Giáo Dục Người Da Đỏ năm 1988, Mục 7102 (a).

Bản gốc: VỚI tập tin Bản sao: Quản lý trường hợp ELL Bản sao: Hồ sơ làm việc ELL

Khảo Sát Về Ngôn Ngữ Sử Dụng Trong Gia Đình ELL001 Sửa đổi 16/04/12

Tên học sinh __________________________________________ Ngày sinh: _____/_____/_____ Trường học: ____________________ eSIS: ________ Lớp: _______ Ngày ghi danh: _____/_____/____

Original: CUM File Copy: ELL Case Manager Copy: ELL Working File ELL 002 Notification of ELL Program Placement Rev. 05//2313

Hillsboro School District Form Notification of English Language Learner Program 2013 - 2014

Initial Placement Continuing Placement

Student: _____________________________________________ Date: ____________________

School Location: ________________________________________________________________

Dear Parents:

Based on your child's English proficiency test scores and level of academic achievement, we are pleased to inform you that he/she will receive instruction in our District's English Language Learner (ELL) Program. The goal of our ELL Program is to help your child learn English so that he/she will be able to meet age appropriate academic standards for grade promotion and graduation. If your child has a disability and an Individualized Education Program (IEP), improvement in his/her ability to speak and write in English will help meet the objectives of their IEP.

Although you may request to have your child removed from receiving English Language Development instruction at any time, most Newcomer students participate for a period of 5 to 7 years. Students who qualify with higher proficiency levels of English may participate for less time.

Your child's level of English proficiency was measured using the following test(s):

ELPA (English Language Proficiency Assessment) Level of English Proficiency _____

Woodcock-Muñoz Language Survey-Revised Level of English Proficiency _______

Specific ELL services are designed to help reach each ELL’s needs. The method of instruction used below at your child’s school follows District program criteria. Your child's ELL program is:

Content-Based ESL: integrated English language development (ELD) instruction provided during content classes.

Dual Language: instruction provided in both English and Spanish in a classroom comprised of half native English speakers and half native speakers of Spanish. Language development is taught simultaneously with content.

ESL Class Period: secondary students receive ELD instruction during a class period.

Pull-out ESL: student leaves the English-only classroom for a portion of the day to receive ELD instruction.

Sheltered Instruction: students receive grade level subject area content that is accessible throughout the day.

Transitional Bilingual: student develops skills in the primary language and culture while developing skills in English.

Additional information about your child's program is attached. Please contact your school’s ELL Case Manager if you would like to request immediate removal of your child from receiving ELL services.

_____ ____ _________________________ ELL Teacher School ______________________________ Phone Number

Original: CUM File Copy: ELL Case Manager Copy: ELL Working File ELL 002 Notification of ELL Program Placement Rev. 05//2313

Hillsboro School District Form Notification of English Language Learner Program 2013 - 2014

Description of District ELD Program(s)

The goal of the District’s English Language Development (ELD) program is to help your child learn English and meet age-appropriate academic achievement standards for grade promotion and graduation. Each program identifies the educational strengths and needs of your child using instructional methods described below. It is anticipated that your child will continue to receive ELD instruction until he/she is able to successfully transition to a full day schedule that is not tailored for limited English proficient students.

Students may exit the program when they score a composite level 5 on the annual Oregon English Language Proficiency Assessment (ELPA) and are performing at a satisfactory level in the classroom. A school team meets to determine when transition into the mainstream takes place.

The support your child receives from the ELD program will meet his/her educational strengths and needs by providing ELD instruction at his/her current language level. The services will help your child learn English by providing English instruction and focusing on English skills needing development. These services are available to help your child meet age-appropriate standards and graduation requirements by focusing on academic language and teaching the language, skills and knowledge needed to participate in grade level instruction. Language support is provided in sheltered mainstream content area classes. Spanish literacy instruction may be offered, as well as after-school tutoring. High Schools: Credit recovery programs are available to support graduation requirements. Your child’s expected graduation year is _______.

Your child is participating in: ELD (English Language Development) ELL Program Spanish literacy instruction

Parental Rights

You have the right to have your child removed from these ELD services. You have the option to decline to enroll your child for ELD services or choose another program or method of instruction, if available.

Description of Levels of English Proficiency:

1. Beginning: Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. (bear, brown)

2. Early Intermediate: Students demonstrate increased comprehension of general meaning and some specific meaning. Use routine expressions independently and respond using phrases and simple sentences, which include subject and predicate. (The bear is brown. He is eating.)

3. Intermediate: Students demonstrate good comprehension of general meaning; increased comprehension of specific meaning; respond in more complex sentences, with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)

4. Early Advanced: Students demonstrate consistent comprehension of general meaning; good understanding of implied meaning; sustain conversation, respond with detail in compound and complex sentences; actively participates using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?).

5. Advanced: Students demonstrate comprehension of general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary; use of conventions for formal and informal use. (Would you like me to bring pictures of the bear that I saw last summer?

Hillsboro School District Form Notificación de Asignación al Programa de

Desarrollo del Inglés – 2013 – 2014

Original: CUM File Copy: ELL Case Manager Copy: ELL File

ELL 012 Notificación de Asignación al Programa de Desarrollo del Inglés Rev. 05//23/13

Asignación Inicial Continuación de Asignación

Nombre del estudiante: _________________________________ Fecha: ________________

Ubicación de la Escuela: _______________________________________________________ Estimados padres:

Según los puntajes en las pruebas de aptitud en inglés y el nivel de rendimiento académico de su hijo/a, nos complace informarle que su hijo/a recibirá instrucción en el programa de desarrollo del inglés del distrito. La meta del programa de desarrollo del inglés es ayudar a que su hijo/a aprenda inglés a fin de que pueda cumplir los criterios académicos pertinentes para su edad, y así pasar de curso y graduarse. Si su hijo(a) tiene alguna discapacidad y está en un Programa de Educación Personalizada (IEP), un mejoramiento en su capacidad para hablar y escribir en inglés le ayudará a cumplir los objetivos de su programa IEP.

Aunque Ud. puede solicitar que su hijo salga del programa de desarrollo del idioma inglés en cualquier momento, la mayoría de los estudiantes nuevos participan por un periodo de 5 a 7 años. Los estudiantes que califican con un nivel de inglés más avanzado a lo mejor participan por menos tiempo.

Se utilizaron las siguientes pruebas para medir el nivel de aptitud en inglés de su hijo/a:

ELPA (English Language Proficiency Assessment) Nivel de aptitud en inglés _______

Woodcock-Muñoz Language Survey-Revised Nivel de aptitud en inglés _______

El programa de su hijo/a es el único programa de desarrollo del inglés del Distrito. El método de instrucción que se utilizará en el programa de desarrollo del inglés de su hijo/a será:

ESL Basado en Contenido: Desarrollo del lenguaje Ingles integrado (ELD) la instrucción se provee durante las clases de contenido.

Doble Lenguaje: instrucción proveída en Ingles y español en una clase compuesta por la mitad de estudiantes que su lengua nativa es español y la otra mitad su lengua nativa es Ingles. El desarrollo del lenguaje es enseñado simultáneamente con el contenido.

Periodo de Clase de ESL: los estudiantes de secundaria reciben la instrucción de ELD durante un periodo de clase.

Instrucción Protegida: los estudiantes reciben enseñanza a nivel de grado en el área de contenido a la cual tienen acceso durante el día.

Salir de la Clase a ESL: el estudiante deja el salón de Ingles-solamente por un porción de l día para recibir la instrucción de ELD

Bilingüe Transicional: el estudiante desarrolla destrezas en su primera lengua y cultura mientras desarrolla destrezas en Ingles.

Se adjunta información adicional sobre el programa de su hijo/a. Por favor comuníquense con el maestro de ESL de la escuela si desean solicitar el retiro inmediato de su hijo/a del programa de desarrollo del inglés.

______________________________ ________________________________ Maestro de ESL Escuela

____________________________ Número telefónico

Spanish Notification of English

Language Development Program

Placement

NoChildLeftBehind

Hillsboro School District Form Notificación de Asignación al Programa de

Desarrollo del Inglés – 2013 – 2014

Original: CUM File Copy: ELL Case Manager Copy: ELL File

ELL 012 Notificación de Asignación al Programa de Desarrollo del Inglés Rev. 05//23/13

Descripción de los Programas de Desarrollo del Inglés del Distrito Escolar

La meta de cada uno de los programas de desarrollo del inglés del distrito es ayudar a que su hijo/a aprenda ingles y cumpla los criterios de rendimiento académico pertinentes para su edad a fin de pasar de curso y graduarse. Cada programa identifica las fortalezas y necesidades educativas de su hijo/a mediante los métodos de instrucción que se describen a continuación. Estimamos que su hijo/a participara en el programa de desarrollo del inglés hasta que pueda integrarse satisfactoriamente a una jornada escolar completa que no esté adaptada para estudiantes con aptitud limitada en ingles. Aquellos estudiantes que obtengan una calificación 5 en el examen ELPA y que su desenvolvimiento en clase es satisfactorio deberán salir del programa. Un equipo escolar se reúne para determinar cuándo ocurrirá la transición. La ayuda que su niño/a recibe del programa de ESL va a satisfacer las necesidades y fortalezas educativas de su niño/a mediante instrucción de ESL en su nivel actual de la lengua. Los servicios ayudaran a su niño/a aprender ingles mediante la instrucción en el idioma ingles y el enfoque en las habilidades del ingles que necesitan desarrollo. Estos servicios están disponibles para ayudar a su niño/a a resolver estándares y requisitos apropiados para su edad y para los requerimientos de graduación mediante el enfoque del ingles académico, enseñanza de la lengua, las habilidades y conocimiento necesarios para participar en la instrucción de su grado. También recibirá ayuda en las clases regulares, lectura en español, y programa de tutoría después de las horas escolares, si fuese necesario. Escuelas Secundarias (high school): Programas de recuperación de créditos académicos también están disponibles para ayudar con los requisitos de graduación. Se espera que su hijo/a se gradúe en el año ______.

Su hijo/a participa en: _____ Programas de Desarrollo del Inglés _____ Lectura en español

Derechos De Familia: Usted tiene el derecho de retirar a su hijo/a del programa de ESL. Usted tiene la opción de renunciar estos servicios o de escoger otro programa o método de instrucción disponible.

Descripcion de Niveles de Aptitud en inglés 1. Principiante: Los estudiantes demuestran comprensión mínima del significado general; ganan

familiaridad con los sonidos, los ritmos y los patrones del inglés. Los primeros tiempos no demuestran ninguna respuesta verbal, pero después pueden responder con una o dos palabras. Los estudiantes responden solo con palabras y frases, que pueden incluir el sujeto o un predicado (oso, marrón)

2. Básico Intermedio: Los estudiantes demuestran mejor comprensión del significado general y algunos significados específicos. Utilizan las expresiones rutinarias independientes y responden con frases y oraciones simples, que incluyen el sujeto y el predicado. (El oso es marrón. Él está comiendo.)

3. Intermedio: Los estudiantes demuestran buena comprensión del significado general; comprensión creciente del significado específico; responden en oraciones más complejas, con más detalle usando vocabulario nuevamente adquirido para experimentar y para formar mensajes. (El oso marrón vivió con su familia en el bosque.)

4. Básico Avanzado: Los estudiantes demuestran la comprensión constante del significado general; buena comprensión del significado implicado; mantienen conversación, responden con detalle en oraciones compuestas y complejas; participan activamente con vocabulario más extenso, usan gramática estándar con pocos errores. (¿Pueden los osos vivir en el bosque si encuentran el alimento allí?).

5. Avanzado: Los estudiantes tienen comprensión de significado general e implicado, incluyendo lengua idiomática y figurativa. Los estudiantes inician y negocian usando discurso apropiado, estructuras gramaticales y vocabulario variados; uso de las convenciones para el uso formal e informal. (¿Te gustaría que traiga fotos del oso que vi el verano pasado?).

Original: ELL File Copy: Parent ELL011 English Language Learner Program Components Rev. 05/28/13

Hillsboro School District Form English Language Learner Program Components

English Language Development (ELD)

Develop English proficiency to achieve academic success: Facilitate transition of new ELLs to school; Provide a welcoming environment and outreach to families; Offer language instruction for ELLs at each level of English proficiency for grades K - 12; Students of similar proficiency levels are grouped together (two contiguous levels and grades) to

provide differentiated instruction; Regularly assess students’ English language proficiency progress; Help develop a solid foundation in the English language, increasing students’ competence in speaking,

listening, reading, writing, and thinking; Provide equal access to core content and elective classes in their path toward graduation and access

to post-secondary educational opportunities.

Content-Based ESL

Provide equal access to core content classes in their path toward graduation and access to post-secondary educational opportunities.

English is taught through content areas while integrating focused language development; Students are grouped together (two contiguous proficiency levels and grades) to provide differentiated

instruction; Regularly assess students’ English language proficiency progress; Help develop a solid foundation in the English language, increasing students’ competence in speaking,

listening, reading, writing, and thinking; Facilitate rapid transition toward inclusion in the mainstream curriculum.

Dual Language

Promotes the development of bilingual, biliterate, cross-cultural competencies for all students. Instruction is provided in both English and Spanish in a classroom comprised of half native English

speakers and half native speakers of Spanish; Language development is taught simultaneously with content; Instruction is designed to enhance the development of bilingualism, biliteracy, academic achievement

and cultural awareness; Increase higher order thinking skills, reasoning and problem-solving ability, verbal intelligence, cognitive

flexibility and divergent thinking. Sheltered Instruction

A set of teaching strategies that help students access the high academic demands of a lesson while at the same time maintaining rigorous and accelerated content instruction.

Content instruction is made comprehensible to emerging bilingual students while accelerating language acquisition within a meaningful academic context;

Academic content is provided for students to equitably access, understand, synthesize, and apply grade-level academic content at their English proficiency level.

Transitional Bilingual

Students receive content instruction in English and Spanish Students participate in daily literacy instruction and language development in both English and Spanish; Language instruction is provided in Spanish through content/elective classes to help students maintain

their native language proficiency while also developing their English proficiency.

Original: Archivo ELL Copia: Padres ELL011 English Language Learner Program Components Rev. 05/28/13

Formulario del Distrito Escolar de Hillsboro Componentes del Programa Estudiante del Idioma Inglés

Desarrollo del Idioma Inglés (ELD) Desarrollo del idioma inglés para lograr el éxito académico:

Facilitar la transición de los estudiantes ELL nuevos a la escuela Ofrecerles un ambiente acogedor y mantener la comunicación con la familia Ofrecer una instrucción del idioma que les sirva a los estudiantes ELL en todos los niveles del dominio

del inglés por los grados Kinder – 12th. Los estudiantes con unos niveles de dominio similares se agrupan juntos (dos niveles contiguos y

grados), para proveer instrucción diferenciada Regularmente evaluar el progreso del dominio del inglés en los estudiantes de manera continua Contribuir al desarrollo de una base sólida en el idioma inglés, aumentando el dominio de los

estudiantes al hablar, escuchar, leer, escribir y pensar Proporcionarles a los estudiantes igualdad de acceso a los cursos de materias básicas en su camino a

la graduación de la escuela preparatoria y el acceso a oportunidades educativas una vez terminada la escuela preparatoria

Contenido Basado en ESL Proporcionarles a los estudiantes igualdad de acceso a las clases de contenido central en su camino a la graduación de la escuela preparatoria y el acceso a oportunidades educativas una vez terminada la escuela preparatoria

El inglés se enseña a través de las áreas de contenido incluyendo un fuerte desarrollo del idioma Los estudiantes con unos niveles de dominio similares se agrupan juntos (dos niveles contiguos y

grados), para proveer instrucción diferenciada Regularmente evaluar el progreso del dominio del inglés en los estudiantes de manera continua y

reasignar grupos/clases de la manera apropiada Contribuir al desarrollo de una base sólida en el idioma inglés, aumentando el dominio de los

estudiantes al hablar, escuchar, leer, escribir y pensar Facilitar una transición rápida hacia la inclusión en el currículo general

Lenguaje Dual Promueve el desarrollo del dominio de la lectura y la escritura intercultural bilingüe para todos los estudiantes

La instrucción está disponible en inglés y en español en un salón de clase compuesto por la mitad de hablantes nativos de inglés y la otra mitad por hablantes nativos de español

El desarrollo del idioma se enseña simultáneamente con el contenido La instrucción está diseñada para reforzar el desarrollo del bilingüismo, la alfabetización en los dos

idiomas, el rendimiento académico y el conocimiento cultural Aumentar habilidades superiores al pensar, razonar y la habilidad de resolver problemas, la

inteligencia verbal, la flexibilidad cognitiva y el pensamiento divergente

Instrucción Protegida: Un conjunto de estrategias de enseñanza que ayudan a los estudiantes acceder a las altas exigencias académicas de una lección y, al mismo tiempo que se mantiene la instrucción de contenido riguroso y acelerado.

Instrucción de contenido se hace comprensible a los nuevos estudiantes bilingües, mientras que la aceleración de la adquisición del lenguaje en un contexto académico significativo;

El contenido académico se proporciona a los estudiantes a acceder de manera equitativa, comprender, sintetizar y aplicar los contenidos académicos a nivel de grado en su nivel de dominio del Inglés.

Transicional Bilingüe Los estudiantes reciben la instrucción del contenido en inglés y en español

Los estudiantes participan en instrucción de alfabetización a diario y en el desarrollo del idioma tanto en inglés como en español

La enseñanza de idiomas se ofrece en español a través de contenido / electiva clases para ayudar a los estudiantes a mantener su dominio de la lengua materna a la vez que el desarrollo de su competencia en Inglés

School:Case Manger: HSD ELL PROGRAMS STUDENT ADD FORM

Pupil ID# Last Name First Name DOB

Cur

Gra

de

Lang

uage

of I

mpa

ct

Original Date of

Entry into ESL

(anywhere)

Date the Home-

Language Survey

was Completed

Dat

e of

Woo

dcoc

k-M

uñoz

Tes

t

Woo

dcoc

k-M

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Bro

ad E

nglis

h TT

L (C

ALP

)

Woo

dcoc

k-M

uñoz

Ora

l Lan

guag

e Tt

l (C

ALP

)

ELL-

ESL

Pullo

ut (E

PO)

ELL-

ESL

Cla

ss P

erio

d (E

CP)

ELL

- Con

tent

-Bas

ed E

SL (E

CBE

)

ELL-

Shel

tere

d In

stru

ctio

n (S

I)

ELL-

Dua

l Lan

guag

e (D

LP)

ELL-

Tran

sitio

nal B

ilingu

al (T

BE)

ELL-

Mai

nten

ance

Bilin

gual

(MBE

)

ELL-

Re-

Ente

red

into

ESL

Mon

itore

d 1

Mon

itore

d 2

Span

ish

Lite

racy

Student Information Newly Qualified

ELL Program Model 1

Mark 1 Only

ELL Program Model 2

Mark 1 Only

Other Program Models

Original: CUM Copy: Parent______ (date sent) SpEd Case Manager(if applicable) ELL Working File ELL004 ELL Reassignment Rev. 12/12/12

Hillsboro School District Form ELL Reassignment

Student Name ________________________________________ Date __________________

eSIS # __________ DOB __________ School ___________________ Grade _______

_____ Student achieved a Composite Score - Level 5 (Advanced) on the Oregon English Language Proficiency Assessment (ELPA) – results attached. He/She has demonstrated proficient English skills in the English Language Development classroom as determined by the ELL teacher and in collaboration with the classroom teacher(s) has been exited from the English Language Learner (ELL) Program. To ensure continued academic success, the ELL and classroom teachers will monitor the student’s language needs for a minimum of two years following the date of exit.

OR

_____ The Student Study Team met on __________________________ (attach Language Assessment Data Review form) to review student performance data and considered multiple factors to support the following decision: (check one)

Promotion from the ELL Program Retention in the ELL Program Re-instatement to the ELL Program after Exit or Promotion

If you have concerns regarding your child’s academic progress, please contact the school’s ELL Case Manager at __________________.

________________________________ _______________________________ ELL Case Manager Classroom Teacher Counselor

__________________________________________________________________________

*Send completed form to the ELL & Migrant Programs department for final approval. When approved, copies will be returned to the ELL Case Manager.

Approved by: __________________________________ Date: ______________________ ELL TOSA/Director

Once approved, send copy to:

Original: CUM Copia: Padres______ (fecha de envío) Coordinador de Caso SpEd Archivo ELL ELL004 ELL Reassignment Rev. 12/12/12

Hillsboro School District Form Reasignación en ELL

Nombre del estudiante: __________________________________________ Fecha: __________________

eSIS # _____________ Fec. Nac.: _______________ Escuela: _____________________ Grado: _______

_____ El estudiante logró una puntuación compuesta de Nivel 5 (Avanzado) en la Evaluación de

Oregon del Dominio del Idioma Inglés (ELPA), cuyo resultado se adjunta. El/ella ha demostrado que domina el conocimiento del inglés en el Desarrollo del Idioma Inglés en el salón de clase, como ha sido determinado por el maestro de ELL que en colaboración con el maestro(s) del salón de clase, le han dado salida del Programa para Alumnos del Idioma Inglés (ELL). Para asegurar el éxito académico continuo, los maestros de ELL y del salón de clase, supervisarán las necesidades del estudiante en cuanto al idioma, por un mínimo de dos años a partir de su salida del programa.

O _____ El Equipo de Estudio Estudiantil se reunió en __________________________ (se adjunta el

formulario de Revisión de Datos de la Evaluación del Idioma) para revisar los datos del desempeño del estudiante y considerar los múltiples factores tomados en cuenta para apoyar la siguiente decisión:

Promoción de el Programa de ELL Retención en el Programa de ELL Readmisión al Programa de ELL después de Salida o Promoción

Si usted tiene inquietudes acerca del progreso académico de su hijo(a), por favor comuníquese con el Coordinador de ELL de la escuela en: _____________________________.

________________________________ _______________________________ Coordinador de ELL Maestro del salón de clase Consejero

____________________________________________________________________________________

*Una vez llenado el formulario, envíelo al departamento de los Programas ELL y Migrante para su aprobación final. Cuando haya sido aprobado, se le enviarán copias al Coordinador de ELL.

Aprobado por: __________________________________ Fecha: ______________________ ELL TOSA/Director

Una vez aprobado, enviarle copias a:

Hillsboro School District Elementary ELL Transition Monitoring Report

ELL008 Transition Monitoring, Rev: 08/29/2012

Student Name: _______________________________ eSIS#: ____________ Grade: _________ School: ______________________________ __ _________ School Year: 2012- 2013

________________________ exited the ELL Program on __________ and is being monitored for academic progress for a period of two academic years. Please review academic progress data as reported on the student’s current trimester’s Progress Report to respond to the following questions:

Classroom teacher: At the end of each trimester, circle “yes” or “no and return to the ELL Case Manager.

1st

Quarter

2nd Quarter

3rd Quarter

4th Quarter

1. Student is making satisfactory progress in reading &

language arts Yes or No Yes or No Yes or No Yes or No

2. Student is making satisfactory progress in content areas Yes or No Yes or No Yes or No Yes or No

Case Manager: if the teacher circles “no” to at least one question, record the next steps to be taken in the boxes below and meet with the teacher(s) and/or counselor to:

Identify strategies or techniques that support specific areas of weakness. Clarify linguistic barriers. Decide to attend an SST meeting. Decide whether to attend a Data Team meeting and review test scores: _____________________ Other _________________________________________________________________________ Meeting Notes: Quarter 1 – Date of Meeting: _____________________ Quarter 2 – Date of Meeting: _____________________

Quarter 3 – Date of Meeting: _____________________ Quarter 4 – Date of Meeting: _____________________

ELL Case Manager: ________________________________ Date: __________________________

Original: ELL Monitoring Binder Copy: CUM File C Copy: ELL Working File

Original: ELL Monitoring Binder Copy: CUM File (end of year) Copy: ELLWorking File (end of year) ELL 009 Secondary ELL Transition Monitoring Report Rev. 08/29/12

Hillsboro School District Form Secondary ELL Transition Monitoring Report

_______________________ exited the ELL Program on __________ and is being monitored for academic progress for a period of two academic years. Please review academic progress data as reported on the student’s current quarter’s Progress Report to respond to the following question for your content area. Please write “yes” or “no” and return to the ELL Case Manager. Student is making satisfactory progress (yes/no):

1st Qtr: ______ 2nd Qtr: ______ 3rd Qtr: ______ 4th Qtr: ______

Teacher: _________________________ Content Area or Class: _______________________

Case Manager: if the teacher writes “no”, record the next steps to be taken in the boxes below and meet with the teacher(s) and/or counselor to:

Identify strategies or techniques that support specific areas of weakness. Clarify linguistic barriers. Decide to attend an SST meeting. Decide whether to attend a Data Team meeting and review test scores: _______________________________ Other: ___________________________________________________________________________________

Meeting Notes:

Quarter 1 – Date of Meeting: _______________




ESL Case Manager: ___________________________________ Date: __________________________

Student Name: __________________________________ Grade: ______________________ School: ________________________________________ School Year: 2012 - 2013

Notice of ESL Meeting

Original: Padres Copia: Archivo de trabajo de ELL ELL005 Notica de Junta de ELL Rev. 08/08/12

Forma del Distrito Escolar de Hillsboro Aviso sobre la Junta de ELL

____________________________ (Fecha) Estimado padre o guardián: ___________________________________________, (Nombre del estudiante)

Usted está invitado a una junta para discutir sobre los resultados de la evaluación del idioma inglés de su hijo y sobre las recomendaciones del Equipo de Evaluación del Idioma.

Esta junta se llevará a cabo en: ____________________________ (Escuela)

El _______________________, ________________________ a las ______________. (Día) (Fecha) (Hora)

Por favor firme y regrese la parte inferior de esta carta. Si usted no puede asistir, pero quiere posponer la junta, por favor llame a la maestra ELL de la escuela de su hijo __________________________.

Sinceramente,

Maestra de ELL

----------------------------------------------------------------------------------------------------------- Padre o guardián de: ___________________________________________, (Nombre del estudiante)

Asistiré a la junta.

No asistiré a la junta.

Asistiré a la junta y pido que un intérprete esté presente en esta junta.

___________________________________ ___________________________ Firma del padre o guardián Fecha

Notice of ESL Meeting

Original: Parent Copy: ELL Working File ELL005 Notice of ELL Meeting Rev. 08/08/12

Hillsboro School District Form Notice of ELL Meeting

____________________________ (Date) Dear Parent/Guardian of: ___________________________________________, (Student’s Name)

You are invited to attend a meeting to discuss your child’s English language assessment results and Language Assessment Team’s recommendation.

This meeting is scheduled to take place at ______________________________ (School)

on _______________________, ___________________________ at ______________. (Day) (Date) (Time)

Please sign and return the bottom portion of this letter. If you are unable to attend, but would like to reschedule, please call the ELL Case Manager at ___________________.

Sincerely,

ELL Case Manager

----------------------------------------------------------------------------------------------------------- Parent/Guardian of: ___________________________________________, (Student’s Name)

I will attend the meeting.

I am unable to attend the meeting.

I will attend the meeting and request that an interpreter be present at this meeting.

___________________________________ ___________________________ Signature of Parent/Guardian Date

Parent (date sent) SpEd Case Manager (if applicable) CUM File ELL File ELL110 Language Assessment Data Review Rev. 05/28/13

Hillsboro School District Form Language Assessment Data Review

Current Program Identification: ELL Entry Date: ________ ELL Exit Date: _________ Monitor Year: ___ Migrant TAG SpEd 504

Language Assessment Data:

ELPA Test Year

Composite Level

Reading Level

Writing Level

Speaking Level

Listening Level

Compreh Level

Additional Indicators Reviewed: _____ Oregon State Assessment scores _____ Classroom grades _____ Work samples _____ Oral and listening skills in ELD

Team Recommendation: _____ Promotion from the ELL Program _____ Re-instatement to the ELL Program (after Exit or Promotion) _____ Retention in the ELL Program (Instructional Focus for ELL Student Retention form) ______________________________________ ELL Case Manager ______________________________________ Classroom/Mainstream Teacher(s) ______________________________________ Other (Administrator, Specialist) ______________________________________ Parent: Supports recommendation

Does not support recommendation Notified, but did not attend meeting

*Send completed form to the ELL & Migrant Programs department for final approval. When approved, copies will be returned to the ELL Case Manager.

Approved by: ________________________ Date: ______________________ ELL TOSA/Director Once approved, send copy to:

Woodcock-Muñoz Language

Survey-Revised Test Date

Broad English

Ability TTL CALP / RPI

Oral Language Ability TTL CALP / RPI

Student Name _______________________________________ Date ___________________

eSIS # ___________ DOB __________ School ______________________ Grade _______

_____

Padres (fecha de envío) Coordinador de Caso SpEd (en caso necesario) Archivo CUM Archivo ELL ELL110 Language Assessment Data Review Rev. 05/28/13

Hillsboro School District Form Revisión de Datos de la Evaluación del Idioma

Identificación del Programa Actual: Fecha de Entrada a ELL: ________ Fecha de Salida de ELL: _________

Año Monitor: ___ Migrante TAG SpEd 504

Datos de la Evaluación del Idioma:

Año de la Prueba

ELPA

Nivel Compuesto

Nivel de Lectura

Nivel de Escritura

Nivel al Hablar

Nivel al Escuchar

Nivel de Comprensión

Indicadores Adicionales Revisados: _____ Puntuación de la Evaluación de Oregon _____ Calificación del Salón de Clase _____ Muestras de trabajo _____ Habilidad Oral y de Escuchar en ELD

Recomendación del Equipo: _____ Promoción del Programa de ELL _____ Readmisión al Programa de ELL (después de Salida o Promoción) _____ Retención en el Programa de ELL (Formulario de

Enfoque Instructivo para la Retención del Estudiante de ELL) ______________________________________ Coordinador de ELL ______________________________________ Maestro(s) Especializado /Salón de Clase ______________________________________ Otro (Administrador, Especialista)

___________________________________ Padre/Madre: Está de acuerdo con la recomendación

No está de acuerdo con la recomendación

Fue invitado, pero no asistirá a la reunión

* Una vez llenado el formulario, envíelo al departamento de los Programas ELL y Migrante para su aprobación final. Cuando haya sido aprobado, se le enviarán copias al Coordinador de ELL.

Aprobado por: ___________________________ Fecha: _________________________ ELL TOSA/Director

Una vez aprobado, enviarle copias a:

Encuesta del Idioma Woodcock-Muñoz

Revisada

Fecha de la Prueba

Capacidad General con el Inglés TTL CALP / RPI

Capacidad Oral con el Idioma TTL CALP / RPI

Nombre del estudiante: ________________________________________ Fecha: _____________________________

eSIS # _____________ Fec. Nac.: ______________ Escuela: ___________________________ Grado: __________

Original: CUM Copy: Parent______ (date sent) SpEd Case Manager(if applicable) ELL Working File ELL006 Instructional Focus for ELL Retention Rev. 08/08/12

Student Name _______________________________________ Date ___________________

eSIS # ___________ DOB __________ School ___________________ Grade _______

Hillsboro School District Form Instructional Focus for ELL Retention

Attach to Language Assessment Data Review form for student retention in the ELL program.

Identify domain(s) (reading, writing, listening and/or speaking):

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Based on the data collected, which forms and functions will be targeted for instruction?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Original: CUM Copia: Padres______ (Fecha que se mando) Sp Ed Manejadora del Caso (si aplica) ELL Archivo de trabajo ELL006 Instrucción enfocada para la retención en ELL Rev. 08/08/12

Nombre del estudiante________________________________ Fecha ___________________

eSIS #________ Fecha de nacimiento_______ Escuela ____________ Grado_______

Forma del Distrito Escolar de Hillsboro Enfoque de Instrucción para la retención en ELL

Adjunte al formulario de Revisión de Datos de la Evaluación del idioma para la retención del estudiante en el programa de ELL.

Identifique el área/s dominantes (lectura, escritura, expresión oral y/o expresión auditiva):

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

¿Basado en los datos recolectados, cuáles métodos y funciones serán el blanco para la instrucción?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Hillsboro School District English Language Learner Pre-referral Process

Cdg Rev. 04/30/2013

Teacher Concern

Concerned teacher contacts the following staff to create an ELL pre-referral team (could be the SST). Students with suspected severe/serious conditions may go directly to SST (i.e. intellectual disability or autism).

Counselor ELL Case Manager Parent/Guardian – contacted Other appropriate staff (i.e. SpEd, SLP, admin) Student Study Team


The ELL Pre-referral Team meets to discuss concern(s) and assigns data-gathering tasks to team members using the following tools in order to assess students’ cultural backgrounds. If English is not the dominant language, data should be gathered through an interpreter or bilingual staff in the language of the home:

File Review (CUM & ELL File), including: o Years of formal education in the U.S. and native country o Number of schools attended in the past o Learning difficulties noted in the native country (if applicable) o Language of instruction in native country (if applicable)

Reasons for Concern (i.e. academic strategies, behavioral concerns and interventions tried) Language Assessments in L1 and L2 (i.e. WMLS-R, ELPA, ADEPT, QIA, Gap Finder) Other Program History (i.e. Title 1, Migrant Ed., TAG, Indian Ed., Early Intervention, Sped, 504) Behavior History Attendance History (frequency of attendance) Health History Family History (Developmental History Questionnaire: health, bilingual, and family questions) State & District Assessments , including common formative tools Reading, writing, speaking, listening, and work samples (in L1 and L2 i.e. DRA/EDL) Results from the Acculturation Quick Screen, Sociocultural and Resiliency Checklists

If there are NO ongoing concerns, continue current services. ELL Case Manager and classroom teachers monitor.

Recommendations & Timelines

Team reviews all data. Discuss/recommend specific, targeted instructional, behavioral, and/or attendance strategies. Determine length of time to implement each strategy. Record data and outcomes of specific strategies implemented for 6 – 8 weeks.

If NO referral to SST, the ELL Case Manager keeps data and meeting notes in ELL Working File and continues to monitor student’s progress in collaboration with the classroom teachers.

Follow-up Actions

Team members meet to review and discuss data collected throughout the pre-referral process. Possible actions and/or recommendations may include:

Brainstorm further strategies if needed Create timeline for future actions Divide roles and responsibilities Determine a plan for the student Consider 504 eligibility, TAG designation Make a referral to Special Education Do not refer – continue to collaboratively monitor student’s progress


Cdg Rev. 04/30/2013

English language learner student pre-referral process is to occur prior to possible referral for Special Education evaluation (Individuals with Disabilities Education Improvement Act (IDEA) 2004).

Purpose

Prior to an ELL being referred for an evaluation to determine eligibility for special education, it is necessary to ensure that the student is exhibiting learning challenges beyond those due to cultural or language differences. Therefore a comprehensive pre-referral process must be completed prior to a referral for evaluation for special education eligibility. When ELLs are experiencing learning and/or behavior challenges in the classroom, each school’s ELL Case Manager collaborates closely with an ELL pre-referral team to design an individual a support system to help students reach their full potential in the least restrictive environment. The ELL Case Manager is an integral part of the ELL pre-referral team as he/she is knowledgeable of students’ current academic progress, and has in-depth knowledge of second language acquisition and academic achievement over a legitimate period of time. Team members are to include the ELL Case Manager, Counselor, teacher(s), parent, and other specialists as needed such as the Special Education Case Manager, Speech and Language Pathologist, and/or school psychologist.

When screening ELLs for learning difficulties, it is important to consider that some behaviors, that are considered signs of a learning disability, can also resemble linguistic behaviors of students learning another language. Early identification is an essential element of successful program planning for students with special needs. Students with special needs who have been identified prior to enrollment, or when students exhibit obvious and severe special needs which have not been previously identified will be immediately assessed.

The purpose of our ELL Pre-referral process is to:

Gain information about ELL’s language and cultural background as well as learning and/or behavior challenges.

Determine if any external variables contribute to a student’s learning or behavior difficulties, such as lack of instruction, socioeconomic and/or linguistic and cultural differences.

Record student’s ongoing performance using appropriate strategies

Identify student’s needs and the extent to which these needs can be met by existing programs and services, such as Title 1 and Bilingual Ed.

Teacher Concern

The concerned teacher contacts the necessary staff to create an ELL pre-referral team which may include members of the Student Study Team (SST). The team brings together all resources (data) to explore and problem-solve in order to help translate the needs of students into improved curriculum and instruction in the student’s regular education program. HSD students are most successful when there is a cooperative effort between parents and school staff working in a spirit of shared responsibility.


Cdg Rev. 04/30/2013


ELL students, who are identified as not being successful, have equitable access to their schools’ systems that support all students, regardless of language proficiency. When a student is brought to an ELL pre-referral team, the ELL Case Manager participates in the process and contributes data that assists the team in identifying any cultural or linguistic barriers that may impede learning or behavior. This requires knowing more about: student’s prior educational experiences (including language of dominance), English proficiency, cultural assets or strengths, and the level at which he or she is experiencing the effects of acculturation. Language and cultural issues that are present may be a significant factor affecting the student’s learning process and behavior in the classroom. Some students from various cultural backgrounds may struggle with the competitive school environment that is evident in the majority of classrooms. The following link provides examples of similarities between possible linguistic, cultural, and learning disability explanations for behaviors demonstrated by ELLs. When ELLs Struggle: Recognizing the Signs Student's performance in the mainstream classroom and linguistic abilities are reviewed and evaluated using such informal assessments as rubrics, checklists, anecdotal records, on-going formative assessments and portfolios that meet current research and best practices. Certified ELL staff is responsible for gathering this information on students who are ELL. Recommendations and Timelines

Using the pre-referral tools in the CrossCultural Developmental Educational Services©, student strengths, educational or experiential background, and levels of acculturation are analyzed and prioritized. These checklists are used to help determine if there are sociocultural factors that might influence the performance of culturally and linguistically diverse students. In collaboration with the ELL Pre-referral team, the ELL Case Manager facilitates the process of selecting techniques or interventions that can help overcome or address the prioritized needs in ways that are culturally and linguistically responsive and also determines and documents the length of time that the strategies are to be implemented. Documentation is recorded on the Quick Screen Results Form for Culturally and Linguistically Diverse Students.

The pre-referral team meets to review and discuss data collected from the selected strategies implemented. If the student is performing successfully, the ELL Case Manager puts a summary of meeting notes and/or the Quick Screen Results Form for Culturally and Linguistically Diverse Students in the CUM file, and monitors student’s progress in collaboration with the classroom teacher(s). Follow-up Actions

If the pre-referral or Student Study Team determines that implemented targeted strategies were not successful in meeting the student’s academic language and/or cultural needs, the team will recommend a follow-up action. Team members meet to review and discuss data collected throughout the pre-referral process. Possible actions and/or recommendations may include:

Brainstorm further strategies if needed Create timeline for future actions Divide roles and responsibilities Determine a plan for the student Consider 504 eligibility, TAG designation Make a referral to Special Education Do not refer – continue to collaboratively monitor student’s progress

http://www.adlit.org/pdfs/articles/41235_When-ELLs-Struggle.pdf


Cdg Rev. 04/30/2013

Identification of ELLs for Special Education

Information gathered from the ELL Pre-referral process is an essential first phase of investigation that takes place prior to referring an ELL to special education evaluation. Otherwise, a referral is premature. Pertinent information obtained from the ELL pre-referral process, including the student’s native language and English language proficiency, includes:

Home Language Academic History Attendance History Teacher concerns Strategies implemented Duration and success rate of strategies ELL testing data Parent Interview

Also vital, is information gathered on cultural and linguistic characteristics of student’s home language and community. This critical step is to occur very early in the evaluation process as collected data needs to be interpreted through this lens. Some of the characteristics that may differ from the English-speaking culture may include:

Dialectical speech patterns Language patterns such as semantic, syntax and morphology Social discourse – social pragmatic skills Academic preparation and behavior, such as communication style Family dynamics and communication Political and religious differences, especially students displaced by war or have lived

in a refugee camp Referral for special education evaluation takes place when the SST, after reviewing background data and pre-referral intervention/strategy results, suspects that the student may have a disability, and has also obtained parent permission in order to proceed. Students may also be referred directly to special education if the possibility of a disability has been previously established (i.e., in another school district), or if the presence of a disability requiring special education is obvious (i.e., nonverbal, or severe sensory disability). Students may also be referred directly in emergency situations (i.e., pending expulsion proceedings or legal action, extreme behaviors). In assessing ELL students for Special Education, a variety of assessment tools and strategies are used to gather relevant functional, developmental, and academic information about the student. Assessment and other evaluation materials used are selected and administered so as not to be discriminatory on a racial or cultural basis. To the extent feasible, they are administered in the student’s native language or other mode of communication and in the form most likely to yield accurate information on what the student knows and can do. All students dually identified as ELL and who are also on an Individualized Education Plan (IEP) are entitled to receive services from our ELL Program and Student Services in the least restrictive learning environment.

Hillsboro School District Form Developmental History Questionnaire

Student File Case Manager Student Services Parent SP106 Developmental History Questionnaire Rev. 01/31/13

Student’s Name: Birthdate: School:

Completed by: Date: Grade:

I. General Information

Please list all the people who reside in the household with the student.

Name Relationship to student Age Occupation

Please list all other biological/immediate family (siblings, parents) not currently residing with student: Name Relationship to student Age Occupation

II. Family History

Was the student adopted? Yes No If yes, at what age? Was the student ever in foster care? Yes No If yes, at what age? Are there other adults who have had a significant part in raising the student? Yes No If yes, please indicate the relationship to the student (step-parent, grandparent, boy/girlfriend, etc.) Describe any significant events within the family, such as marriages, deaths, births, address change(s), family separations/divorce, parent dating, parent job change(s), money difficulties, etc.



III. Early Health and Development

A. Pregnancy and Birth Mother’s age at student’s birth: Did mother receive routine medical prenatal care? Yes No Please specify any medications used during pregnancy and the reason used: Length of pregnancy: weeks/months Student’s birth weight: Pounds Ounces Did the student go home from the hospital at the same time as the mother? Yes No If no, please explain:

Mother’s Pregnancy Student’s Delivery Student’s Condition at Birth No Complications Normal Normal/No Problems Alcohol/Drug Use Breech Birth Birth Injury/Defect Blackouts C-Section Breathing Problems Diabetes Induced Labor Jaundice Emotional Stress Unusually Long Labor Lack of Oxygen Excessive Bleeding Overdue # of weeks Newborn ICU# of days Falls Premature # of weeks Other Problems (specify) Hypertension Other Problems (specify) Physical Injury Tobacco Use Toxemia

B. Motor Milestones Please indicate the age or approximate age at which your student first was able to do these independently, or estimate whether the skill was acquired early, average or late:

Milestone Age in months Early Average Late Sat up Crawled Walked Walked up stairs Fully bladder trained (day) Fully bowel trained Dry all night Did your student ever lose some of the motor skills that had already been learned? If so, please describe:



C. Speech and Language Development What was the first language your student learned? Other languages spoken at home: Have you ever had any concerns about your student’s hearing? Yes No If yes, please give details: Any concerns about your student’s voice such as hoarseness, speaks too loudly or softly? Yes No If yes, please give details: Please indicate the age or approximate age at which your student first demonstrated the following behaviors in his or her first language, or estimate whether the skill was demonstrated early, average, or late:

Age in months Early Average Late Communicated by crying, smiling, laughing

Babbled (ba-ba-ba, or ma-ma-ma) Vocalized for pleasure Used gestures meaningfully Jabbered without saying real words Attempted to imitate real speech Spoke first words Spoke 2-4 word phrases Spoke in complete sentences Language your student prefers to use within the family: with friends: In his or her preferred home language, does your student have difficulty pronouncing any sounds?

Yes No Which ones? Can family members understand his or her speech most of the time? Yes No

New adults? Yes No Please indicate whether your student is currently able to use his or her home language at a level similar to other children his/or age in the following areas:

Yes, not a problem No, this is difficult. (Please explain.)

Use adequate vocabulary Use correct sentence structure Express basic needs Describe experiences Ask for help Describe events in order Describe feelings Follow multi-step directions Answer who, what, where, when, and why questions Uses language socially to interact with others



Please add anything that you feel is important for school personnel to understand about your student’s ability to communicate with others: Did your student ever lose some of the language skills already learned? Please describe:

IV. Health and Medical History A. Student’s Health Please describe your student’s current general health: Please check the illnesses or conditions below that your student has had and describe:

Illness Age/Description Illness Age/Description Allergies Anxiety or Depression Anemia Bed Wetting Asthma Behavioral Disorder Chicken Pox Eating Problems Diabetes Eczema Diphtheria Fever Above 104 Degrees Encephalitis Sustained High Fever Heart Condition Head Injury Measles Sleep Problems Meningitis Tuberculosis Mumps Whooping Cough Rheumatic Fever Other Injuries or Accidents Scarlet Fever Other Medical Conditions Seizures Other Serious Illnesses

Bladder or kidney infections Coma or any loss of

consciousness

Broken Bones or Needed Stitches Ear, nose or throat

infections or hearing loss



B. Family Health Have any family members had any of the following conditions? If yes, please check the box and specify the family member’s relationship to this student. Condition Relation to Student Condition Relation to Student

Alcohol or Drug Abuse Autism Spectrum Disorder

Anxiety or Depression Intellectual Disability Diabetes Learning Disability Heart Disease Seizure Disorder Mental Illness Speech or Language Disorder Migraine Headaches Other Health Condition

V. Temperament and Behavior A. Behavior in Infancy (Birth to Two Years) Enjoyed being cuddled Yes No Difficult to nurse or feed Yes No Easy to calm or comfort Yes No Poor eye contact Yes No Extremely irritable Yes No Fascinated with objects Yes No B. Early Temperament (One to Five Years)

Normal Difficult? Please give a brief description. Activity Level Attention Adaptability Intensity of emotional responses Patterns of waking, sleeping, eating. Prevailing Mood C. Current Behavior

This is a problem. (Please explain.) Gets along with siblings Yes No Affectionate with caregivers Yes No Follows household rules Yes No Does chores or tasks when asked Yes No Plays with age-mates Yes No Prefers to play alone Yes No Prefers younger children Yes No Prefers older children Yes No Makes friends easily Yes No Keeps friends a long time Yes No If no, how long? Leader with friends Yes No Follower with friends Yes No



How many times per week does your student play with friends at your house?

other houses? Does your student participate in organized activities such as sports, clubs, church groups, etc. outside of school? Please describe: What is your student’s bedtime? Wake Time: Does your student sleep well? Yes No Does your student eat a variety of healthy foods with your family? Yes No If no, what does he/she prefer: Does your student react strongly to any sensory experiences, such as loud noises, bright or flashing lights, elastic in clothing, food tastes and textures, or smells? If so, please explain: Are your student’s self-care skills, such as toileting, bathing, washing hair, dressing and undressing, and brushing teeth similar to other children his or her age? Please describe any problems or concerns with self-care: How much time does your student typically spend with electronic media?

Hours per day OK in our family Not OK – interferes with family life. (Please describe)

Television Computer Games Internet Video Games Phone: texting, games, etc.



In the following settings, how often does your student have problems such as not following directions/rules, needing reminders, arguing, fighting, whining, etc.?

Rarely Sometimes Often While getting ready for bed During routine personal care: baths, dressing, haircuts, etc. While getting ready for school When eating at the dinner table When playing by him/herself When playing with siblings/children in neighborhood When with a babysitter or at daycare In public places such as church, store, etc. When in the car, putting on seatbelt, etc. When told to do something he/she does not want to do During sit-down homework time When watching TV or playing a video game When there are changes in plans When there is a new experience (people, place, food, etc.) Who is primarily responsible for discipline at home? What is the most effective way to deal with your student’s behavior problems at home? (Talking, positive,

reinforcement, time-out, grounding, etc.) How does your student respond to discipline? Is there anything else that you want to tell us about your student?

Formulario del Distrito Escolar de Hillsboro Cuestionario sobre la Historia del Desarrollo del Estudiante

Archivo del Estudiante Coordinador del Caso Servicios Estudiantiles Padres SP106 Developmental History Questionnaire Rev. 01/31/13

Nombre del estudiante: Fec. de Nac.: Escuela:

Completed by: Date: Grade:

I. Información General

Enumere todas las personas que viven en el hogar con el estudiante:

Nombre Relación con el Estudiante Edad Ocupación

Enumere todos los familiares biológicos e inmediatos (hermanos, padres) que no viven con el estudiante:

Nombre Relación con el Estudiante Edad Ocupación

II. Historia Familiar

¿Fue adoptado el estudiante? Sí No En caso afirmativo, ¿a qué edad? ¿Alguna vez ha estado en cuidado adoptivo temporal? Sí No En caso afirmativo, ¿a qué edad? ¿Existen otros adultos que hayan tendido una parte importante en la crianza del estudiante? Sí No En caso afirmativo, indique la relación con el estudiante (padrastros, abuelos, novio/novia, etc.):

Indique los eventos familiares importantes como: matrimonios, fallecimientos, nacimientos, cambio de domicilio, separaciones familiares o divorcios, noviazgo de los padres, cambio de trabajo de los padres, dificultades monetarias, etc.



III. Desarrollo y Salud en la Primera Edad

A. Embarazo y Nacimiento Edad de la madre al nacer el estudiante: ¿La madre recibió cuidado prenatal rutinario? Sí No Especifique que medicamentos usó durante el embarazo y la razón para usarlos: Duración del embarazo: semanas/meses Peso del estudiante al nacer: Libras Onzas Al momento de salir del hospital, ¿el estudiante fue a casa con la madre? Sí No En caso negativo, explique:

Embarazo Parto Condición del Estudiante al Nacer Sin complicaciones Normal Normal/Sin problemas Uso de drogas/alcohol Parto de nalgas Lesiones al nacer/defectos Desmayos Cesárea Problemas respiratorios Diabetes Parto inducido Ictericia Estrés Parto extremadamente prolongado Falta de oxigeno Sangrado excesivo Parto atrasado por # de semanas UCI para recién nacidos # de días

Caídas Parto prematuro por # de semanas Algún otro problema(s) (describa):

Hipertensión Algún otro problema(s) (describa):

Lesiones físicas

Uso de tabaco

Toxemia B. Etapas del Desarrollo Motor Indique la edad, o la edad aproximada, en la que su estudiante hizo por primera vez independientemente las siguientes cosas, o indique si lo hizo anticipadamente, normalmente, o tardíamente:

Etapa Edad en Meses Anticipadamente Normalmente Tardíamente

Se sentó

Gateó

Caminó

Subió escaleras

Aprendió a orinar en el baño (día)

Aprendió a defecar en el baño

Dejó de mojar la cama (noche)

¿Alguna vez su estudiante perdió una de las habilidades motoras que había aprendido? En caso afirmativo, describa cual:



C. Desarrollo del Habla y del Lenguaje ¿Cuál fue el primer idioma que aprendió su estudiante? ¿Cuál otro idioma hablan en el hogar? ¿Ha tenido inquietudes sobre la audición de su estudiante? Sí No En caso afirmativo, explique: ¿Ha tenido inquietudes sobre la voz de su estudiante, como ronquera, o si habla demasiado alto o pasito? Sí No En caso afirmativo, explique: Indique la edad, o la edad aproximada, en la que su estudiante por primera vez demostró los siguientes comportamientos con su primer idioma, o indique si lo hizo anticipadamente, normalmente, o tardíamente:

Edad en Meses Anticipadamente Normalmente Tardíamente Se comunicó llorando, sonriendo, riéndose Balbuceó (ba-ba-ba, o ma-ma-ma) Vocalizó complacido Usó gestos de manera significativa Balbuceó algo sin decir palabras reales Intentó imitar palabras reales Dijo sus primeras palabras Dijo de 2 a 4 palabras de una frase Habló con frases completas ¿Cuál es el idioma que su estudiante prefiere hablar en casa?: Con los amigos: Cuando su estudiante habla el idioma que prefiere en casa, ¿ha notado usted si él/ella tiene alguna dificultad para pronunciar algún sonido?

Sí No Indique cual sonido(s) Indique si los miembros de la familia pueden entender lo que dice el estudiante Sí No

¿Hay adultos nuevos? Sí No Indique si su estudiante puede usar su idioma materno a un nivel similar al de los otros niños de su edad, en las siguientes áreas:

Sí, sin ningún problema No, tiene dificultad (explique por favor)

Usa el vocabulario adecuado Usa la estructura correcta en las frases Expresa necesidades básicas Describe experiencias Pide ayuda Describe los eventos en orden Describe sentimientos Sigue instrucciones de múltiples pasos Responde a las preguntas de: quién, qué, dónde, cuándo y por qué Usa el lenguaje para interactuar socialmente con los demás



Añada algo que usted considere importante para que el personal escolar comprenda la habilidad de su estudiante para comunicarse con los demás:

¿Alguna vez su estudiante perdió una de las habilidades del lenguaje que había aprendido? En caso afirmativo, describa cual:

IV. Historia Médica y de la Salud

A. Salud del Estudiante Describa la salud de su estudiante en general:

Marque una casilla por cada enfermedad o condición que su estudiante haya tenido y descríbala.

Enfermedad Edad/Descripción Enfermedad Edad/Descripción

Alergias Ansiedad o depresión

Anemia Se orina en la cama

Asma Trastornos de comportamiento

Varicela Problemas para comer

Diabetes Eczema

Difteria Fiebre superior a los 104 grados

Encefalitis Fiebre alta y constante

Enfermedad del corazón Lesiones en la cabeza

Sarampión Problemas para dormir

Meningitis Tuberculosis

Paperas Tosferina

Fiebre reumática Otras lesiones o accidentes

Escarlatina Otra condición médica

Convulsiones Otra enfermedad grave

Infección de la vejiga o los riñones Coma o pérdida de la conciencia

Fractura de los huesos, o le han cogido puntos

Infección del oído, nariz, garganta o pérdida de la audición



B. Salud de la Familia ¿Algún miembro de la familia ha tenido alguna de las siguientes condiciones? En caso afirmativo, marque la casilla e indique la relación del familiar con el estudiante.

Condición Relación con el Estudiante Condición Relación con el Estudiante Uso de drogas o alcohol Trastorno del espectro autista Ansiedad o depresión Discapacidad intelectual Diabetes Discapacidad de aprendizaje Enfermedad del corazón Epilepsia Enfermedad mental Trastorno del habla o del lenguaje Migrañas Otra condición de salud

V. Temperamento y Comportamiento A. Comportamiento en la Infancia (desde el nacimiento hasta los años de edad) Le gustaba que lo abrazaran Sí No Dificultad para amamantarlo o alimentarlo Sí No Fácil de calmar o consolar Sí No Escaso contacto visual Sí No Extremadamente irritable Sí No Fascinación con los objetos Sí No B. Temperamento en la Primera Edad (uno a cinco años de edad)

Normal ¿Difícil? Por favor describa brevemente Nivel de actividad

Atención

Adaptabilidad

Intensidad de las respuestas emocionales

Patrón al estar despierto, durmiendo, comiendo

Estado de ánimo predominante C. Comportamiento Actual

Esto es un Problema (por favor describa) Se lleva bien con los hermanos Sí No

Es cariñoso con quienes le cuidan Sí No

Sigue el reglamento del hogar Sí No

Hace los quehaceres o tareas cuando se le pide Sí No

Juega con niños de la misma edad Sí No

Prefiere jugar solo Sí No

Prefiere niños menores Sí No

Prefiere niños mayores Sí No

Hace amigos fácilmente Sí No

Mantiene las amistades por largo tiempo Sí No En caso negativo, ¿por cuánto tiempo

Es un líder para los amigos Sí No

Es un seguidor de los amigos Sí No



¿Cuántas veces por semana su estudiante juega con los amigos en la casa de ustedes?

¿En otras casas?

¿Su estudiante participa en actividades organizadas como: deportes, clubes, grupos de la iglesia, etc. fuera de la escuela? Describa por favor:

¿A qué hora se acuesta su estudiante?: ¿A qué hora se despierta?:

¿Duerme bien su estudiante? Sí No ¿Su estudiante come una variedad de alimentos saludables con su familia? Sí No En caso negativo, ¿qué prefiere?:

¿Tiene su estudiante una reacción fuerte ante alguna experiencia sensorial tales como: ruidos fuertes, luces brillantes o intermitentes, elásticos en la ropa, sabores y texturas, alimentos u olores? En caso afirmativo, por favor explique:

¿Son las habilidades de su estudiante con el cuidado personal, tales como: ir al baño, bañarse, lavarse el cabello, vestirse y desvestirse, lavarse los dientes; similares a las de otros niños de su edad?

Por favor describa algún problema o inquietud con el cuidado personal:

Por lo general, ¿cuánto tiempo pasa su estudiante con los medios electrónicos?

Horas por día Está bien para nuestra familia No está bien. Interfiere con la vida familiar (describa)

Televisión

Juegos de computadora

Internet

Juegos de video

Teléfono: mensajes de texto, juegos, etc.



En las siguientes situaciones, ¿con qué frecuencia su estudiante tiene problemas como: no seguir las instrucciones/reglas, necesita recordatorios, discute, pelea, se queja, etc.?

Rara Vez Algunas Veces Con Frecuencia

Cuando se alista para ir a acostarse Durante la rutina del cuidado personal: bañarse, vestirse, cortes de pelo, etc.

Cuando se alista para ir a la escuela

Cuando está comiendo en el comedor

Cuando juega consigo mismo(a)

Cuando juega con los hermanos/niños del vecindario

Cuando está con la niñera o en la guardería

En lugares públicos como la iglesia, las tiendas, etc.

Cuando está en el carro, poniéndose el cinturón de seguridad, etc.

Cuando se le pide que haga algo que no le gusta

Cuando está haciendo las tareas

Cuando está viendo TV o con los video juegos

Cuando hay cambio de planes

Cuando hay una nueva experiencia (gente, lugares, comida, etc.)

¿Quién es el principal responsable de la disciplina en el hogar?

¿Cuál es la forma más eficaz de manejar los problemas de comportamiento de su estudiante en el hogar? (Hablarle, ser positivo, darle refuerzo, un tiempo de espera, prohibirle algo, etc.)

¿Cómo responde su estudiante ante esa disciplina?

¿Hay algo más que desee decirnos acerca de su estudiante?

Hillsboro School District Quick Screen Results Form for Culturally and Linguistically Diverse Students

Quick Screen Results Form for CLD Students cdg 04/30/2013

Name: School:

Date of Birth: Acculturation Quick Screen (AQS)

Baseline Score: Date: Current Score: Date: Level of Acculturation: Significantly Less Acculturated (0-14) Less Acculturated (15-22) In Transition (23-31) More Acculturated (32-39) Significantly More Acculturated (40-48)

Level of Acculturation: Significantly Less Acculturated (0-14) Less Acculturated (15-22) In Transition (23-31) More Acculturated (32-39) Significantly More Acculturated (40-48)

Suggested Strategies:

Suggested Strategies:

Resiliency Checklist (RC) Date: Completed by: Sociocultural

Area % Order

of Priority

Strategy Selected # of weeks

Acculturation

Cognitive Learning

Culture & Language

Experiential Background

Sociolinguistic Development

Sociocultural Checklist (SC)

Date: Completed by: Sociocultural

Area % Order

of Priority

Intervention Selected # of weeks

Acculturation

Cognitive Learning

Culture & Language



Hillsboro School District Quick Screen Results Form for Culturally and Linguistically Diverse Students

Quick Screen Results Form for CLD Students cdg 04/30/2013

Name: School:

Date: Acculturation Quick Screen (AQS)

Outcomes:

Outcomes:

Next Steps:

Next Steps:

Resiliency Checklist (RC) Date: Completed by: Sociocultural

Area Outcomes Next Steps

Acculturation

Cognitive Learning

Culture & Language



Sociocultural Checklist (SC)

Date: Completed by: Sociocultural

Area Outcomes Next Steps

Acculturation

Cognitive Learning

Culture & Language



Hillsboro School District 1J Notice of District Progress

Title III Annual Measurement of Achievement Objectives

October 15, 2012 Dear Parent/Guardian: Your child is currently enrolled in the English As a Second Language (ESL) program in the Hillsboro School District to help increase his/her ability to speak, write, and understand English, and to achieve high academic standards. The objective of this program is to make annual increases in the number or percentage of students who:

make progress in learning English, attain English proficiency by the end of the school year, and make Annual Measureable Objective (AMO) on required state assessments.

It is also our goal to keep you informed regarding student progress within the English language development program. Based upon a review of test results of all eligible students enrolled in the District’s program, the following progress was made toward achieving annual program objectives:

Although the Hillsboro School District has made progress, AMO targets were not met in 2011-2012. The District will continue to work to ensure targets are met by offering teachers research-based training in Sheltered Instruction, English Language Development, and Bilingual Education. Please contact your child’s teacher for information on how you can be an active participant in helping your child learn English and meet challenging academic standards. We appreciate your interest and involvement in your child’s education. Sincerely, Travis Reiman Executive Director of Teaching, Learning & Bilingual Programs

Percentage of Students

State Target Was Annual Progress Achieved?

Progress in learning English 46.4% 57.0% No

Attained English proficiency in 2011-2012 school year. 14.7% 17.0% No

Attained English proficiency in 2011-2012 school year for ELLs in program for five or more years.

27.9% 26.5% Yes

Made Annual Measureable Objective

Reading Math No No

Hillsboro School District 1J Aviso del Progreso del Distrito

Objetivos Anuales Medibles que se deben lograr según el Título III 15 de octubre, del 2012 Estimados padres/tutores legales: Su hijo(a) actualmente está matriculado en el Programa de Inglés como Segundo Idioma (ESL abreviaturas en inglés) del Distrito Escolar de Hillsboro, para ayudarle a mejorar en su habilidad de hablar, leer, escribir y comprender este idioma y para que alcance los altos criterios académicos. El objetivo de este programa, es aumentar el número o porcentaje de los estudiantes que:

Logran progreso al aprender inglés Logran dominar el inglés al final del año escolar, y Logran los objetivos anuales medibles (AMO abreviaturas en inglés) en las evaluaciones

estatales requeridas. También es nuestra meta mantenerles informados acerca el progreso del estudiante en el programa de desarrollo del idioma inglés. Basado en el análisis de los resultados del examen hecho a los estudiantes elegibles inscritos en el programa del Distrito, se logró el siguiente progreso hacia los objetivos del programa anual:

A pesar que el Distrito Escolar de Hillsboro ha hecho progreso; los objetivos AMO no se alcanzaron en el año 2011-2012. El Distrito continuará trabajando para asegurarse que estos objetivos sean alcanzados. Ofreceremos entrenamiento para nuestros maestros in instrucción para los estudiantes que están en proceso de aprender el inglés, el desarrollo sistemático del inglés, y la educación bilingüe. Por favor comuníquense con la maestra de su hijo(a), para obtener información acerca de cómo puede participar activamente y ayudar a un niño a aprender inglés y cumplir con los exigentes criterios académicos. Agradecemos su interés y participación en la educación de su hijo(a). Atentamente, Travis Reiman, Director Ejecutivo de Enseñanza, Aprendizaje & Los Programas Bilingües

Porcentaje de Estudiantes Meta Estatal ¿Se logró el progreso anual?

Progreso en el aprendizaje del inglés 46.4% 57.0% No

Dominio del inglés logrado en el año escolar 2011-2012 14.7% 17.0% No

Dominio del inglés logrado en el año escolar 2011-2012, y matriculado en inglés como segundo idioma por más de 5 años

27.9% 26.5% Sí

Logro los objetivos anuales medibles Lectura Matemáticas

No No