Enumclaw School District
English Language Development Program 2015-2016
1.
Identification and Placement.
a. Upon registration, parents/guardians fill out a Home Language Survey. The Home
Language Survey (Appendix C) is immediately sent to the district’s English Language
Coordinators.
b. If the parents/guardians have indicated that a language other than English was the
student’s primary language, then the initial Washington English Language Proficiency
Assessment (WELPA placement test) is administered.
c. The ELD coordinators will also communicate monthly with the Native American
program coordinator to determine if there are any Native American students who may
qualify for language enrichment services. Those students identified will take the
WELPA placement test to determine if they qualify. Those students scoring a 1, 2, or 3
would be eligible for language support.
d. The results of the WELPA placement test determine interventions and supports and will
be placed in the student’s cumulative file.
e. There is no screening done for other content areas. K-5 placement is based on age and 612 placements are based on age as well as a review of transcripts from the previous
school.
2. Communication of ELL Placement to Parents, Students, and Schools.
a. The ELD Coordinators will send a letter to the parents/guardians in their primary
language within 30 days after the beginning of the school year or within 10 days if their
child enrolled after the beginning of the year. A copy of this letter will be placed in the
student’s cumulative file. (Appendix A)
b. Teachers and Schools will receive a English Language Support ( ELSP) for ELL students
placed in their class. The ELSP will indicate the student’s language level, a description
of linguistic proficiency, modifications needed to daily instruction, as well as
accommodations needed for testing. (Appendix B)
3. English Language Development and Support
a. Students in grades K-5 will receive assistance from a para-educator working with
guidance from the classroom teacher and the elementary ELD coordinator/certified
teacher.
b. Students in grades 6-8 will work with a certified ELL teacher either in a pull out class
model at Thunder Mountain Middle school or a push in model at Enumclaw Middle
School..
c. Students in grades 9-12 will either receive daily support in an ELL support class or three
times a week during the intervention period depending on the EL’s need. This class will
focus directly on the Washington State ELP standards as well as provide support to ELL
students with their core academic classes.
d. ELLs in 3rd, 4th, and 5th grade scoring a level 1 or 2 on the state tests will be invited to a
ELD language and literacy summer program..
4. Qualified Staff
a. The ELD coordinator swill provide periodic trainings to the para-educator staff on
English Language Development and effective intervention.
b. The ELD coordinator will communicate with classroom teachers, as well as act as a
resource and coach to classroom teachers to ensure that ELLs in their class can access
the instruction.
c. All classroom teachers will understand their responsibility to ensure these students can
access the instruction.
d. The ELD coordinator will provide opportunities for professional development for
learning and implementing best practices for instruction of ELLs.
5. System for Determining whether ELL’s are making progress.
a. The ELD coordinator will use the WELPA to determine if students are making annual
progress in regards to English Language Development.
b. The Smarter Balance results will be used to determine progress in Reading, writing, math
and science for students in grades 3-12.
c. The DRA and district CBA’s, along will be used to monitor students and determine
progress on a quarterly bases in the elementary schools and periodic grade checks
through Skyward will determine progress at the secondary schools.
6. Monitoring Transitional Students
a. Students who receive a comprehensive score of 4 on the WELPA annual exam will
transition out of the ELD program.
b. Transitional ELL Students will be monitored every two months through direct
communication with the classroom teacher and grade checks on Skyward. When
concerns arise, the ELD coordinators will work with teachers and principals to determine
appropriate interventions.
7. System to Ensure ELLs have access same programs and services as all other students.
a. The ELD coordinator will work with parents and teachers and students to ensure equal
access to AP classes and gifted programs
b. The ELD coordinator will work with principals, parents, and students to ensure equal
access to extracurricular programs.
c. The district will provide information of special programs and services in Spanish
whenever feasibly possible.
8. System in Place to Support ELLs in Graduating and Accessing Post-Secondary Options
a. The high school counselors will consult and work with the ELD coordinator to review
credits awarded for secondary work completed in other countries.
b. The high school counselors and the ELD coordinator will work together to monitor
ELL’s progress towards graduating.
c. ELLs will be assisted with information about applying to college, technical training and
other post-secondary options during their ELD support class.
9. Parent Outreach and Involvement in Program Planning Process
a. The Hispanic Parent Advocacy Committee (HPAC) meets three times a year as a general
meeting and four times a year with the leaders of this group.
b. Communications of important events are released in both Spanish and English. .
Title III Parent Notification of Student Placement
English Language Development Program
Child’s Name: ________________________________________ Date:___________________________
School: _______________________________ 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 2015-2016 school year.
The district identified your child as being limited English proficient through test results. Your child’s
proficiency in English measured at Level I: ___, Level II: ___, Level III: ___ on the Washington English
Language Proficiency Assessment (Placement Test) (WELPA).
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 score a Level IV on
the annual Washington English Language Proficiency Assessment (WELPA). Most students successfully
exit the program within 5-7 years. When exited from the program, your child’s performance will
continue to be monitored to determine if future assistance is needed.
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.
Please visit our school to discuss your child’s progress in English language development and academic
achievement. Contact Kim Hatzenbeler at (360)802-7105 if you wish to set up an appointment.
Your child is enrolled in the following English language development program(s)
Appendix A
The school district has the following English language development program(s):
____ Dual Language Program: Dual language programs provide integrated language and academic
instruction for native English and native speakers of another language with the goals of high academic
achievement, first and second language proficiency, and cross-cultural understanding (Christian, 1994).
____ Developmental Bilingual Education (Late-Exit): Developmental bilingual education (DBE), also
referred to as late-exit bilingual education (Ramirez, 1992), educates English language learners using
both English and their first language for academic instruction. DBE programs aim to promote high
levels of academic achievement in all curricular areas and full academic language proficiency in the
students' first and second languages.
____ Transitional Bilingual Education (Early-Exit): Transitional bilingual education (TBE) – also known
as early-exit bilingual education (Ramirez, 1992) provides academic instruction in English language
learners' primary language as they learn English.
__X_ Sheltered Instruction (Content-Based ESL): Sheltered Instruction is an approach for teaching
content to English language learners (ELLs) in strategic ways that make academic subject matter
concepts comprehensible while promoting the students' English language development. (Echevarria, J.,
Vogt M.-E., & Short, D., 2000)
____ Newcomer Program: Newcomer programs help students to acquire beginning English language
skills along with core academic skills and knowledge, and to acculturate to the U.S. school system.
Sincerely,
Kim Hatzenbeler
ELD Program Coordinator
Enumclaw School District
(360)802-7105
Appendix A cont.
EL Support Plan for Proficiency Level 1b:2nd & 3rd Grade School Year 2014-2015
STUDENT INFORMATION
Name
Home Language
ELD Program Entry Date
Grade Level
3
Teacher/Team
Proficiency Level at Entry
Proficiency Level
1b
L2
CLASSROOM IMPLICATIONS:







Recommended Instructional
Recommended
Recommended
Strategies
Accommodations
Modifications
Explicit vocabulary instruction and  Use assistive technology
 Have student rephrase directions
practice (frontloading, repetition)  Read aloud/rephrase difficult
 Provide visual support
Visual support and modeling
words, phrases, idioms on tests
 Allow language errors when
assessing content
Link concepts to personal and
 Cooperative learning
academic background
 Additional time to complete tasks  Slow the pace of instruction
Extensive oral language practice
 Opportunity to revise/redo
 Chunk tasks and/or give an outline
Thinking Maps
for an assignment
 Opportunity to show
Sentence frames
understanding in multiple modes
 Adapted texts
Tiered questioning
BREAK DOWN OF LEVELS WELPA
ADDITIONAL SERVICES
Speaking –
Listening –
ReadingWriting-
Special Education
Migrant
Speech/Language Therapy
504 Plan
Other: ______________________________________
DESCRIPTION OF PROFICIENCY LEVEL
Receptive Language
Productive Language
Interactive Language
(Listening/Reading)
ELP standard 1,8
9*(speaking/writing)
(Speaking and writing)
(Collaborative use or
reading/writing/speaking/listening)
ELP Standards 2, 5, 6
ELP standards 3,4,7,10
• identify some key words and phrases
• identify the main topic or message/lesson
• deliver simple oral presentations
• compose written texts
• ask and answer questions about the
meaning of frequently occurring words,
phrases, and expressions
• express an opinion
* communicate simple information about a
topic
* recount two events in sequence
* use frequently occurring linking words
(e.g., and, then) with emerging control.
• show increasing awareness of differences
between informal “playground” speech and
language appropriate to the classroom
• use some words learned through
conversations, reading, and being read to.
• recognize and use some frequently
occurring collective nouns (e.g. group)
• use frequently occurring verbs,
adjectives, adverbs, and conjunctions
• produce simple sentences in response to
prompts.
• participate in short conversations,
discussions, and written exchanges
• take turns
• respond to simple yes/no and whquestions
• carry out short individual or shared
research projects
• recall information from experience
• gather information from provided sources
• record some information/observations in
simple notes
• identify a reason an author or a speaker
gives to support the main point.
: FOR MORE DETAILS ON STANDARDS GO TO HTTPS://WWW.K12.WA.US/MIGRANTBILINGUAL/PUBDOCS/ELP/WA-ELP-STANDARDS-K12.PDF
APPENDIX B
ASSESSMENT ACCOMMODATIONS – review prior to assessment to ensure these are still appropriate
Presentation
Read-Aloud: Human Readers and ReadAloud CDs **
Test in Small group
Read-Aloud: Translated
Presentations***
Response
Spell Check/Word Prediction
Software***
Grammar Devices** ***
Voice Recognition Software: Speechto-Text***
Scribes***
Other
Student has IEP or 504 – see plan for
more accommodations
MSP Math or Math/Science only
___________________________
English Glossaries** ***
** Content-specific restrictions apply
*** Not available on WELPA
See: http://www.k12.wa.us/assessment/alternativeassessment/pubdocs/AccommodationManual.pdf
Appendix B cont.
Office of Superintendent of Public Instruction (OSPI)
Home Language Survey
Student Name:
Birth Date:
Date:
Gender:
Grade:
Form Completed by:
Parent/Guardian Name
Relationship to Student
Parent/Guardian Signature
If available, in what language would you prefer to receive communication from the school?
Did your child receive English language development support through the Transitional Bilingual Instruction Program in the last
school your child attended? Yes__ No__ Don’t Know__
1.
In what country was your child born?
____________________
2.
What language did your child first learn to speak?*
__________________
3.
What language does YOUR CHILD use the most at home?*
____________________
4.
What language(s) do parent/guardians use the most when you speak to your child?
_____________________
_____________________
5.
Has your child ever received formal education* outside of the United States?
If yes, in what language(s) was
instruction given?
_____________________ For how
many months? ____
(Kindergarten – 12th grade)
_____Yes _____No
”Formal education” does not include refugee camps or other unaccredited programs for
children.
6.
When did your child first attend a school in the United States?
7.
Do grandparent(s) or parent(s) have a Native American tribal affiliation?
_____Yes _____No
Appendix C
(Kindergarten – 12th grade)
_______________________
Month
Day
Year
*WAC 392-160-005:
"Primary language" means the language most often used by a student (not necessarily by parents, guardians, or
others) for communication in the student's place of residence.
Note to district: A response of a language other than English to question #2 OR question #3 triggers ELL placement testing
The Purpose of the Home Language Survey
The Home Language Survey is given to all students enrolling in Washington schools. The following information should help
answer some of the questions you may have about this form.
What is the purpose of the Home Language Survey?
The primary purpose of the Home Language Survey is to help identify students who may qualify for support to help them
develop the English language skills necessary for success in the classroom and who may qualify for other services. It is
important that this information be correctly recorded since it can affect the eligibility of students for services they need to
be successful in school. Testing may be necessary to determine whether or not additional language and academic supports
are needed. No student will be placed in an English language development program based solely on responses to this form.
Why do you ask about the student’s first language and language(s) used in the home?
The two questions about the student’s language help us to determine:
 if your student may be eligible for assistance with learning English, and
 whether staff at the school should be aware of other languages being used by the student at home.
The language your child first learned may be different from the language your child uses for communication at home now.
The responses to both of these questions will assist the school in providing instruction appropriate to the individual
student’s needs as well as help with communication needs that may arise. Students who first learned a language other
than English may qualify for additional supports. Even students who speak English well may still need support in developing
the language skills needed to be successful in school.
Why do you ask where the student was born?
This information helps the school district and the state determine if the student meets the definition of immigrant for the
purposes of federal funding. This applies even when the student’s parents are both US citizens, but the student was born
outside of the United States. This form is not used to identify students who may be undocumented.
Why do you ask about my student’s previous education?
Information about a student’s education will help ensure that the student’s education both within and outside of the
United States is considered in any recommendations made for participation in programs and district services. The student’s
educational background is also important information to help determine if the student is making adequate progress toward
state standards based on their prior educational background.
Thank you for providing the information needed on the Home Language Survey. Contact your school district if you have
further questions about this form or about services available at your child’s school.
Appendix C cont.