Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
MARYLAND STATE DEPARTMENT OF EDUCATION
Division of Instruction
Name of School System:_Queen Anne’s County Public Schools___________
(Data should be collected on students enrolled on October 31, 2003.)
PERSON TO BE CONTACTED ABOUT THIS REPORT
Name:__Mrs. Kathryn H. Draper____________________________
Title:_Supervisor of Instruction and Curriculum___________
Mailing Address:
Queen Anne’s County Public Schools
202 Chesterfield Avenue____________
Centreville, MD 21617_____________
Telephone Number ( 410) __758 – 2403, x226_____________
Fax Number ( 410 )__758-8204___________________________
E-mail Address: _draperk@qacps.k12.md.us__________________
CERTIFICATION
This report contains the most accurate data available to this school system
and is consistent with Education Article 5-203.1, Annotated Code of Maryland.
_________________________________
Signature of Superintendent
_________________
Date
Please complete and return this survey by November 10, 2003 to:
Frank Edgerton
Maryland State Department of Education
DOI/Office of Administration & Instructional Programs
200 West Baltimore Street
Maryland State Department of Education
ELL Survey-October, 2003
1
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Baltimore, MD 21201-2595
The purpose of this survey is to collect information on the number of English language learner (ELL) and
immigrant children in the State and on the educational programs and services provided or available to these
students, as authorized under Title III of the Elementary and Secondary Education Act as amended.
General Instructions

All items on this survey form must be completed. If the
information is not available, please indicate the reason on
an additional sheet, referring to the number of the
applicable survey item.

Use additional sheets as necessary, referring to the number
of the applicable survey item.
DEFINITIONS
The term ‘English language learner,’ when used with respect to an individual, means an individual-(A) who is aged 3 through 21;
(B) who is enrolled in an elementary school or secondary school and receiving services through a local
education agency;
(C) (i) was not born in the United States or whose native language is a language other than English
(ii) (I) who is a native American or Alaskan Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant
impact on such individual’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from
an environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be
sufficient to deny the individual—
(i) the ability to meet the State’s proficient level of achievement on State assessments described in
section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society
The term “immigrant child” means an individual who—
(A) is aged 3 through 21;
(B) was not born in any State; and
(C) has not been attending one or more schools in any one or more States for more than 3 full academic
years.
Maryland State Department of Education
ELL Survey-October, 2003
2
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System:__Queen Anne’s County Public Schools___________
A. Student Enrollment
Table A1: How many ELL students are taught in each of the following instruction models?
Grade
ELL
Enrollment
PreKindergarten
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Ungraded
Other
TOTAL
Maryland State Department of Education
ELL Survey-October, 2003
Instruction
Instruction does
Incorporates
not Incorporate
Student’s Native Student’s Native
Language
Language
4
10
8
6
6
2
2
6
1
1
3
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4
10
8
6
6
2
2
6
1
1
3
0
1
0
50
0
50
3
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System:__ Queen Anne’s County Public Schools________
A2. Languages Spoken by Grade Level
List ALL the languages spoken by ELL students and the number of ELL students at each grade level who
speak each of those languages
In the spaces provided below indicate the number of ELL students in your school system. List students in each category by the
PRIMARY language spoken at home. This would include any language other than English used in the home by the student for
communication with family members.
Primary Language Spoken at home (country where
language is typically spoken)
Prek
K
1
2
3
4
5
6
7
8
9
10
11
12
Total
Afrikaans (South Africa)
Akan (Ghana, Cote d'Ivoire)
Albanian (Albania, Serbia)
Amharic (Ethiopia, Sudan)
Arabic (various)
Armenian (Armenia)
Asante, Ashantie (see Akan)
Assyrian (Iraq)
Aymara (Bolivia, Chile, Peru)
Azerbaijani (Iran, Turkey, Syria,
Afghanistan)
Balinese (Bali, Indonesia)
Bambara (Mali)
Banyangi (See Kenyang)
Bassa (Liberia)
Belorussian; Byelorussian (Byelarus,
Poland)
Bemba (Zambia, Zaire)
Bengali (Bangladesh, India)
Bete-Bendi, Bette (Nigeria)
Bravanese (See Swahili)
Bulgarian (Bulgaria, Greece)
Burmese (Burma/Mayanmar)
Cambodian
Cameroon Pidgin (See Creole,Englishbased)
Catalan (Spain)
Cebuano (Philippines)
Maryland State Department of Education
ELL Survey-October, 2003
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Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Chamorro (Mariana Islands)
Chechen, Chechen-Ingush (Chechnya,
Russia)
Chichewa (Malawi)
Chitraly (See Khowar)
Chuukese, Truk, Trukese (Micronesia)
Czech (Czech Republic)
Chinese, Cantonese
1
1
1
2
5
Chinese, Mandarin
Chinese, Min Dong
Chinese, Min Nan
Creole, English-based
Creole, French-based
Dan (Côte d’Ivoire, Guinea, Liberia)
Danish (Denmark, Greenland)
Dari (Iran, Afghanistan)
Demara (See Nama)
Dinka; Jieng (Sudan)
Dutch (Netherlands, Belgium, Suriname)
Ebira, Igbirra (Nigeria)
Edo; Ebo, Bini (Nigeria)
Efik, Ibibio, (Nigeria)
Ewe (Ghana, Togo, Benin)
Fante, Fanti (See Akan)
Farsi (Iran)
Fijian (Fiji)
Finnish (Finland)
Flemish (Belgium)
Fon (Benin, Togo)
Foochow (See Chinese, Min Dong)
French
French Creole
Fujian, Fukian, Fukien, Fukinese (See
Chinese, Min Nan)
Fulani; Fula, Fulfudi (Nigeria, Guinea,
Senegal)
Ga-Adangme (Ghana)
Gallinya (See Oromo)
Ganda (Uganda)
Gaelic (Scotland, Ireland, Wales)
Georgian (Georgia, former Soviet Union)
Maryland State Department of Education
ELL Survey-October, 2003
5
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Gen-Gbe, Mina (Togo, Benin,/Dahomey)
German
Gissi (See Kissi)
Gola (Liberia)
Grebo (Liberia)
Greek
Grenadian English (See Creole, Englishbased)
Guarani (Paraguay)
Gujarati (India, Pakistan)
Guyana Creole (See Creole, English-based)
Haitian Creole (Haiti) (See Creole, Frenchbased)
Hausa (Nigeria, Niger, Cameroon, Chad)
Hawaiian (USA)
Hebrew (Israel)
Hindi (Pakistan, India)
Hmong (Vietnam,Laos, China, Myanmar)
Hungarian
Ibo; Igbo (Nigeria)
Icelandic
Indonesian; Bahasa (Indonesia)
Iranian (Iraq, Afghanistan)
Italian
Izon, Ijaw (Nigeria)
Jamaican Creole (See Creole, Englishbased)
Japanese
Jola (Senegal, Gambia)
Kalenjin (Kenya)
Kenyang , Banyangi (Cameroon)
Kannada (India)
Khmer (Cambodia)
Khowar, Chitraly (Pakistan)
Kinkwa (See Nkongho)
Kikuyu; Kikutu (Kenya)
Kinyarwanda (Rwanda)
Kirundi (See Rundi)
Kissi (Liberia, Sierra Leone, Guinea)
Kiswahili (See Swahili)
Kokani (Goa, India)
Maryland State Department of Education
ELL Survey-October, 2003
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Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Kono (Liberia, Mali, Sierra Leone)
Korean
Kosrean, Kusaiean (Micronesia)
Kunuri (Nigeria, Chad, Cameroon, Sudan)
Kpelle (Liberia)
Krahn (Liberia, Côte d’Ivoire)
Krio (Sierra Leone, Gambia)
1
1
Kru (Liberia, Ivory Coast)
Kuranko, Koranko (Sierra Leone, Guinea)
Kurdish (Turkey, Iraq, Iran)
Kwanyama, Ovambo (Angola, Namibia)
Lao, Laotian (Laos)
Latvian (Latvia, Lithuania, Estonia)
Lebanese (See Arabic)
Liberian English (See Creole, Englishbased)
Limbum (Cameroon, Nigeria)
Lingala (Congo, Zaire)
Lithuanian
Lokaa, Yakurr (Nigeria)
Loma, Lorma (Liberia)
Luba-Kasai (Dem. Rep. Of Congo)
Luganda (See Ganda)
Luo (Kenya, Uganda)
Lushai, Mizo (India, Bangladesh,
Myanmar)
Luxembourgois, Luxembourgish
Macedonia (Macedonia, Bulgaria)
Magha; Rihari (India, Nepal)
Malay (Malaysia, Thailand, Singapore)
Malayalam (India)
Malagasy (Madagascar)
Malinke (see Maninkakan)
Mandinka, Mandingo (Senegal, Gambia)
Maninkakan, Malinke (Gambia, Guinea,
Senegal)
Mankon (See Ngemba)
Maryland State Department of Education
ELL Survey-October, 2003
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Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Mano (Liberia, Guinea)
Marathi (India)
Marshallese (Marshall Islands)
Mende (Sierra Leone, Liberia)
Meta (Columbia)
Mina (Benin, Dahomey) (See Gen-Gbe)
Mizo (See Lushai)
Mongolian (Mongolia)
Nama (Namibia, South Africa)
Ndebele (Zimbabwe, Botswana)
Nepali; Gurkhali (Nepal)
Ngemba, Mankon (Cameroon)
Norwegian (Norway)
Navajo
Nkongho (Cameroon)
Nuer (Sudan, Ethiopia)
Nyanja (Malawi)
Obanliku (Nigeria)
Oriya (E. India)
Oromo; Gallinya (Ethiopia, Kenya)
Ovambo (See Kwanyama)
Pala (Nigeria)
Pampanga (Phillippines)
Pashto (Afghanistan)
Pilipino (Philippines)
Pohnpeian (Micronesia)
Polish (Poland)
Ponapean (See Pohnpeian)
Portuguese (Portugal, Brazil, Angola, Cape
Verde)
1
1
2
Punjabi; Panjabi (Pakistan, India)
Quechua (Bolivia, Ecuador, Peru)
Romanian (Romania, Yugoslavia)
Rundi, Kirundi, Urundi (Burundi,
Tanzania, Uganda)
Russian (Former USSR, Afghanistan)
Maryland State Department of Education
ELL Survey-October, 2003
1
1
1
3
8
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Samoan (Western Samoa)
Sango (Central African Republic)
Serahuli (See Soninke)
Serbo-Bosnian; Serbo-Croatian; SerboCroat; Croato-Serbian (BosniaHerzegovina, Croatia, Macedonia,
Yugoslavian Republics, Serbia)
Sotho, Sesotho, Suto, Suthu (Lesotho,
South Africa)
Setswana (Botswana)
Shona (Zimbabwe, Botswana)
Sindhi (Pakistan, India)
Singhalese; Sinhala (Sri Lanka)
Slovenian; Slovene (Slovenia, Austria,
Italy)
Slovak (Slovenia, Hungary, Ukraine)
Somali (Somalia)
Songhay, Songhai (Mali, Burkina Faso)
Soninke, Serahuli (Mali, Gambia, Côte
d’Ivoire)
South Min (See Taiwanese)
Spanish
3
7
6
5
2
2
3
1
29
Sudanese (See Arabic)
Susu, Soso, Susoo (Guinea, Sierra Leone)
Swahili; KiSwahili (Tanzania, Kenya)
Swedish (Sweden, Finland)
Tadzhik (Tadzhikistan)
Tagalog (Philippines)
1
1
Taiwanese; South Min (Taiwan, R.O.C.)
Tamil (India, Sri Lanka, Malaysia)
1
1
2
Telugu (India, Bahrain, Fiji, Malaysia)
Temne (Sierra Leone)
Thai (Thailand)
Tibetan (China)
Tigrina (Ethiopia)
Maryland State Department of Education
ELL Survey-October, 2003
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Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Trinidad (See Creole, English-based)
Trukese (See Chuukese)
Tshiluba (See Luba-Kasai)
Turkish (Turkey, Bulgaria)
Twi (See Akan)
Ukrainian (Ukraine, Poland)
Urdu (India, Pakistan)
1
1
1
1
2
6
Urundi (See Rundi)
Uzbek (Uzbekistan, Afghanistan, China)
Vai (Liberia, Sierra Leone)
Vietnamese (Vietnam, Cambodia)
1
1
Vincentian Creole (See Creole, Englishbased)
Waray-Waray (Philippines)
Western Caribbean Creole (See Creole,
English-based)
Wolof (Senegal)
World English (See Creole, English-based)
Yakurr (See Lokaa)
Yakut (Siberia)
Yoruba (Nigeria, Benin, Togo)
Zia (Papua New Guinea)
Zulu (South Africa, Botswana, Lesotho)
Other (Please specify language and
country of origin)
Total
Maryland State Department of Education
ELL Survey-October, 2003
4
10
8
6
6
2
2
6
1
1
3
0
1
0
50
10
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System:__ Queen Anne’s County Public Schools_____________
A3. Immigrant Students
Specify the total number of immigrant students (both limited English proficient and English proficient
immigrant students) enrolled in public and nonpublic elementary and secondary schools in the geographical
area under the jurisdiction of, or served by, the LEA:
________27__________
B1. ELL students retained (grades 1-12)
How many ELL students were retained (failed to be promoted) following the completion of the school year
ending June 30, 2003?
Grades 1-6
0*
Grades 7-12
0
** One Kindergarten student was retained.
B2. Reclassification of ELL Students
Include all ELL students in each grade, who were reclassified as non-ELL at some point during, or at the
end of, the school year ending June 30, 2003 Please note the distinction made between Method Used and
Test Used.
Grade
Reclassification
Method
Used1
Test Used2
PreKindergarten
Kindergarten
Grade 1
Grade 2
1
In this column include the following: (1) Students Records, (2) Teacher Interview, (3) Parent Information, (4) Home
Language Survey, (5) Teacher Observation, (6) Referral, (7) Student Grades, (8) Informal Assessment.
2
In this column include Language Proficiency Test (specify), Achievement Test (specify), Criterion
Referenced Test (specify), Other (specify)
Maryland State Department of Education
ELL Survey-October, 2003
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Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Grade 3
Grade 4
Grade 5
student grades, parent
consent, teacher
interview
1 exit
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Ungraded
TOTAL
FES/CER/CEW on IPT
CTBS/5
1
C1. TEACHER QUALIFICATIONS
In the table below, indicate the number of full/part time ESL instructional staff who provide assistance to
ELL students as part of local school system ESOL services.
Type of Instructional Staff
Number of Staff
Full Time
Part Time
Total
ESL Teachers (certified)
ESL Teachers (uncertified)
ESL Instructional Aides
ESL Tutors
9
9
9
9**
Bilingual Aides/Tutors
Instructional Bilingual Assistants
Non-Instructional Bilingual
Assistants
Total
** Of these nine ESOL tutors, 1 is a teacher certified in ESOL and 5 are teachers certified in other
content areas. However, they are considered and hired as part-time ESOL tutors by QAC.
Maryland State Department of Education
ELL Survey-October, 2003
12
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System:__ Queen Anne’s County Public Schools_________
C2. Training
How many teachers in your district received training during the 2002-2003 school year that was specific
to the needs of limited English proficient students?
# Teachers: ___90_____
How many local school administrators/central office personnel in your district received training during
the 2002-2003 school year that was specific to the needs of limited English proficient students?
# Administrators/ Central Office Personnel: __50___
D1. SCHOOL SYSTEM DATA
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
A. Enrollment (PreK-12) as of October 31, 2003
TOTAL
50
B. ELL students with an IEP
4
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE).
Maryland State Department of Education
ELL Survey-October, 2003
13
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Bayside Elementary School______
School Number _0403_____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
3
B. ELL students with an IEP
1
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
14
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: __Centreville Elementary School__
School Number _0308_____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
3
B. ELL students with an IEP
0
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
15
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Church Hill Elementary School___
School Number __0202____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
A. Enrollment (PreK-12) as of October 31, 2003
TOTAL
1
B. ELL students with an IEP
C. Students with interrupted schooling
0
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
16
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Grasonville Elementary School_
School Number _0503_____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
9
B. ELL students with an IEP
2
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
17
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Kennard Elementary School_______
School Number __0302____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
5
B. ELL students with an IEP
0
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
18
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: __Kent Island Elementary School__
School Number __0402____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
8
B. ELL students with an IEP
0
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
19
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Sudlersville Elementary School_
School Number __0106____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
9
B. ELL students with an IEP
0
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
20
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Centreville Middle School_______
School Number __0303____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
6
B. ELL students with an IEP
0
C. Students with interrupted schooling
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
21
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Stevensville Middle School______
School Number __0404____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
2
B. ELL students with an IEP
1
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
22
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System: _ Queen Anne’s County Public Schools____________
INDIVIDUAL SCHOOL DATA (Please copy as necessary)
Name of Individual School: _Kent Island High School________
School Number __0405____ (Use MSDE four digit identifier only)
In the table below please provide a count of the number of students in each category.
ELL STUDENT CATEGORY
TOTAL
A. Enrollment (PreK-12) as of October 31, 2003
4
B. ELL students with an IEP
0
C. Students with interrupted schooling
0
D. Students illiterate in native language
(Grades 3-12)
E. Number of ELL students who dropped out**
during the school year ending June 30, 2003
0
F. Number of identified ELL students refusing
service (i.e., verified through parental waiver
letter) during the school year ending June 30, 2003
0
0
**DROPOUT is defined as a student who leaves school for any reason, except death, before graduation or completion of a
Maryland approved educational program and is not known to have enrolled in another school or State approved program during
the current school year (Maryland School Performance Program: Guide for Defining the Data-Based Areas by Local School
Systems, Part II, MSDE
Maryland State Department of Education
ELL Survey-October, 2003
23
Survey of Services for English Language Learner and Immigrant Students
School Year 2003-2004
Name of School System:__Queen Anne’s County Public Schools___________
Program Description
In the table below, identify number of ELL students receiving instructional services provided by schools in your system.
Instructional Services Provided
PreK
A. ESL Classes (Specific periods of ESL instruction)
1. Pull out (separate ESL class provided)
4
2. Inclusion (support provided in
mainstream classes)
3. Sheltered English
Content Area: ESL English
Content Area: ESL Social Studies
Content Area: ESL Science
Content Area: ESL Mathematics
4. Other (specify) Monitored
B. Bilingual Education
1. Transitional Bilingual Education
(ELL students receive some instruction
through native language; however, the
goal is to transition to English as
rapidly as possible, rapid shift toward
primary use of English)
2. Maintenance Bilingual Education
(Most students are ELL and from the
same language background. Receive
significant amounts of instruction in
native language. Unlike traditional
programs, these aim to develop English
proficiency, but also to develop
academic proficiency in the native
language).
3. Two-way Bilingual Programs
(About half of students are native
speakers of English, the other half are
ELL from the same language group.
Goal is to develop proficiency in both
languages for both groups).
C.
Bilingual Tutoring (Small group
assistance with native language support)
B. Other (specify)
Maryland State Department of Education
ELL Survey-October, 2003
K
10
1
8
2
6
Number of Students
3
4
5
6
7
4
2
2
1
1
6
8
1
1
9
10
11
12
2
1
1
24