Green Forest School District English for Speakers of Other Languages

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Program Guide 2019-20

Green Forest School District, in partnership with the parents and community, has a shared commitment to help ALL students become successful lifelong learners.

Go Tigers!

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TABLE OF CONTENTS

ESOL Program Goal 3

English Language Proficiency Standards 3

District ESOL Staff 3

Acronyms for DESE and ESOL 3

Overview of Identifying EL Students 4

Procedures for Serving LM and EL Students 5

Identification of Potential EL (LEP) Students 5

Assessment (Initial and Annual) 5

Program Design and Implementation 8

Segregation and Facilities 16

Access to All District Programs 17

Maintenance of Records 18

Program Evaluation and Modifications 18

Forms 20 - 35

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ESOL Program Goal

The Green Forest ESOL Program shall provide effective English Language Development programs and provide support

to English Learners so that they learn how to effectively employ a second language in an academic setting while learning

through that second language knowledge and skills in multiple disciplines.

English Language Proficiency Standards

1. construct meaning from oral presentations and literary and informational text through grade-appropriate listening,

reading, and viewing

2. participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to

peer, audience, or reader comments and questions

3. speak and write about grade-appropriate complex literary and informational texts and topics

4. construct grade-appropriate oral and written claims and support them with reasoning and evidence

5. conduct research and evaluate and communicate findings to answer questions or solve problems

6. analyze and critique the arguments of others orally and in writing

7. adapt language choices to purpose, task, and audience when speaking and writing

8. determine the meaning of words and phrases in oral presentations and literary and informational text

9. create clear and coherent grade-appropriate speech and text

10. make accurate use of standard English to communicate in grade appropriate speech and writing

District ESOL Staff

Green Forest Elementary ESOL Teacher Karla Etchison

Green Forest Elementary ESOL Teacher Sheila Nance

Green Forest Elementary ESOL Teacher Nancy Forshee

Green Forest Intermediate/Middle ESOL Teacher Debra Cleghorn

Green Forest Middle/High School ESOL Teacher Molly Sroges

ESOL Coordinator Glenda Ayers

Director of Instruction/Federal Programs Terry Darnell

Acronyms for DESE and ESOL

DESE Arkansas Division of Elementary and Secondary Education, formerly known as the

Arkansas Department of Education (ADE)

ELD English Language Development

EL/ELL English Learner/English Language Learner

ELP English Language Proficiency

ELPA21 English Language Proficiency Assessment for the 21st century

ESL English as a Second Language (method of instruction)

ESOL English for Speakers of Other Languages

ESSA Every Student Succeeds Act

FEL Former English Learner

FEP Fluent English Proficient

HLUS Home Language Usage Survey

LEP Limited English Proficient

LMS Language Minority Student

LPAC Language Proficiency and Assessment Committee

OCR Office of Civil Rights

The information in the shaded boxes throughout this document are taken verbatim from Title VI of the Office of Civil Rights (OCR) Act of 1964.

These boxes provide guidance regarding the minimum of what MUST be done to meet the law when serving English Language Learners.

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Overview of Identifying and Supporting English Learners

ALL students complete a Home Language Usage Survey (DESE form) upon enrollment.

English is the answer to EVERY

question on the HLUS.

Caveats reveal no

influence of a

language other

than English.

Complete ADE

HLUS

Verification

Form.

Student IS NOT

SCREENED for English

proficiency with the

ELPA21 Screener.

Student is a Language Minority

Student (LMS) and a potential

English Learner (EL). Student IS SCREENED for

English proficiency with the

ELPA21 Screener.

Student shows evidence

of influence by a

language other than

English; complete ADE

HLUS Verification

Form to warrant

screening.

Student scores

“emerging”

“progressing” or

“proficient and< 2

pieces Prof. Judgment

Rubric; entry date; parent

notification; placed and

receives appropriate

services & modifications;

takes ELPA21

summative.

Student scores at

proficient level +2

pieces Prof.

Judgment Rubric;

entry/exit date;

parent notification;

placed as monitored

year-1; no

modifications; does

NOT take ELPA21

summative.

Student is a monitored EL.

Student continues

in ESOL program

w/appropriate

services and

modifications;

annual parent

notification; takes

ELPA21

summative;

MEETS exit

criteria.

Student continues to

have 2 pieces of

evidence; receives no

services or

modifications;

monitored for 4 years;

annual parent

notification; does NOT

take ELPA21

summative.

Student does not have 2

pieces of evidence on

Prof. Judgment Rubric

comparable to English-

only peers; reclassified

as an active English

Learner.

Student is an active EL.

Student is a former

EL.

Student continues

in ESOL program

w/appropriate

services and

modifications;

annual parent

notification; takes

ELPA21

summative;

DOES NOT

MEET exit

criteria.

Student is never

an EL.

A language other than English is the

answer to ANY question on the HLUS.

Student continues as an

EL.

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Procedures for Serving LM and EL Students

Title VI of the Office of Civil Rights requires that all PHLOTE students are identified in order to determine the need for assessment and

ultimately placed in the district’s Alternative Language Program (ALP), if needed. In order for this to be accomplished, a Home Language Usage

Survey (HLUS) is required for all students. Moreover, the HLUS assists the district in identifying all national origin minority students who have a

primary (first learned) or home language (language influence) that is other than English. Title VI of OCR also allows for other methods of

identifying PHLOTE students.

In addition to fulfilling other requirements imposed by federal law and OCR policy statements, the Green Forest School District shall appropriately

structure an alternative language program that will meet all requirements in providing a program that will allow language minority students who

are Limited English Proficient (LEP)/English Learners (ELs) to participate meaningfully in the school district’s educational program.

Identification of Potential EL (LEP) Students

The Green Forest District will identify EL students utilizing the following criteria:

All students in the district must complete an initial enrollment packet at the time of registration. The Arkansas Department of

Education’s required Home Language Usage Survey (HLUS), see Commissioner’s Memo LS-18-083, is included in the

enrollment packet. HLUS forms are available in Arabic, English, Lao, Spanish, Marshallese, and Vietnamese. Registration of

students in the Green Forest School District is the responsibility of individual building secretaries and/or counselors. All forms

are filed in student’s permanent folder. A copy of the HLUS is made available to the appropriate English for Speakers of Other

Languages (ESOL) teacher if any language other than English is indicated on questions 1-6. The Green Forest School District

ESOL staff uses the HLUS results to determine the need for further English language Proficiency (ELP) screening and possible

English as a Second Language (ESL) services. ESL teachers are responsible for accessing TRIAND for additional student

information to support this process.

If a teacher or other staff member is concerned with a student’s performance and suspects that an answer(s) on the HLUS is

inaccurate, an ESOL staff member will contact the parent/guardian to verify their responses on the HLUS. If, upon further

investigation, it is determined the student has been influenced by a language other than English, a HLUS Verification Form will

be completed and attached to the original HLUS. The student will then be screened for ELP and placed appropriately. If the

HLUS form includes a language other than English and it is suspected that the answer(s) are inaccurate, an ESOL staff member

will contact the parent/guardian to verify their responses on the HLUS. If, upon further investigation, it is determined the

student has not been influenced by a language other than English, a HLUS Verification Form will be completed and attached to

the original HLUS and the student will not be screened for ELP.

Title VI of the Office of Civil Rights requires a district to objectively assess the English language proficiency of all PHLOTE students in order to

determine which PHLOTE students are limited English proficient (LEP). Moreover, the assessment should evaluate whether PHLOTE students

can speak, read, write, and comprehend English, if all four-language skills are expected of their grade-level peers. At a minimum, assessments

should be designed to determine whether PHLOTE students possess sufficient English language skills to participate meaningfully in a district’s

program without specialized language assistance. Furthermore, Title VI requires that all staff designated to administer the assessment instrument

should be provided formal training to ensure proper test administration and interpretation of test results.

Assessment (Initial and Annual) Language Minority students must be assessed in the areas of reading, writing, speaking and listening to determine the student’s

level of English Language proficiency. The English Language Proficiency Assessment for the 21st century (ELPA21) is

validated and normed as a screening instrument for placement and reclassification of language minority students and is

approved and required by the Arkansas Division of Elementary and Secondary Education (DESE) for the purpose of assessing

language proficiency. Variables such as language fluency and age of student may be considered. Assessment and placement of

student in the appropriate educational program will be less disruptive to the student’s educational progress if process is initiated

immediately. The ELPA21 Screener will be administered by ESOL staff members that have been trained by the District Test

Coordinator (DTC) and/or ESOL Coordinator using DESE established training materials from the DESE ELPA21 LiveBinder.

The ELPA21 Screener results will be placed in each student’s permanent folder.

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Initial Assessment of Potential EL (LEP) Students

If the HLUS indicates that the primary home language of the student is not English, the Green Forest School District ESOL

staff will screen the student for English Language Proficiency (ELP). The ELPA21 Screener is used by the Green Forest School

District to measure the English language proficiency of students who have recently enrolled in the U.S. and/or in a particular

district. It can help to determine whether a child needs ESOL services, and if so, at what level. The ELPA21 Screener is

designed to be individually administered by trained staff to identify potential EL students. All four domains (listening, speaking,

reading, and writing) should be completed during the initial administration of the assessment.

Foreign Exchange Students (FES) should be assessed by the ELPA21 initial screener if their HLUS indicates any language

other than English on questions 1-6. All protocol in this section applies to FES as they also qualify for English language

services provided for other EL students with a home language other than English. FES identified as LMS and assessed as an EL

are counted in the student information system as an LEP/EL and are required to take any assessment required of an EL or LMS.

Annual English Proficiency Assessment

Title III requires states to administer an assessment designed to measure students' progress in "...attaining proficiency, including

a child's level of comprehension, speaking, listening, reading, and writing skills in English." The ELPA21 summative

assessment was developed to meet these requirements. This assessment is given annually each spring to all EL/LEP students

regardless of whether they are being served in the ESOL program. The DTC and the ESOL Coordinator work together to verify

the list of students who must take the ELPA21 using multiple sources of data to ensure accuracy. ELPA21 consists of four tests

designed to measure academic and social language proficiency in the four domains of language: Listening, Reading, Speaking,

and Writing. The purpose of the ELPA21 is to measure progress and initiate the exiting process. The results of the ELPA21 may

be used to make changes in ESOL services. Schools are held accountable for their ELPA21 scores through ESSA. Parents are to

be notified of the progress their child is making toward becoming proficient in English in a language or form they understand.

ELPA21 results may be used for making placement decisions, but the results are not intended to be the only determining factor.

Initial/Annual Assessment Results and LEP Level Determination

The ELPA21 consists of assessments designed to measure academic and social language proficiency in the four domains of

language: Listening, Reading, Speaking, and Writing. A student’s proficiency is determined in each of these domains and is

assigned a performance level of 1-Beginning (displays few grade-level English language skills), 2-Early Intermediate (presents

evidence of developing grade-level English language skills), 3-Intermediate (applies some grade-level English language skills),

4-Early Advanced (demonstrates English language skills required for engagements with grade-level academic content

instruction comparable to non-ELs), or 5-Advanced (exhibits superior English language skills). Students who cannot respond to

the questions on the screener receive domain scores of 0, indicating that their performance could not be determined.

Based on their domain scores, a student receives a Proficiency Status of “Proficient,” “Progressing,” “Emerging,” or

“Proficiency Not Demonstrated.”

“Proficient” indicates the student scored 4 or higher in all domains. Note: At the beginning of the year, kindergarten

students are assessed with the “Future Kindergarten ELPA21 Screener.” These students are scored as “Proficient” if

they earn levels 4 or higher in the Listening and Speaking domains, and Levels 3 or higher in the Reading and Writing

domains. A proficiency status of “proficient” qualifies the student to be considered for exiting English Learner services

or to receive EL services at the advanced level if exit requirements are not met.

“Progressing” indicates the student scored above a 2 in one or more domains, but was not proficient. A proficiency

status of “progressing” qualifies the student for EL services at the beginning, early intermediate, intermediate, or early

advanced level of English Language acquisition.

“Emerging” indicates the student scored 1 and/or 2 in all domains and qualifies the student for EL services at the

beginning level of English Language acquisition.

“Proficiency Not Demonstrated” indicates the student received domain scores of 0, thus their performance could not be

determined.

Title I requires that states shall provide an annual assessment of English proficiency of all students with limited English proficiency.

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At the Green Forest School District, the results of the initial screener or annual assessment are analyzed and students are

assigned a level to further individualize English Language Development (ELD) services, if needed. Language minority students

are classified as:

LEPN, indicating the student is either a non-English speaker or whose performance was at a level so low that their

proficiency could not be determined on the ELPA21 screener. This student is an EL.

LEP1, indicating the student has very limited reading, writing, listening, and speaking abilities in English. This student

is an EL.

LEP2, indicating the student has limited reading, writing, listening, and speaking abilities in English. The student can

speak and understand some English. This student is an EL.

LEP3, indicating the student is progressing in their reading, writing, listening, and speaking abilities in English. The

student often speaks and understands more English, but still needs help with developing their listening, reading,

speaking, and writing abilities in English to become proficient. This student is an EL.

LEP4, indicating the student is near the proficient status of English in the listening, reading, speaking, and writing

domains. The student understands, speaks, reads and writes in English at an almost age-appropriate level, but has not

reached the “Proficient” status on ELPA21. This student is an EL. Note: Students who have reached the “Proficient”

status on ELPA21, but do not have at least 2 pieces of evidence to support exiting ESOL services are also classified as

LEP4. These students are ELs.

FEP, indicating the student has reached the proficient status of listening, reading, speaking, and writing levels of

English and has at least 2 pieces of evidence to support exiting ESOL services. This student is monitored for four years

following their exit date. This student is no longer an EL.

FEL, indicating the student is a former EL who has successfully completed 4 years of monitoring following their exit

date. This student is no longer an EL.

Parent Notification of Initial/Annual Assessment Results and Parent Rights

All parents will be notified of their child’s identification as an EL and placement in an ESOL program. At the beginning of the

school year, parents and guardians of students who have been identified as an EL and placed in the district’s ESOL program

must be notified within 30 days of their child’s identification, placement, and of the right to waive services. The timeline for

this notification is 2 weeks for students who enroll after school is in session. Parents will receive copies of all pertinent forms.

The ESOL Coordinator will enter the information into the student information system identifying a student as an EL or FEL.

The coordinator will also enter the date of entry into ESOL services, and if appropriate, the date of exit from ESOL services,

with the appropriate year (M1, M2, M3, or M4) for FEP students who are monitored, and ‘MC’ for FEP students who have

completed 4 years of monitoring.

Parents of ELs have a right to refuse ESOL services or opt their child(ren) out of the ESOL program. Parents who wish to

do so, must meet in person with the ESOL teacher and/or coordinator who will explain the benefits of the student

remaining in the ESOL program. If the parent still wishes for their child(ren) to not be in the ESOL program, the parent

must sign a waiver form (p.33). The following information must be reviewed with the parent before the form is signed

(pp.31-32):

The student will still participate in the annual ELPA21 assessment until the child(ren) meets exit requirements;

The student will still be classified as an EL in the student information system and in state reporting;

The student will still be considered an EL and his/her academic progress will be monitored by the Green

Forest School District staff;

The student may be re-enrolled into the ESOL program with parental permission;

The student is still allowed LEP/EL accommodations on classwork and state assessments.

The original waiver form must be placed in the student’s permanent school file and a copy sent to the ESOL Coordinator who

will enter the date services were waived into the student information system. The parent will receive a copy of the waiver form

for their files. The ESOL coordinator will also enter the date of the waiver into the student information system with the code

‘DS’ to indicate that services are declined for ELD and/or Access to Core Content.

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Title VI of the Office of Civil Rights (OCR) requires the development, adoption, and implementation of a district-wide policy stating all LEP

students will be provided alternative language services through its alternative language program (except where parents have denied placement in

the alternative language program). Title VI further requires the district to have a continued obligation to provide language services to students

whose parents have denied services by encouraging monitoring of students’ academic progress and other support language services for such

students.

Furthermore, Title VI of OCR requires the district to ensure appropriate placement of all LEP students into the alternative language program.

Specifically, the district will establish one or more placement committees (i.e., language proficiency assessment committee (LPAC)) based on

need at each of the school sites. The members of the language proficiency assessment committee will, at a minimum, be composed of an ESL

teacher, a counselor and a campus administrator (e.g., principal, assistant principal). The placement committee will review pertinent LEP students’

information and make placement determinations into the district’s alternative language program (ESL).

Moreover, each school will adhere to the objective assessment criteria for determining a student’s LEP status. In isolated cases where subjective

criteria override objective criteria, the language proficiency assessment committee will develop a written explanation detailing the reasons(s) for

deviating from the objective criteria.

Furthermore, all LEP students shall be placed in the appropriate alternative language program. Notification of the placement and the benefits

derived from participation in the alternative language program will be provided to each LEP student’s parent. However, a student may be

removed from the alternative language program upon receipt of a written request from the parent/guardian

Program Design and Implementation

Placement

Federal law requires that every school establish a Language Proficiency Assessment Committee (LPAC) and indicates a

minimum of an ESL teacher, classroom teacher, building administrator and, if applicable, a counselor, Speech teacher, SPED

teacher, and/or Dyslexia specialist, to be responsible for recommendations regarding the identification, program placement, and

reclassification of EL students.

Eligibility for ESOL services should be determined by the ELPA21 results, other supporting achievement data, and

decisions made by the LPAC. The LPAC will be formed at the beginning of the school year and will meet as needed. The

LPAC is required to identify, review, place EL students in the appropriate instructional ESL program, and notify parents

within 30 days of the beginning of each year (2 weeks for students who enroll after school is in session.) Timely scheduling

of LPAC meetings is crucial in placing EL students within the required time period and in determining eligibility for state

funding. All students must be appropriately identified, placed, and coded in the student information system by September

30 of each year.

LPACs are responsible for the following:

1. Reviewing all pertinent information on all students in grades K-12 whose primary and/or home language is other than

English for the purpose of initial and continued program placement and reclassification (exiting or re-entry).

2. Determining the level of language proficiency and level of academic achievement of each EL student based on current

ELPA21 results, classroom performance, and results of standardized assessment scores.

3. Recommending program placement and any other research-based instructional strategies/scaffolding and/or

interventions based on student's language/academic needs, including referrals for gifted and talented or special

education screening.

4. Reviewing pertinent student data to determine standardized assessment decisions based on federal and state laws

pertaining to the assessment of EL students. Students will not be excluded from a NRT (norm-referenced test) or CRT

(criterion-referenced test). Accommodations may be revised throughout the year based on LPAC decisions aligned with

state assessment revisions.

5. Reviewing and documenting student progress on language and academic assessments to determine change in ESOL

programming, scaffolding, and/or assessing.

6. Notifying parents of their child’s initial placement and annual progress made in becoming English proficient.

7. Reviewing and documenting progress of EL students with parent waivers and recommending instructional scaffolding

as necessary.

8. Making annual decisions based on ELPA21 results and the Professional Judgment Rubric/Exit Criteria Guidance as

required by the DESE.

LPACs will meet for the following purposes to determine placement, instruction, and assessment accommodations of ELs.

Decisions are based on or ELPA21 results and evidence required in the Professional Judgement Rubric/Exit Criteria Guidance.

Classroom performance and teacher observation data may support but cannot override objective criteria.

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1. Initial Placement Decisions: The LPAC determines the least restrictive and optimal setting for each student based on

the initial ELPA21 Screening or current ELPA21 Summative assessment data, academic records from prior school(s),

and other available information. Initial placement decisions are recorded on an EL’s LPAC Initial Placement/Annual

Review form.

2. Annual Reviews: Annual reviews are conducted by the LPAC to consider the services offered to ELs, recommended

classroom accommodations and standardized assessment allowed accommodations. Upon receipt of ELPA21 scores or

at the beginning of the school year, the LPAC shall conduct specific meetings to review all pertinent data on all EL and

monitored FEP students. It is imperative and required by federal law that the school LPAC functions and meets as a

group when making decisions that impact EL students. The forms used for this include the LPAC Initial

Placement/Annual Review Form, Language Minority Student Exit/Monitoring form, and the corresponding Parent

Notification Form(s).

3. Exit and/or Reclassification Decisions: When a student has met the criteria to be exited and/or reclassified, the LPAC

reviews and records all criteria on the ADE Language Minority Student Exit – Monitoring Form. The decision will be

documented on the LPAC Initial Placement/Annual Review From, the Language Minority Student Exit/Monitoring

form, and the corresponding Parent Notification Form(s).

4. Classroom/ESOL Teacher or Parent Concerns: If a classroom teacher has concerns about the performance of an EL or

FEP student, the LPAC meets to discuss possible solutions. Changes to an ELs program may be made by completing an

updated LPAC form with the committee decision and sending the corresponding Parent Notification Form(s).

If the committee uses subjective criteria (e.g., classroom performance, parent request) to override objective criteria in

making placement decisions, the LPAC will develop a written explanation detailing the reasons for deviating from the

objective criteria. For example, a parent may waive some services provided by the ESOL program but accept others.

All LPAC decisions will be recorded and original forms will be placed in the student’s permanent file. A copy should be

provided to the parent, classroom teacher(s), the ESOL teacher, and the ESOL coordinator.

It is imperative that classroom teachers are aware of the English competency levels of their English language learners and

scaffold instruction for these students with strategies that are research-based for this population. Classroom teachers are also

responsible for implementing DESE adopted English Language Proficiency Standards. The Council of Chief State School

Officers has provided English Language Proficiency Standards for ELs with Significant Cognitive Disabilities to support

teachers of ELs with special needs. Classroom teachers and other support staff are charged with making content comprehensible

for ALL students. The ELPA21 comprehensive toolkit for implementing the ELP standards is accessible at

http://www.elpa21.org/standards-initiatives/professional-development and the OELA English Learner Toolkit is accessible at

https://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html. Language demands on ELs include academic

language functions, vocabulary, discourse and syntax. Detailed descriptions of performance at each level (Beginning, Early

Intermediate, Intermediate, Early Advanced, and Advanced) for each domain of ELPA21 (Reading, Writing, Listening, and

Speaking) are available in the DESE’s ELPA21 LiveBinder under Achievement Level Descriptors.

Placement (grade level)

Although grade placement is not officially a role of the LPAC, school districts occasionally face the issue of what grade is most

appropriate upon enrollment of a LMS and potential EL student. Education systems in other states and countries often do not

align perfectly with the way Arkansas assigns students to grade levels, begin and end the academic year, or our age

requirements for compulsory attendance. Grade level placement for students at the Green Forest School district is grade age-

appropriate placement to ensure meaningful access to grade-appropriate curriculum and an equal opportunity to graduate.

Title VI of Office of Civil Rights requires the district to implement an alternative language service model selected (e.g., ESL) that is

considered research based and recognized by experts to be sound as a second language acquisition theory. The alternative language service

model should provide LEP students with equal educational opportunities.

Furthermore, the district is required to align its curriculum at the elementary, intermediate, middle, and high school levels. Additionally, all

schools should be provided with basic guidance and information about the model, resources, materials, and expectations that will ensure LEP

students equal access to the district’s general academic curriculum. Moreover, along with the implementation of the alternative language

service model, the district is required to formulate goals and objectives for the program.

Additionally, a district needs to have instructional materials to properly carry out its selected alternative language service model (e.g., ESL)

for the instruction of LEP students. Such materials should be appropriate to the curriculum and comparable in quality, availability, and grade

level to materials provided for the instruction of non-LEP students.

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ESL Programming and Curriculum

The Green Forest School District has implemented English as a Second Language (ESL)/English for Speakers of Other

Languages (ESOL), also known as English Language Development (ELD) for limited English proficient EL students. This is a

structured, sequential English language program designed to teach students whose home language is not English. This approach

incorporates a program of techniques, methodology, and special curriculum designed to teach EL students explicitly about the

English language, including the academic vocabulary needed to access content instruction, and to develop their English

language proficiency in all four language domains (i.e., speaking, listening, reading, and writing). ESOL instruction is in

English with little use of the EL students’ primary language(s).

The ESL curriculum will focus on language development to support successful achievement of academic objectives. The

primary instructional EL program will be provided with ESOL endorsed and/or ESOL trained classroom teachers. A

supplemental EL program may remove an EL student from the classroom for a specified time period with language goals

coordinated between the classroom teacher and ESOL teacher. The use of bilingual paraprofessionals may be effective to

augment a recognized alternative language program, however, providing tutoring and/or translations delivered by

paraprofessionals is not recognized or approved by educational experts as an ESOL program. Bilingual paraprofessionals must

work under the direct supervision of the certified classroom teacher(s), with use of alternative facilities and/or settings if

necessary.

Once a student has been identified through the HLUS and/or the HLUS Verification Form as needing to be screened for ELP,

then screened for language proficiency and assigned an ELP level, he/she is placed in an instructional program. All services are

designed to enable ELs to work toward the same academic standards as all other students. Mainstream teachers and all support

staff will follow the English Language Proficiency Standards, and the appropriate Arkansas content-area framework standards.

All teachers are certified and many are ESOL endorsed, or at a minimum, trained in ESOL strategies. A student’s participation

in a given program is determined by the Language Proficiency Assessment Committee (LPAC).

Mainstream Classroom with English speaking peers is the primary placement of all EL students. In this model, a general

education teacher is providing content area instruction for all students while using differentiation strategies for ELs,

students with disabilities, and other students as needed to make the content comprehensible for ALL students. Teachers

are trained to modify instruction for EL students until they can demonstrate that language is no longer a barrier to

learning. This model is used in grades K- 12.

English Language Development Services: (ALL ELs must receive ELD via one of these services and must have the

appropriate code entered into the student management system.)

ELD Push-in: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing

English language development to English Learners in the classroom helping ELs with comprehension,

participation, and completion of classroom assignments. If utilized, Instructional Assistants are under

direct supervision of a certified teacher. This approach may be used in elementary and intermediate school

settings.

ELD Pull-out: ELs spend part of the day in a mainstream classroom, and are “pulled out” for a portion

of the day to receive ELD instruction. Instruction provided by EL teachers or EL Instructional

Assistants working under the direct supervision of a certified teacher. The program targets specific

English skills that are preventing students from fully participating in the mainstream classroom. EL

students of similar proficiency and/or similar grade level are grouped for instruction. This approach

may be used in elementary and intermediate school settings.

ELD Embedded: ELs receive their ELD instruction during a mainstream content class by teachers

embedding instruction in English language development. This approach may be used in elementary,

intermediate, and high school settings.

ELD Class Period: ELs receive their ELD instruction during a regular class period and also receive

course credit for the class. This approach is used in the high school setting.

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Access to Core Content Program: (ALL ELs must receive Access to Core Content via this service and must have the

appropriate code entered into the student management system.)

Content Classes with integrated EL support: This approach has content knowledge as the goal; teachers

provide appropriate linguistic accommodations/supports so that English Learners may access the

content.

Sheltered Classes are offered to students in grades 9-12 and are designed for ELs who are non-speakers, limited

speakers and/or limited in reading and writing in English. An EL’s ELD may be embedded in the following courses:

510040 ESL English 9 is a core course scheduled period with an ESOL endorsed English teacher.

511030 ESL English 10 is a core course scheduled period with an ESOL endorsed English teacher.

512030 ESL English 11 is a core course scheduled period with an ESOL endorsed English teacher.

513030 ESL English 12 is a core course scheduled period with an ESOL endorsed English teacher.

An Elective Course is offered to students in grades 9-12 and is designed for ELs who are non-speakers, limited

speakers and/or limited in listening, reading, speaking and writing as evidenced by their ELPA21 scores. Participation

in this course meets an EL’s ELD requirement through

971600 English Language Learner Development is an elective course in which ELs receive ELD

instruction during a regular class period and also receive local course credit for the class. The course

is taught by an ESOL certified secondary teacher.

ESL Programming and Curriculum Notes

ELD services and/or scheduling are based on an LEP’s ELP level. Cross grade-level grouping may be utilized, if

appropriate. LEP students may receive additional services and support through the Response to Intervention, Dyslexia,

and/or after-school tutoring programs. The LPAC recommends scheduling and/or courses which are taught by an English

Language Arts and ESOL certified secondary teacher. Seat counts in ELD classes will not exceed the class size/teaching

load of the corresponding grade level/subject area. In order for the content to be made comprehensible for ELs and to

supplement the curriculum, ESOL teachers will use strategies that have been found to be effective through research for this

population of students.

2019-20 Green Forest School District Core EL Program Plan

LEA: 0803011

Elementary

K-3

LEA: 0803013

Intermediate

4-8

LEAL 0803012

High School

9-12

ELD Program Models Used:

☒ELD Push-In (ELD-PI)

☐ELD Pull-out (ELD-PO)

☐ELD Embedded (ELD-EM)

☐ELD Class Period (ELD-CP)

☐Newcomer ELD (ELD-NP)

Access to Core Content Models Used:

☐Sheltered Instruction (CCP-SI)

☒Content classes with integrated EL support (CCP-CC)

☐Newcomer Core Content (CCP-NP)

ELD Program Models Used:

☐ELD Push-In (ELD-PI)

☒ELD Pull-out (ELD-PO)

☒ELD Embedded (ELD-EM)

☐ELD Class Period (ELD-CP)

☐Newcomer ELD (ELD-NP)

Access to Core Content Models Used:

☐Sheltered Instruction (CCP-SI)

☒Content classes with integrated EL support (CCP-CC)

☐Newcomer Core Content (CCP-NP)

ELD Program Models Used:

☐ELD Push-In (ELD-PI)

☐ELD Pull-out (ELD-PO)

☒ELD Embedded (ELD-EM)

☒ELD Class Period (ELD-CP)

☐Newcomer ELD (ELD-NP)

Access to Core Content Models Used:

☐Sheltered Instruction (CCP-SI)

☒Content classes with integrated EL support (CCP-CC)

☐Newcomer Core Content (CCP-NP)

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Frequency and Duration for ELD Models Listed Above:

Frequency and Duration for ELD Models Listed Above:

Frequency and Duration for ELD Models Listed Above:

ELD Push-In: Emerging/Lower Progressing/Upper Progressing/Proficient-Not Exited (LEPN, LEP1, LEP2, LEP3, LEP4)

5 days a week for 30 minutes.

ELD Pull-Out: Emerging/Lower Progressing

(LEPN, LEP1, some LEP2)

5 days per week for 40-53 minutes

ELD Embedded: Lower Progressing/Upper Progressing/Proficient-Not Exited

(some LEP2, LEP3, LEP4)

5 days per week for 45-57 minutes

ELD Embedded: Emerging/Lower Progressing

(LEPN, LEP1, some LEP2)

5 days per week for 30 minutes

ELD Class Period: Emerging/Lower Progressing/Upper Progressing, Proficient-Not Exited

(some LEP1, some LEP2, LEP3, LEP4)

5 days per week for 50 minutes

Type of Staff for ELD Models Listed Above:

Type of Staff for ELD Models Listed Above:

Type of Staff for ELD Models Listed Above:

ELD Push-In: 3 ESOL-endorsed ESL teachers

ELD Pull-Out: 2 ESOL-endorsed ESL teachers

ELD Embedded: 4 ESOL-endorsed classroom teachers; 6 classroom teachers supported by 2 ESOL-endorsed ESL teachers

ELD Embedded: 1 ESOL-endorsed ESL English 9-12 Teacher; 2 ESOL-endorsed 9-12 classroom teachers; 6 certified 9-12 classroom teachers supported by 1 ESOL-endorsed ESL teacher

ELD Class Period: 1 ESOL-endorsed ESL English 9-12 Teacher; 2 ESOL-endorsed 9-12 classroom teachers

Arkansas Academic Standards

Arkansas law recognizes that "students in Arkansas deserve the best education that the citizens can provide." This education

must produce academically competent students who can demonstrate their competency in the core curriculum and who can

apply their knowledge and skills.

The Division of Elementary and Secondary Education is committed to assisting schools in the implementation of Arkansas

English Language Arts and Content Standards so that all students have the opportunity to learn and leave high school prepared

for success. Green Forest School District’s instructional leadership, in collaboration with the ESOL teachers and the DESE, will

work with classroom teachers and staff to support the needs of EL students in meeting these standards. To assist teachers of

ELs, Arkansas has adopted ELP Standards, developed by state leaders and experts in ESOL. The Council of Chief State School

Officers has provided English Language Proficiency Standards for ELs with Significant Cognitive Disabilities to support

teachers of ELs with special needs.

A Comparison of Roles

ESOL Teachers Providing ELD Classroom Teachers

Content is systematic English Language Development Content is Arkansas ELA or Content Standards

Follow the current district ELD curriculum Follow their ELA or Content curriculum

Include ELP Standards in their instruction Include ELP Standards in their instruction

Do not provide subject-area content Provide subject-area content

Do not assign grades Assign grades with appropriate accommodations

Are not Reading Interventionists Responsible for proficiency or awareness in R.I.S.E.

Develop oral and written language Written: Reading & Writing; Oral: Speaking & Listening (missing in R.I.S.E)

Develop written language Written: Reading & Writing

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Timeline to Proficiency

The expected timeline to English Language Proficiency is outlined in Arkansas’ ESSA Plan (p.37). Depending on their ELP

level upon entry in a U.S. school, an EL in grades K-2 should reach English Language Proficiency within 6 years; in grades 3-5,

within 7 years; in grades 6-12, within 8 years.

“An English Learner is considered to be “On Track to English Language Proficiency” if any one of the following

conditions is met:

1) Exit English Learner status

2) Meet time expectations on 3 or more ELPA21domains

3) Meet time expectations on all nonexempt ELPA21 domains (if the English Learner has at least 1 domain

exemption).

English Learners are on track to English Language Proficiency if they meet or exceed the timeline expectation within at

least three of the four ELPA21 domains given their initial English Language Proficiency level and years identified as

an English Learner” (Arkansas ESSA Plan, p.38).

Assessment – Standardized and Classroom

Assessment is required by Federal law.

All EL students will participate in the state required assessment(s).

Students must be identified as an EL to receive accommodations.

Literacy and Mathematics in grades K-2 are assessed using Istation each year, as required by the DESE.

English, Reading, Math, Science and Writing in grades 3-10 are assessed using ACT Aspire each year, as

required by the DESE.

ELs’ achievement and growth count toward a school’s ESSA Index score as outlined in the state’s ESSA

plan and the ESSA Business Rules:

Recently Arrived English Learners (RAELs) have their ELA and Math scores excluded from Weighted

Achievement for the first two years in the U.S. The scores are maintained in longitudinal data for use in growth the

second and following years. Achievement scores are not included until a RAEL is in their third calendar year in

U.S. RAEL EL Entry Dates:

Year 1 05/05/2019 - 05/04/2020 Excluded from Weighted Achievement and Growth

Year 2 05/05/2018 - 05/04/2019 Excluded from Weighted Achievement but included for Growth

Year 3 05/05/2017 - 05/04/2018 Included in Weighted Achievement and Growth (2020 ESSA Business Rules, p.10)

Alternative Grading Procedures:

In order to effectively assess EL students at all proficiency levels, teachers should incorporate differentiated, authentic,

culturally and linguistically-appropriate assessments into their practice by engaging them in both lower-order (e.g., knowledge

and comprehension-based) and higher-order (e.g., application, analysis, synthesis/creation, and evaluation) thinking skills.

Effective assessment requires that teachers consistently apply their own creativity in developing and implementing ways that

students can demonstrate higher-order thinking, regardless of language proficiency level. The student’s background factors

must also be considered in the assessment process. When language is the only barrier to success, grades should not indicate

failure or needs improvement. If the student receives an F for their quarterly or semester grade, documentation should show

that the appropriate accommodations and scaffolding were provided to the student. At the same time, it is inappropriate to

assign grades that indicate a student is doing grade level or satisfactory work if they are not meeting grade level standards.

Students shall not be retained due to deficiencies in their ELP. Promotion and retention shall be based upon district policy as

described in the Student Handbook.

Title VI of Office of Civil Rights requires the District to have appropriately qualified and trained staff to implement its selected

alternative language program.

1. All Teachers (e.g., Regular, Special Education, etc.):

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The qualifications established by the district will be sufficient to provide that all teachers who are responsible for instruction of LEP

students in the formal alternative language program, the regular program, the special education program, or any other academic

program will receive the training and skills necessary to carry out the selected alternative language program (ESL). All teachers

instructing LEP students will have at least a basic working knowledge of alternative language services methodologies (e.g., ESL

strategies).

2. Alternative Language Program Teachers (ESL):

The district shall staff its alternative language program with teachers certified and endorsed by the state to teach in these programs.

Title VI further requires that if there is an insufficient number of endorsed or certified teachers available to staff these programs, the

district will provide training to teachers instructing in the alternative language program above the minimum required for all teachers

and will concurrently require them to work towards full certification or endorsement.

Additionally, the requirements for the number of teachers to serve in the program are based on an estimation of the distribution of LEP

students at each school and grade level.

Title VI further requires the district to develop a procedure to ensure that teacher evaluations for teachers involved in the delivery of

alternative language services (i.e., ESL) are conducted by a person knowledgeable in English learning methodologies (i.e., a basic

understanding, or familiarity, in alternative language service methodologies). This will be done to ensure that instructors are providing

services that are consistent with the district’s alternative language (i.e., ESL) curriculum and academic objectives.

Moreover, Title VI requires the district to ensure that any teacher paraprofessionals who assist in providing alternative language

services will work under the direct supervision of a certified teacher. Training will be provided to the aides on ESL instructional

methodologies where there is heavy reliance on the aide to provide language services or instruction, (i.e., self-contained special

education teachers).

Staffing and Professional Development (PD)

Green Forest School District is required to ensure that all staff members working with ELs are trained in how to provide

appropriate instruction for ELs. Staff members who serve as the primary teacher in the supplemental language program must

have an ESOL endorsement or be in the process of obtaining these credentials. ESOL teachers must be ESOL endorsed by the

State of Arkansas. ESOL paraprofessionals who assist in providing ESOL services must work under the direct supervision of an

ESOL endorsed teacher and receive PD in effectively working with ELs. Teachers may obtain their ESOL endorsement through

coursework at universities with DESE approved programs of study. Teachers must complete four courses required for ESOL

endorsement, pass the ESOL Praxis II and complete the appropriate DESE paperwork to add the ESOL endorsement to his/her

teaching license. Green Forest School District encourages teachers to participate in the DESE ESOL Institute which is offered at

no cost to participants who only want PD hours. Teachers successfully completing the ESOL Institute are eligible for a stipend

through the DESE whether they seek endorsement or only PD hours. Teachers may opt to pay tuition to the sponsoring

university to earn 12 graduate hours (3 hours of Culture, 3 hours of Methodology, 3 hours of Second Language Acquisition, and

3 hours of Assessment of ELs) which leads to ESOL endorsement. The University of Arkansas offers online PD through Project

CONNECT and Project SOAR which can lead to an ESOL endorsement. More information can be found at

https://training.uark.edu/professional-development/education.php

Other PD in ESOL strategies for working with students and parents is available for certified and support staff.

Title VI of Office of Civil Rights requires the district to identify, implement into its policy, and describe the criteria that it will use to

determine when a LEP student has obtained sufficient proficiency in English to exit alternative language (e.g., ESL) services. At a

minimum, these criteria should provide for the following:

1. That the determination of English language proficiency is based on objective standards by using language proficiency test scores, in

which the district can explain why students meeting those standards will be able to participate meaningfully in the regular classroom; and

2. That students exiting alternative language services (e.g., ESL) can read, write, speak, and comprehend English well enough to participate

meaningfully in the district’s program.

Title VI further requires a district to ensure that exited and denied LEP students are participating meaningfully in a district’s program.

Title VI also requires that language proficiency assessment committees review the academic progress of exited students at least once a year.

In addition, the language proficiency assessment committee should monitor students who have exited the alternative language program for

a two-year period and demonstrate that the students are “academically successful” in the regular classroom. If the student is not performing

adequately academically (by objective measurement), the student should be placed back into an appropriate alternative language program.

Title VI further requires the district to take appropriate steps to remediate academic deficiencies incurred by exited students who have fallen

behind in the core academic subjects (e.g., mathematics, science, social studies, etc.) if the district’s alternative language program

momentarily emphasized English language development. In circumstances where a student is not succeeding academically because of

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premature exiting or lack of appropriate English language development, the appropriate remedy should include reentry into alternative

language program. Furthermore, the district should provide any necessary compensatory services as a result of students being exited

prematurely.

Student Exit and Monitoring

In order for an EL student to reach exiting status in the ESOL Program, he or she must meet the following DESE criteria as

stated in Commissioner’s Memo LS-18-093 and the Professional Judgment Rubric/Exit Criteria Guidance:

1. Proficient status on the Spring ELPA 21 Summative or an ELPA21 Screener upon enrollment.

2. Sufficient Evidence (two pieces of local data) that demonstrate success in Literacy through English Language Arts

(ELA), Science, Social Studies and/or Math as comparable to non-EL/native English speaking peers,

Procedures for Exiting Students

After the ESL teacher collects ELPA21 Summative or ELPA21 Initial Screener scores and supporting evidence, the LPAC

convenes to determine a student’s reclassification. The LPAC records the ELPA21 test results along with documentation of 2

additional pieces of evidence which verify an EL is performing at a level comparable to their non-EL grade-level peers on the

DESE’s Language Minority Student Exit/Monitoring Form. If a student does not meet the exit criteria, the student remains

classified as a LEP 4. If a student meets the exit criteria and the LPAC determines that the student is to be exited from the ESOL

program, the student will be designated an FEP, indicating the student is in the first year of monitoring. The ESOL teacher will

send a letter notifying parents that their child has met exiting criteria and will be monitored for four years. Students who have

been reclassified are identified as FEP, along with M1, M2, M3 and M4 to identify students in the student information system

who can still be counted on the statewide assessment’s LEP population. It is a DESE requirement to monitor exited students’

academic achievement and progress for a period of four years after exit from an ESOL program.

Procedures for Monitoring FEP Students

The LPAC will convene each fall to monitor the progress of students using the DESE’s Language Minority Student

Exit/Monitoring Form. A school district may choose to monitor reclassified students each semester or hold LPACs for

these students in the spring if appropriate. The LPAC will examine the supporting evidence to determine if the student has

continued to perform at a level comparable to the student’s non-EL grade-level peers. If a student meets these factors, the

student is considered FEP/M2 (or M3 or M4 as appropriate) and will be monitored for a total of four years. If a student

does not meet the above factors, the LPAC determines that student should be reclassified as an LEP and the parents will be

notified in writing. When a student is in monitoring status, he or she does not take the ELPA21 assessment, but must be

monitored by the ESOL teacher for a period of four years. A copy of the LPAC's decision to exit a student (the ADE LMS

Exit/Monitoring Form) must be placed in the student's cumulative file in the school building and a copy sent to the ESOL

coordinator.

Title VI of Office of Civil Rights requires the district to provide Timely notice to the parents or guardian of PHLOTE students of school

activities, progress reports and other matters that are brought to the attention of other parents. Specifically, the notices should be provided in a

language understood by the parents.

Parent Involvement

Parents/guardians will be notified in writing of the decision of the LPAC. To comply with federal laws, Green Forest School

District must notify parents of their child’s being identified as an EL and placement in the ESOL program within 30 days of the

beginning of the school year or within two weeks of the child’s placement in the program if enrolled during the year. Parents of

EL students have a right to refuse ESOL services or opt their child(ren) out of the ESOL program. Parents who wish to opt

their child(ren) out of the ESOL program, must meet in person with the ESL teacher and/or coordinator who will explain the

benefits of the student remaining in the ESL program. If the parent still wishes to decline ESOL services for their child(ren), the

parent must meet with the principal/designee to sign the ESOL Services Waiver Form (p.33). The principal/designee must

review the following information (pp.31-32) with the parent before the waiver form is signed:

The student will still participate in the annual ELPA21 assessment until the child(ren) meets exit requirements;

The student will still be classified as LEP/EL in the student information system and in state reporting; The

student will still be considered an EL and his/her academic progress will be monitored by the Green Forest

School District staff;

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The student may be re-enrolled into the ESOL program with parental permission;

The student is still allowed LEP/EL accommodations on classwork and state assessments

The original waiver form must be placed in the student’s permanent school file and a copy sent to the ESOL Coordinator who

will enter the date services were waived into the student information system. The parent will receive a copy of the waiver form

for their files. The ESOL coordinator will also enter the date of the waiver into the student information system with the code

‘DS’ to indicate that services are declined for ELD and/or Access to Core Content.

Procedures for Communicating with Parents

All information that our parents receive from the schools or the district should be in the language that the parents best

understand, whether it be orally communicated or in written form. This does not apply to any of the fliers that come in from

outside sources (for example: city sports programs, dance and cheer programs, etc.). Only qualified persons, Green Forest

School District staff or individuals from the community, who have been screened and approved at the district level, should be

translating communication to the parents. We currently have one district Spanish interpreter/translator. At present, we do not

have translators available for other languages. All district forms will be translated into Spanish by the district translator. As

resources become available, other languages will be included and any request for a written translation in a language other than

Spanish will need to be pre-approved by the ESOL Coordinator or designee.

Requests for building translations should be submitted to the building principal. Allow 2-3 days for weekly teacher letters, etc.,

and up to several weeks for more comprehensive documents, such as student handbooks, etc. to be translated. Please send it, if

at all possible, in electronic form so that it may be duplicated in Spanish, as closely as possible to the English version. The

primary language of the parent is indicated by the parent when he/she fills out the HLUS and that information is entered into the

student information system. This should also be entered into the EL Program Data Spreadsheet. Using students or non-qualified

personnel to interpret and/or translate raises serious privacy concerns and the possibility of inadequate interpretation or

translation. Do not use students or unauthorized adults for this purpose. Schools must make available the option of a trained

interpreter for all face-to-face communication. Parents may use their own interpreter, over the age of 18, ONLY after being

offered the services of a district interpreter at no charge. If the parent insists on his/her own interpreter, the staff person

conducting the meeting must document that the services were offered and declined. The district interpreter will remain to assist

the staff person conducting the meeting, as needed. The use of free translation services for any district documents, as found on

the internet or in any software, is strongly discouraged. None of these are presently able to think and/or perform like a human

brain. These translations are often inaccurate and can sometimes be offensive.

Other bilingual Green Forest School District staff and community volunteers provide assistance during the district’s Parent

Teacher Conferences and occasionally at other school activities. The interpreters in these two categories are expected to have a

command of English and the language for which they are serving as interpreters. Both groups are introduced to the procedures

and expectations of serving as an interpreter for Green Forest School District by building principals and the District Parent

Involvement Coordinator. These interpreters serve as the link that enhances the communication between teacher and parents.

Interpreters must respect the confidentiality of the topics that will be addressed during conferences and other activities. All

persons serving as interpreters for Green Forest School District must sign an ESL Interpreter Confidentiality Agreement

acknowledging that all information discussed at a conference or meeting is to remain confidential. Parents are offered the use of

an interpreter at no cost to them. Parents must sign the ESL Parent Permission for Interpreter giving permission for other Green

Forest School District staff or volunteers to serve as their interpreter. Community volunteers may include parents and family

members of students, business leaders and other interested citizens. Green Forest School District staff members and community

volunteers wishing to serve as an interpreter should contact the district’s ESL teachers, ESOL Coordinator or Principal.

Segregation and Facilities

The Green Forest School District will monitor the scheduling and placement of ESOL students and classroom settings to ensure

that ELs are not segregated from their peers. Each situation should be analyzed if the appearance is such that segregation could

be happening. Decisions about placement and scheduling should be to accelerate ELD as well as growth in academic content

areas. The Green Forest District will focus on providing services for LEP students with the same benefits of facilities,

equipment and services as other students. Facilities provided for LEP students will be comparable in size and quality to those

provided for all students. The district’s primary ESOL inclusion program will allow all students to participate in an appropriate

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educational environment. Segregation is permissible only when the benefit of providing assistance with language barriers

outweighs the adverse effects of segregation.

Title VI of Office of Civil Rights requires the District to ensure that LEP students with disabilities (SPED LEP students) are appropriately

placed and served with special education or related aids and services and alternative language services.

Also, Title VI requires the District to ensure that prior to, or upon the referral of a PHLOTE student for a special education services needs

evaluation, the student have a current (i.e., within one year) objective proficiency assessment in the four language areas. Additionally, the

district is required to consider language proficiency and cultural background by an appropriate group of people, including at least one

person who is knowledgeable about the student’s culture (e.g., parent, ESL teacher, or counselor).

Title VI also requires the district to test or evaluate for special education in the language in which the student is objectively known to be

proficient (whenever possible). Moreover, the district is required to ensure that parents and guardians of all PHLOTE students needing or

believed to need special education or related aids and services are informed about the student’s services and rights in a language they can

understand.

The district is also required under Title VI that LEP students with a disability will receive alternative language services by qualified and

appropriately trained staff unless the placement committee determines and documents that such alternative language services are clearly

inconsistent with the students identified needs to ensure that the student will have a meaningful education.

Title VI requires the district to ensure that LEP students have equal access to the Gifted and Talented (G/T) programs as well as any other

programs that are available throughout the district.

Access to All District Programs

It is important to understand that by law LMS shall have the same access as the general population to all district programs

and services, no matter their ELP level or number of years in the United States. Special programs within the Green

Forest District include but are not limited to extracurricular, gifted and talented, special education, advanced placement

courses, college preparatory courses and high school honors class in Science, English and Social Studies. These special

program procedures must encourage parents and teachers to refer students for participation in a specific program.

Communication with parents of EL students or information regarding the program must be translated into a language

that students and parents can understand.

Equal Educational Opportunity—District Board Policy 4.11

No student in the Green Forest School District shall, on the grounds of race, color, religion, national origin, sex, sexual

orientation, gender identity, age, or disability be excluded from participation in, or denied the benefits of, or subjected to

discrimination under any educational program or activity sponsored by the District. Inquiries on non-discrimination may

be directed to the Superintendent, who may be reached at 870.438.5201 at 400 East 10th Street, Green Forest, Arkansas.

Special Education Program

ELs with disabilities will be appropriately placed and served with both special education and ESOL services. Before an EL

student may be referred for special education, the student must have a current (within one year) ELP assessment. Identifying and

assessing students whose parents/guardians indicate on the HLUS that another language is spoken in the home or environment

when the student is severely cognitively disabled or has a disability of deaf muteness and/or visual impairment can be a challenge

to districts. Severely cognitively disabled students need to be identified and assessed with the ELP assessment used for all other

LMS and EL students. Requests for exemptions from all or portions of the ELPA21 assessment will be submitted by the District

Test Coordinator and must be approved by Alan Lytle at the DESE.

P.L. 105-17 The Individuals with Disabilities Education Act, (2004) (IDEA) guarantees a free and appropriate education to all

students with disabilities. Sections of the law that pertain to language minority students are listed below:

Establishing nondiscriminatory evaluation procedures appropriate for use with culturally and linguistically diverse students.

Testing in the native (dominant) language unless it is clearly not feasible to do so.

Ensuring that the eligibility determination is not due to limited English proficiency.

Developing an IEP for each culturally and linguistically diverse (CLD) student that reflects his or her needs.

Providing oral and written information to parents in their native language to facilitate informed parental involvement in the

special education identification, assessment, eligibility and service delivery process.

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In making the determination of eligibility, a child shall not be determined to be a student with a disability if the determinate

factor for such designation is lack of instruction in Reading or Math or lack of English proficiency.

The Green Forest School District’s policies for referring and serving ELs in a special education are:

At least one person who knows the student and is knowledgeable about English language development and the

student’s cultural background is involved in the decisions relating to special education referrals and placement.

There is no waiting period required before referring an EL student for a special education evaluation.

ELs in need of special education services, as well as ESOL services, receive both services concurrently.

ELs with a disability receive ESOL services by qualified and appropriately trained staff unless the placement

committee determines and documents that such services are clearly inconsistent with the student’s identified needs.

The placement document for every EL student with disabilities specifies the amount and kind of ESOL services to

be received to ensure that the student has a meaningful education.

Gifted/Talented, Pre-AP and AP Courses

LMS and EL students have equal access to the Gifted and Talented program, Pre-AP and AP courses at all levels throughout the

district. The district provides parents of LMS students the same information (in a language they can understand) about

opportunities, requirements, selection criteria, and general information regarding the G/T or Pre-AP/AP courses that is provided

to the parents of native English speakers.

Extracurricular and Other Programs

LMS and EL students are provided the same information (in a language they can understand) and opportunities to participate in

all special programs and activities as native English speakers are provided. Should barriers be found that would prohibit an EL

to participate, they will be removed by Green Forest School District.

Title VI of Office of Civil Rights requires the district to ensure that it will maintain reasonably accurate and complete records regarding the

implementation of the alternative language program and the progress of PHLOTE students who participate and exit the program.

Maintenance of Records

Records are maintained regarding services provided. Information and data related to ESOL student services can be

obtained in one of the following ways. Hard copies of all testing and records pertaining to a student being identified,

assessed, placed, reevaluated, exited, etc., will be kept in each student’s permanent, cumulative file maintained at each

building. These copies are kept at each building level to facilitate staff access to the students’ records. All data

pertaining to a student’s ELP will be maintained in the student information system by the ESOL Coordinator. The data

can be accessed by teachers and staff through Green Forest School District’s student information system. All ESL

teachers will provide accurate student information on the EL Program Data Form (spreadsheet) for accuracy and records.

Building Principals will periodically monitor all permanent records to assure that the ESOL procedures in the Green

Forest School District are in compliance with OCR requirements.

Title VI of Office of Civil Rights requires a district to conduct a periodic annual longitudinal performance evaluation of its alternative

language program, in addition to modifying the program as required by the results of its evaluation. Additionally, ESEA requires school

districts to evaluate all of their programs.

Program Evaluation and Modifications

The Green Forest School District will conduct an annual performance evaluation of its ESOL program and will make

modifications to the program as required by the results of this action. The study will include, but not be limited to, a review of

the student information system data (cognos reports), achievement data, DESE/Title III compliance, and School Improvement

Plans at district and school levels. Specific data to be reviewed may include, but not be limited to:

Curriculum, service delivery, including Special Education and ESOL, GT, Pre-AP/AP and other advanced courses.

Materials and resources; staffing, including the number of teachers and paraprofessionals trained, frequency of training,

scope of training and results; and student progress.

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Student progress; academic progress of EL students in ESOL programs, EL students who been exited and EL students

whose parents have denied them being served in the ESOL program.

Examination of the number of retentions, drop-outs and the student attendance rates of EL students, former EL students and

non-EL students.

The extent to which the aforementioned groups of students are becoming or have become proficient in English.

Review of academic data (grades, standardized test scores) of students reclassified and exited from the ESL program,

comparing their academic progress with that of their non-LMS peers.

Review of data reflecting the number of EL students who have exited from ESL but returned to the ESL program to address

academic deficits.

Review and comparison of data reflecting the graduation and dropout rates of language minority and non-language minority

students.

Review of Green Forest School District policies and procedures.

The objective of the Green Forest School District’s ESOL program is to enable LEP students to become fluent and move into

the regular educational curriculum. The ESOL Program modifications will be evident in the continuously updated district and

school improvement plans. Principals will be responsible for observation and documentation procedures for classroom

implementation of the inclusion ESOL program. ESOL and mainstream teachers will be responsible for academic success in the

regular instructional program. Counselors will be required to check all EL students’ credits for graduation requirements. A

committee will be established to evaluate each area of the ESOL Plan. Committee members will include the ESOL Coordinator,

ESL teachers, parents, and other representatives.

Forms See pages 20-35

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Arkansas Department of Education (ADE)

Home Language Usage Survey

The Home Language Usage Survey is completed by all students initially enrolling in Arkansas schools. Student Name: Grade: Date:

School: Student State ID #: Gender: Date of Birth:

Parent/Guardian Name:

Parent/Guardian Signature:

Right to Translation and Interpretation

Services

Indicate your language preference so we

can provide an interpreter or translated

documents, free of charge, when you need

them.

All parents have the right to information about their child’s education in a language they

understand.

1. a) In what language do you prefer to receive written communication from the school? __________________________________

b) In what language would you prefer to communicate with school staff when

speaking?

__________________________________

Eligibility for Language Development

Support

Information about the student’s language

usage helps us identify students who may

qualify for extended support to develop

the language skills necessary for success

in school. Testing may be necessary to

determine if language supports are

needed.

2. What language(s) is (are) spoken in your home? _______________________________________

3. What language did your child learn first? __________________________________

4. What language does your child use most often at home? __________________________________

5. What language does your family speak most often at home? __________________________________

6. What language do adults speak most often with each other at home? ____________________________________

Prior Education

Your responses about your child’s birth

country and previous education give us

information about the knowledge and

skills your child is bringing to school.

This form is not used to identify

students’ immigration status.

7. Where was your child born? ___________________

8. When did your child first attend a school in the United States (this includes all US

territories)? (Kindergarten – 12th grade)

_______________________

Month Day Year

Thank you for providing the information needed on the Home Language Survey. Contact your child’s school if you have further

questions about this form or about services available at your child’s school. Note to district: This form is available in multiple languages on http://www.arkansased.gov/divisions/learning-services/english-learners A response that includes a language other than English to questions #1-6 indicates English language proficiency screening is needed.

21

Arkansas Department of Education (ADE)

Home Language Usage Survey Verification Form

Indicate reason for completing this form:

1. _____ To refer a student with ALL English on his/her HLUS for English Language Proficiency screening (complete

Section 1 and 2 below)

2. _____ To document why a student with a response other than English on his/her HLUS is NOT a Language Minority

Student (complete Section 1 and 3 below)

Section 1:

Student Name: Grade: Date:

School: Student State ID #: Gender: Date of Birth:

Section 2: Identification of Student for ELP screening who have all English on Home Language Usage Survey

Teachers, school counselors, and other school personnel who suspect that a student may be an English Learner and in need of

language assessment should use this form to identify those students for the district’s ESOL Coordinator. To refer a student for English

Language Proficiency screening, the school personnel member must have observed a language besides English being used by a

member of the student’s household (i.e., parent, sibling, student, etc.), either orally or in print.

a. Please indicate the reason(s) this student is being referred for English Language Proficiency assessment:

________ Staff Observations ________ Parental Contact

b. Please give a more detailed explanation below (include date of observation/contact):

Section 3: Verification of responses other than English on a student’s HLUS to indicate student is NOT a Language Minority

Student

Language Minority Students are those who truly have a language other than English present from birth to an extent that potentially

impacts a student’s English language development. Occasionally, responses on a student’s Home Language Usage Survey may result

in a “false positive” identification as a Language Minority Student.

a. Ask clarifying questions of parent/guardian regarding responses other than English on the HLUS such as “Can you

tell me more about when this language was learned or is used?” Document reason other language is indicated below:

b. Verification of Language Minority Student status (check ONE):

• Student IS a Language Minority Student (usage of language other than English present from birth to an extent that potentially

impacts a student’ English language development)

OR

• Student is NOT a Language Minority Student (usage of language other than English added later in life)

(Signature/position of person completing form)

(Signature of ESOL personnel, if not the same)

Please attach a copy of this form to the student’s Home Language Usage Survey.

22

Arkansas Department of Education (ADE)

Language Minority Student Exit/Monitoring Form

The Language Minority Student (LMS) Exit Form is completed when determining whether a student is a Former English Learner or

not. Please check the reason for using this form:

1) ____ Initiating placement as a Former English Learner

2) ____ Documenting a prior exit that was not documented

3) ____ Monitoring a Former English Learner (ELL Exit Date: __________)

Student Name: Grade: Date:

School: Student State ID #: ELL Entry Date: Date of Birth:

English Language Proficiency

Assessment Data

When initiating placement as a Former

English Learner or documenting a prior

exit, evidence must be provided to

demonstrate proficiency in English

aligned with the Arkansas English

Language Proficiency Standards. (Not

available or required for Monitoring a

Former English Learner.)

____ ELPA21 Screener

Proficiency Profile: __________, Date: ______________

OR

____ ELPA21 Summative

Proficiency Profile: __________, Date: ______________

OR

____ Prior state approved ELP assessment scores/dates:

Supporting Evidence/Professional

Judgment

At least two pieces of evidence providing

confirmation of a student’s ability to meet

grade-level performance expectations in

literacy in ELA/Science/Social Studies

and/or Math.

Measure: _____________ Result: _________ Date: _______

Measure: _____________ Result: _________ Date: _______

___ No evidence exists to confirm the student’s academic literacy is at a level comparable

to never-EL peers.

Recommended Status Choose whether

the student is recommended for English

Learner or Former English Learner status.

If choosing Former English Learner

status, indicate which year of monitoring

the student is beginning or if monitoring

is completed.

_____ English Learner (eSchool “Value Box” Checked)

OR

_____ Former English Learner (ELL Exit Date: _____________)

___ Monitored Year 1 (M1)

___ Monitored Year 2 (M2)

___ Monitored Year 3 (M3)

___ Monitored Year 4 (M4)

___ Monitoring Completed

LPAC MEMBERS' SIGNATURES (All required) POSITION

1. Administrator

2. ESOL Designee

3. Mainstream Teacher/Counselor

23

INITIAL PLACEMENT/ANNUAL REVIEW FORM

Green Forest School District

ELPA21 PERFORMANCE LEVEL SCALE

SCORE

Listening

Reading

Speaking

Writing

Comprehension No performance level. Scale score is

derived from the Listening & Reading

scores.

Overall

Performance

In addition to standard instruction, English acquisition assistance will be provided by ALL classroom teachers and supporting personnel.

Special education services will be provided in addition to this assistance when student has an IEP.

Student has an IEP (briefly describe) ________________________________________________________________++___________________________________

CLASSROOM SCAFFOLDS

LEP

Pair newcomer with bilingual classroom buddy.

Prompt with yes/no and simple questions.

Encourage non-verbal, yes/no, one-word, or echoed responses.

Use read-alouds, simple texts, and provided sources about familiar topics to aid in comprehension.

Accept simpler/shorter responses that meet standards (e.g. narrow vocabulary range, simple sentences, graphic representation).

Use guided language instruction to increase complexity of responses.

Provide context and visual aids (e.g., discussion cards, writing templates, language patterns).

Regularly facilitate structured student talk routines.

FEP No required classroom scaffolds.

_____________________________________________________ Building Administrator

______________________________________________________ Classroom Teacher

_____________________________________________________

ESOL Designee

_____________________________________________________

SPED Teacher (if applicable)

_____________________________________________________

Other

___________________________________________________

Other

Student Name:

Grade:

Date: Homeroom:

School:

Student State ID #:

Gender:

Date of Birth:

Native Language:

ELPA21 Date:

LMS Level:

EL Entry Date:

EL Exit Date:

LANGUAGE PROFICIENCY AND ASSESSMENT COMMITTEE DECISION:

ENGLISH ACQUISITION DECISION

Student has met preliminary criteria and will be considered for exit of the ESOL program or student continues to meet criteria and will be continue to be monitored.

ELD Program description: Frequency_______days x Duration______min Staff member:

Access to Core Content Program description: Teachers provide appropriate linguistic accommodations/supports so ELs may access the content.

Standardized Assessment:

❏ Testing without Accommodations

❏ Testing with Accommodations

Allowable Testing Accommodations:

❏ ET - Extended Time ________% ❏ SSGP - Special Seating/Grouping ❏ TTS - Text-to-Speech/Reading of all

allowable portions ❏ WTWD - Word-to-Word Dictionary

❏ TD - Translated Directions (Spanish is embedded)

24

Parent Notification of Student Placement English for Speakers of Other Languages (ESOL) Program

Green Forest School District

Enrollment Status: _____ New to the program _____ Continuing in the program Dear Parent or Guardian, I am pleased to inform you that your child will receive additional support through an English language development program for the 2019-2020 school year. The district determined that your child requires this support through test results. Your child’s proficiency in English measured at the:

0 – Proficiency Not Demonstrated Level (testing is stopped due to the student not participating) on the English Language Proficiency Assessment for the 21st Century (ELPA21).

1 - Emerging Level on ELPA21.

2 - Progressing Level on ELPA21.

3 - Proficient Level on ELPA21 and did not have two additional pieces of evidence on other district assessments that they are performing at a level comparable to English-only peers.

The purpose of the program is to provide additional support for students not yet proficient in speaking, listening, reading, and writing in English. The program will assist your child to meet age appropriate academic achievement standards for grade promotion and graduation. Students remain eligible for the English language development program until they reach the Proficient level on the English Language Proficiency Assessment for the 21st Century (ELPA21) and have two pieces of evidence on other district assessments that they are performing at a level comparable to English-only peers. Most students successfully exit the program within INSERT NUMBER years. When exited from the program, your child’s performance will continue to be monitored for four years to determine if additional academic support is needed or if your child needs to return to the program. In 2017, 82.61% of high school students who were still eligible for the English language development program graduated either on-time or within one additional year. If your child has a disability, the English language development program will coordinate with appropriate staff to meet the objectives of your child’s Individualized Education or 504 Plan. I strongly encourage your child’s participation in the English language development program and invite you to learn more about the benefits of the program. However, you have the right to remove your child from the language instruction program at any time by contacting INSERT NAME at INSERT PHONE NUMBER to set up an appointment. Please visit our school to discuss your child’s progress in English language development and academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment.

Student Name:

Grade:

Date:

Homeroom:

School:

Student State ID #:

Gender:

Date of Birth:

Level:

25

Your child is enrolled in the following English language development (ELD) program(s):

____ ELD Push-in ____ ELD Pull-out ____ ELD Embedded ____ ELD Class Period The school district has the following English language development (ELD) program(s): X ELD Push-in: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing English language development to English Learners in the classroom helping ELs with comprehension, participation, and completion of classroom assignments. Instructional Assistants need to be under direct supervision of a certified teacher. X ELD Pull-out: ELs spend part of the day in a mainstream classroom, and are “pulled out” for a portion of the day to receive ELD instruction. Instruction provided by EL teachers or EL Instructional Assistants working under the direct supervision of a certified teacher. The program targets specific English skills that are preventing students from fully participating in the mainstream classroom. EL students of similar proficiency and/or similar grade level are grouped for instruction. This approach is more common in elementary school settings. X ELD Embedded: ELs receive their ELD instruction during a mainstream content class by teachers embedding instruction in English language development. X ELD Class Period: ELs receive their ELD instruction during a regular class period and also receive course credit for the class. This approach is more common in middle schools and high schools. Newcomer Program – ELD: Separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their ELD in this program.

Your child is enrolled in the following Access to Core Content program(s): Content Classes with integrated EL Support The school district has the following Access to Core Content program(s): Sheltered Instruction: Teachers provide instruction that simultaneously introduces both language and content, using specialized techniques to accommodate ELs’ linguistic needs. Instruction focuses on the teaching of academic content rather than the English language itself, even though the acquisition of English may be one of the instructional goals. Some examples of sheltered instruction models may include SIOP, GLAD, SDAIE, and CM. Classes using a Sheltered Instruction approach can be designed exclusively for ELs or for a mixture of ELs and non-ELs. X Content Classes with integrated EL support: This approach has content knowledge as the goal; teachers provide appropriate linguistic accommodations/supports so that English Learners may access the content. Newcomer Program – Core Content instruction: Separate, relatively self-contained instructional program designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their core content instruction in this program. These programs enroll ELs exclusively. Sincerely, ESOL Teacher Green Forest School District I have received a copy of this parent notification which includes my right to decline services at any time. _________________________________________ _____________________ Parent Signature--Notification Received Date

26

Parent Notification of Exit English for Speakers of Other Languages (ESOL) Program

Green Forest School District

To the Parents of: INSERT STUDENT’S NAME

Congratulations! INSERT STUDENT’S FIRST NAME has reached the Proficient level on the English Language Proficiency Assessment for the 21st Century (ELPA21), which measures students’ ability to read, write, speak and listen in English and has demonstrated success in Literacy on at least two sources through English Language Arts (ELA), Science, Social Studies and/or Math as comparable to native English speaking peers. With this performance, your child will no longer require English language development services at school. We are very proud of your child’s achievement. For the next four years, your child will be monitored to ensure continued success in academic literacy and English language proficiency. You will be notified of your child’s status each year of monitoring until all four years are completed. As long as your child continues to demonstrate success in literacy on at least two sources, they will not participate in the ELPA21 assessment. You can visit our school to discuss your child’s academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment. Sincerely, ESOL Teacher Green Forest School District

Student Name: Grade: Date:

Homeroom:

School: Student State ID #: Gender: Date of Birth:

27

Parent Notification of Monitoring Status English for Speakers of Other Languages (ESOL) Program

Green Forest School District

To the Parents of: INSERT STUDENT’S NAME

Congratulations! INSERT STUDENT’S FIRST NAME has continued to demonstrate success in Literacy on at least two sources through English Language Arts (ELA), Science, Social Studies and/or Math as comparable to native English speaking peers. With this performance, your child will continue to:

Year 2 of monitoring.

Year 3 of monitoring.

Year 4 of monitoring.

We are very proud of your child’s achievement. For a total of four years, your child will be monitored to ensure continued success in academic literacy and English language proficiency. You will be notified of your child’s status each year of monitoring until all four years are completed. As long as your child continues to demonstrate success in literacy on at least two sources, they will not participate in the ELPA21 assessment. You can visit our school to discuss your child’s academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment. Sincerely, ESOL Teacher Green Forest School District

Student Name: Grade: Date:

Homeroom:

School: Student State ID #: Gender: Date of Birth:

28

Parent Notification of Monitoring Completed English for Speakers of Other Languages (ESOL) Program

Green Forest School District

Student Name: Grade: Date:

Homeroom:

School: Student State ID #: Gender: Date of Birth:

To the Parents of: INSERT STUDENT’S NAME

Congratulations! INSERT STUDENT’S FIRST NAME has continued to demonstrate success in Literacy on at least two sources through English Language Arts (ELA), Science, Social Studies and/or Math as comparable to native English speaking peers. With this performance, your child has successfully completed four years of monitoring. We are very proud of your child’s achievement. For a total of four years, your child was monitored to ensure continued success in academic literacy and English language proficiency. Your child will no longer be monitored for English language proficiency and will not participate in the ELPA21 assessment. You can visit our school to discuss your child’s academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment. Sincerely, ESOL Teacher Green Forest School District

29

Parent Notification of Student Placement

English for Speakers of Other Languages (ESOL) Program

Green Forest School District

Student Name:

Grade:

Date:

Homeroom:

School:

Student State ID #:

Gender:

Date of Birth:

Level:

Enrollment Status: Returning to program Dear Parent or Guardian, I am writing to inform you that your child will receive additional support through an English language development program for the 2019-2020 school year. The district determined that your child requires this support through monitoring of your child’s progress after exiting from the ESOL program. Your child did not continue to have at least two pieces of evidence on district assessments that they are performing at a level comparable to English-only peers in literacy in English language arts, mathematics, science or other content areas. The purpose of the program is to provide additional support for students not yet proficient in speaking, listening, reading, and writing in English. The program will assist your child to meet age appropriate academic achievement standards for grade promotion and graduation. Students remain eligible for the English language development program until they reach the Proficient level on the English Language Proficiency Assessment for the 21st Century (ELPA21) and have two pieces of evidence on other district assessments that they are performing at a level comparable to English-only peers. Most students successfully exit the program within INSERT NUMBER years. When exited from the program, your child’s performance will continue to be monitored for four years to determine if additional academic support is needed or if your child needs to return to the program. In 2017, 82.61% of high school students who were still eligible for the English language development program graduated either on-time or within one additional year. If your child has a disability, the English language development program will coordinate with appropriate staff to meet the objectives of your child’s Individualized Education or 504 Plan. I strongly encourage your child’s participation in the English language development program and invite you to learn more about the benefits of the program. However, you have the right to remove your child from the language instruction program at any time by contacting INSERT NAME at INSERT PHONE NUMBER to set up an appointment. Please visit our school to discuss your child’s progress in English language development and academic achievement. Contact INSERT NAME at INSERT PHONE NUMBER if you wish to set up an appointment.

30

Your child is enrolled in the following English language development (ELD) program(s):

____ ELD Push-in ____ ELD Pull-out ____ ELD Embedded ____ ELD Class Period

The school district has the following English language development (ELD) program(s): X ELD Push-in: EL teachers or EL Instructional Assistants assisting the classroom teacher in providing English language development to English Learners in the classroom helping ELs with comprehension, participation, and completion of classroom assignments. Instructional Assistants need to be under direct supervision of a certified teacher. X ELD Pull-out: ELs spend part of the day in a mainstream classroom, and are “pulled out” for a portion of the day to receive ELD instruction. Instruction provided by EL teachers or EL Instructional Assistants working under the direct supervision of a certified teacher. The program targets specific English skills that are preventing students from fully participating in the mainstream classroom. EL students of similar proficiency and/or similar grade level are grouped for instruction. This approach is more common in elementary school settings. X ELD Embedded: ELs receive their ELD instruction during a mainstream content class by teachers embedding instruction in English language development. X ELD Class Period: ELs receive their ELD instruction during a regular class period and also receive course credit for the class. This approach is more common in middle schools and high schools. Newcomer Program – ELD: Separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their ELD in this program. Your child is enrolled in the following Access to Core Content program(s): Content Classes with integrated EL support The school district has the following Access to Core Content program(s): Sheltered Instruction: Teachers provide instruction that simultaneously introduces both language and content, using specialized techniques to accommodate ELs’ linguistic needs. Instruction focuses on the teaching of academic content rather than the English language itself, even though the acquisition of English may be one of the instructional goals. Some examples of sheltered instruction models may include SIOP, GLAD, SDAIE, and CM. Classes using a Sheltered Instruction approach can be designed exclusively for ELs or for a mixture of ELs and non-ELs. X Content Classes with integrated EL support: This approach has content knowledge as the goal; teachers provide appropriate linguistic accommodations/supports so that English Learners may access the content. Newcomer Program – Core Content instruction: Separate, relatively self-contained instructional program designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs on a short-term basis (usually no more than two years) before they enter more traditional programs (e.g., English language development and/or Sheltered Instruction courses or programs). ELs receive their core content instruction in this program. These programs enroll ELs exclusively. Sincerely, ESOL Teacher Green Forest School District I have received a copy of this parent notification which includes my right to decline services at any time. _________________________________________ _____________________ Parent Signature--Notification Received Date

31

English for Speakers of Other Languages (ESOL) Program

Waiving ESOL Services

Green Forest School District

Parents of ELs have a right to refuse ESOL services or opt their child(ren) out of the ESOL program. Parents

who wish to do so, must meet in person with the ESOL teacher and/or coordinator who will explain the benefits

of the student remaining in the ESOL program in a language the parent understands.

If the parent still wishes to decline ESL services for their child(ren), the parent must meet with the

principal/designee to sign the ESL Waiver Form. This meeting may coincide with the meeting with the ESOL

teacher and/or coordinator. The following information must be reviewed with the parent, in a language they

understand, before the form is signed:

Parents may waive all, or only some, of the services offered. Each available service should be fully

explained:

ELD

Program Description

ELD-PI ELD Push-in EL teachers or EL Instructional Assistants assisting the classroom

teacher in providing English language development to English learners in the

classroom helping ELs with comprehension, participation, and completion of

classroom assignments. Instructional Assistants are under direct supervision of a

certified teacher.

ELD-PO ELD Pull-out ELs spend part of the day in a mainstream classroom, and are “pulled

out” for a portion of the day to receive ELD instruction. Instruction provided by EL

teachers or EL Instructional Assistants working under the direct supervision of a

certified teacher. The program targets specific English skills that are preventing

students from fully participating in the mainstream classroom. EL students of

similar proficiency and/or similar grade level are grouped for instruction.

ELD-EM ELD Embedded—ELs receive their ELD instruction during a mainstream content

class by teachers embedding instruction in English language development.

ELD-CP ELD Class Period ELs receive their ELD instruction during a regular class period at

high school and also receive an elective course credit for the class.

Access to Core Content Program

Description

CCP-CC Content Classes with integrated EL support This approach has content knowledge as the goal; teachers provide appropriate linguistic accommodations/supports so that English Learners may access the content.

32

English for Speakers of Other Languages (ESOL) Program

Waiving ESOL Services, continued

Green Forest School District

The student will still be considered an EL and his/her academic progress will be monitored by

the Green Forest School District staff;

The student will still be classified as an EL in the student information system and in state

reporting;

The student will still participate in the annual ELPA21 assessment until the student meets exit

requirements;

The student is still allowed LEP/EL accommodations on state assessments;

The student may be re-enrolled into the ESOL program with parental permission.

The original waiver form must be placed in the student’s permanent school file and a copy sent to the ESOL

Coordinator who will enter the date services were waived into the student information system. The parent

will receive a copy of the waiver form for their files.

33

English for Speakers of Other Languages (ESOL) Program

ESOL Services Waiver Form

Green Forest School District

Student Name: Grade: Date:

School: Student State ID #: Gender: Date of Birth:

We, as parents/guardians of ____________________________________ do NOT desire to have

our child directly served by the district’s _______ELD Program and/or _______Access to Core Content

Program. (Check each one being declined.)

The Language Proficiency and Assessment Committee (LPAC) decision has been thoroughly explained

to us in a language which we can understand. We understand that we may reverse our decision at any time by

contacting the ESOL Program at 870.438.5201.

We also understand that the teachers of our child’s school will closely monitor his/her progress and keep

us informed of such. We understand that our child will be assessed annually with the state’s English language

proficiency test until our child meets the state exit criteria from English Learner status. A lack of progress may

warrant another conference with us to discuss alternatives to the regular classroom program.

__________________________________________ ______________________________

Signature of Parent/Guardian Date

____________________________________________ ________________________________

Signature of ESOL Teacher or Coordinator Date

____________________________________________ ________________________________

Signature of Building Principal Date

Comments:

Attach a copy of the Initial Placement Form or Annual Review Form with the LPAC decision to this waiver form. Place a copy of all forms in the

student’s cumulative file and ESOL file (if district maintains separate ESOL files) and give one copy to the parent/guardian.

34

Green Forest School District

Parent Permission Form for the Use of Interpreters

(District Interpreters, Other Bilingual staff, Community Helpers)

I agree to the use of any interpreter provided by the district for my parent conferences. I understand that the

information provided to me by the teacher or staff person may include topics such as student grades, test scores,

attendance, discipline, health and/or other personal information related to my child(ren).

I have been informed that the person providing this service has signed a confidentiality agreement as pertains to

all the information that is shared during the conferences.

Additionally, I understand that I can request one of the district interpreters to be present at the meeting rather

than one of the aforementioned interpreters.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

_____ Yes, I agree to the use of any interpreter provided by the district for my conference.

_____ No, I do not agree to the use of any interpreter provided by the district at my

conference. I am requesting the services of one of the district interpreters.

_____ I will not need an interpreter. I am able to freely communicate with the teacher.

_____ I prefer to bring my own interpreter. My signature below certifies that if I use my own

interpreter, he/she will be 18 years of age or older. Note: A district interpreter may

be present to assist the teacher/staff person with his or her communication needs.

Student Name: ______________________________ Teacher:

School:

Language Spoken at Home:

Parent/Guardian Signature:

Date:

35

Green Forest School District

Interpreter Confidentiality Agreement I hereby acknowledge that by reason of my involvement with the Green Forest School District, I shall have access to confidential information such as student grades, test scores, attendance, discipline, health and/or other personal information. I understand that as the interpreter/translator, I am to accurately communicate information in the native language for maximum understanding between the parent and teacher/ staff person. This requires me to have adequate command of both English and the family’s primary language. I also agree that I will accurately and completely share any concerns or issues, which may arise as a result of the information shared between the interpreter/translator and the parent, with the teacher or school principal. I hereby submit, by my signature below, that I will not divulge any information to any person not participating in this conference. ____________________________________________ Printed Name of Interpreter/Translator ____________________________________________ Signature of Interpreter/Translator ____________________________________________ Date