North Penn School District
Handbook Instructional Program For
English Language Learners (ELLs)
A resource detailing the North Penn School District’s
English Language Learner program.
North Penn School District
401 East Hancock Street, Lansdale, PA 19446
215-368-0400 | www.npenn.org
ELL Program Handbook Table of Contents Table of Contents
Section 1 – Program Overview
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Definition of LEP (Limited English Proficient) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Program Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Enrollment and Identification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Entry/Exit Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2
Grading Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guidelines for secondary classes and graduation requirements . . . . . . . . . . . . . . . . . . . . . . 2-3
Other Considerations for LEP students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Reading Intervention, Title I/Reading Support, Special Education, Retention . . . . . . . . . . . . 3
Section 2 – Staffing Roles
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Elementary staffing: ELL Teacher, Assistant, Classroom Teacher, Reading Specialist . . . . . . 4
Secondary staffing: ELL Teacher, Assistant, Content Teacher . . . . . . . . . . . . . . . . . . . . . . . . 4-5
Notes for your questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Section 3 – ELL Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Section 4 – School-Wide Guide for Serving Limited-English Proficient Students . . . . . 7-10
Section 5– District Forms
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Sample of Parent Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample of Modification and accommodation checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample of Elementary ESL Language Arts Report Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample of Elementary Monitoring Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
HOME LANGUAGE SURVEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PLEASE COMPLETE AND RETURN THE HOME LANGUAGE SURVEY
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Elementary & Secondary
ESL Teacher/Assistant Chart - 2012/2013
Elementary School
ESL Teacher
Bridle Path Elementary School
Alice Murphy
Gwyn Nor Elementary School
Deb Liss
Gwynedd Square Elementary School
Hatfield Elementary School
Inglewood Elementary School
Knapp Elementary School
Kulp Elementary School
Montgomery Elementary School
Nash Elementary School
North Wales Elementary School
Oak Park Elementary School
Marilyn Loeffler, Andrea Bowers
Monisha Mukerji, Jean Hoerr
Kathry Erfle, Madhavi Rizzio
Andrea Swan, Tara West
Jess Meschino, Tamara Nardo
Joan Strouse, Alane Corrado
Shaun Stover, Nancy Kaufman, Cheryl
Wine
Nora Juarez-Gibbs, Maria Lisa
Toner
Rebecca McAdon
Abbygail Fryling
Donna Chevoor
Molly Beer
Cheryl Wine
Geretha Billetz, Sangeeta Datta
Walton Farm Elementary School
Martha Toll
Stephanie Levitt
Pennbrook Middle School
Shuping Lei
Sarah Allison
York Avenue Elementary School
Secondary School
ESL Assistant
ESL Teacher
Carol Hankey
ESL Assistant
Josephine Puglia-Robison
Penndale Middle School
Donna Detomasso-Kleinert
Cara Lewis
Pennfield Middle School
Deb Bovell
Myra Deisroth, Connie McGann
Jodie MacDonald, Lauren Morris
Maria Cabrera, Paramita Sinha
Lucille Kesilman, Kelly Scheckter
North Penn High School
Tunde Szilagi
JoEllen Reynolds
Section 1 – Program Overview: This section includes detailed information on the following topics:
Section 1 – ESL Program Overview
✓ Definition of LEP (Limited English Proficient)
✓ Goals and Objectives
✓ Program Description
✓ Enrollment and Identification
✓ Entry/Exit Criteria
✓ Grading Policy
✓ Guidelines for secondary classes and graduation requirements
✓ Other Considerations for LEP students
✓ Reading Intervention, Title I/Reading Support, Special Education, Retention
Definition Of Limited English Proficient Student
A student with limited English proficiency is an individual who:
• was not born in the United States and whose native language is a language other than English and who comes
from an environment where a language other than English is dominant, or
• was born in the United States but who comes from an environment where a language other than English is
dominant and English is not a first language, or
• is migratory and whose native language is other than English and comes from an environment where a
language other than English is dominant.
Instructional Program for English Language Learners (ELLs): Goals and Objectives
The primary goal of the North Penn School District Instructional Program for English Language Learners is to increase
the English language proficiency of limited English proficient students so that they can meet state and district
academic standards. A related goal is to increase English language proficiency so that students can fully and
successfully participate in all mainstreamed classes at an age-appropriate grade level. To meet these goals, the
objectives of ELL instruction are the development of listening, speaking, reading, and writing skills in English, so
that ELLs can communicate for social and instructional purposes within the school setting and to increase English
language skills so that ELLs can communicate information,ideas, and concepts necessary for academic success in
content areas.
Program Description
An ELL program is provided in each district school where at least one student attends who is in need of ELL instruction.
At the elementary level, ELL teachers and assistants meet the needs of approximately 350 ELL students in thirteen
elementary schools. At the secondary level, ELL teachers and assistants meet the needs of about 150 ELL students,
grades 7-12, in three middle schools and one high school. These students come from a multitude of countries and
speak more than sixty different languages.
Enrollment and Identification of Limited English Proficient (LEP) Students
ELL instruction is designed to meet each Limited English proficient student’s individual needs based on the results of
the Home Language Survey and assessments in listening, speaking, reading and writing. The Home Language Survey
is completed by/for every family upon registering in the school district. If the Home Language Survey indicates that
the student was born in a country other than the United States, and/or a language other than English is spoken
in the student’s home, the following procedures will be followed: The District Registrar will notify the appropriate
personnel at the student’s school of attendance. A copy of the Home Language Survey and the Registration Form
will be placed in the student’s cumulative folder. The school staff will be notified of the date the student will begin
school. At the elementary schools, the building secretary will receive initial notification and proceed to contact the
ELL teacher. At the middle schools, the guidance counselor will be the initial contact. He/she, in turn, will contact
the ELL teacher. In addition, at the high school level, the high school registrar will initially receive the registration
information, and then contact the ELL teacher.
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English Language Learners: Entry Criteria According to the Basic Educational Circular (BEC)
Based on the responses to the home language survey (HLS), students must be assessed for potential placement
in a program unless they meet the criteria outlined below. There are certain scenarios that may preclude
assessment if a student can demonstrate English language proficiency (ELP);
Students should meet two of the following three criteria to be exempted from a formal ELP assessment. Student
records for children from other states or school systems can be considered as part of the criteria.
Final grades of B or better in core subject areas (Mathematics, Language Arts, Science, Social Studies);
Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA;
Scores of Basic in Reading, Writing and Math on the PSSA or an equivalent assessment from another state.
I. Entrance into the ELL Program: if the initial process indicates the need for ELL assessment, the ELL teacher will
arrange for the WIDA English Proficiency Assessment exam (W-Apt). The results of this assessment and review of
previous school records will be used to determine which ELL services/classes will be provided to the students. All
assessment results, anecdotal records, etc, will be maintained in a red folder. These folders will be kept in each
child’s cumulative folder.
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Section 1 – ESL Program Overview
II. Interim: several criteria will be utilized to monitor the student’s progress in developing English proficiency
A. Feedback from content teachers, ELL teacher, Reading Specialist, ELL assistants, and parent
B. Interim reports, report cards
C. Assessments: including PSSA, ACCESS, W-PT, GRADE, content area assessments
D. Information from Child Study Team meetings
E. Communication with ELL student’s parents with interpreters as needed.
F. Secondary students pass Keystone Exams Algebra Biology, English Composition, and English Literature
G. For secondary students additional assessments will be used to determine a student’s math level to provide
appropriate placement into a math class.
III. Required State Exit Criteria
1. Score of Basic on the annual reading and math Pennsylvania System of School Assessment (PSSA)or Keystone.
• Special Circumstances: For students transferring from other states, out-of-state academic achievement
assessment results may be considered when the academic proficiency level is comparable to Basic on the
PSSA.
• Special Circumstances: For students that are in a grade that is not assessed with the PSSA, LEA’s must use
each of the remaining criteria listed below to exit students.
2. Score of 5.0 on Tier C ACCESS for ELLS assessment (Pennsylvania State proficiency test) in the areas of Listening,
Speaking, Reading and Writing on the annual state English language proficiency assessment. The 5.0 score will
be based on the total composite assessment results.*
(*Score of proficient on the reading PSSA can be used along with all other required criteria to justify exit for students
who achieve a composite score of 4.5-4.9 on the ACCESS test.)
Additional Exit Criteria:
3. Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies).
4. Scores on district-wide assessments that are comparable to the Basic performance level on the PSSA.
English Language Learners: Grading Policy
According to the Basic Educational Circular (BEC): “The language instructional program must also provide ELLs
with meaningful, comprehensible access to instruction in all content areas required by Pennsylvania academic
standards.” In order to make the curriculum comprehensible the instruction and assessments must be modified to
accommodate the ELL’s language level.
K-6 Beginner – no grades: All K-6 Limited English Proficient beginner students will participate in all curricular areas
with modifications and accommodations. Students may not be graded for up to two marking periods, or dependent
on students’ needs. Grading will begin at an appropriate time as determined by the ELL teacher and classroom
teacher. Each beginner elementary ELL student in grades K to 6 will receive a regular report card. Please use the
Progress Level Indicators for marking the Characteristics of a Successful Learner and Performance Level Indicators
for marking the content areas where possible. Please check ELL box on the report card.
The grade level report card may be accompanied by an ESL Language Arts report card, completed by the ESL
teacher, each marking period for only beginner ELLs only. (See sample “ELL: Language Arts Beginner” report card
among “District Forms.”) Kindergarten ELLs will only receive the Grade level report card, even if they are at a
beginner level.
7-12 Beginner – graded: All 7th to 12th grade Limited English Proficient beginner students will be graded with
modifications and accommodations as needed. Students who arrive as non-speakers and score 2.9 or below on
the W-Apt may receive a P grade for their first two report cards and still receive credit for the course. See the back
of the booklet for examples of modifications and accommodations.
K-12 Intermediate and Advanced – graded: Intermediate and Advanced Limited English Proficient students will
participate in all curricular areas with modifications and accommodations as needed. Students will also be graded
with modifications and accommodations as needed.
Assessment accommodations may include: Tests read aloud, students may use books or Graphic Organizers, limit
multiple choice answers, use of dictionary or translator during testing, providing extra time for test taking, word
banks, providing sentence starters for short answers, limiting essay responses, overlooking grammar and sentence
structure, alternative assessments, math word problems put in simplified language, providing formula sheets for
math, use of calculators, get rid of negatively worded questions such as “all are true except”, limit true/false tests.
Guidelines for student placement into secondary classes:
For students entering with transcripts and formal education in their L1: After W-Apt screening and assessment in math,
a student should be placed on their academic, cognitive level into the appropriate classes. They should follow a
regular schedule for High School graduation. Language proficiency should not dictate the level of placement
for classes.
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For students entering without transcripts and/or lack of formal, interrupted education: After W-Apt screening
and assessment in math, a program will be devised based on ways to bridge the achievement gap. Literacy,
language and math will be the priority. PA state DOE requirements and BEC guidelines must be followed.
Section 1 – ESL Program Overview
Language Arts: Students who are untestable on the W-Apt due to very limited education background may be
placed in both ESL basic/beginner and an additional reading class. Placement in the additional reading class may
necessitate waiving credits in other areas temporarily.
Mathematics - one of the following options may be selected to bridge the achievement gap:
1. Students scoring 1-2 years below grade level in math will be included within the regular math classes, using
accommodations and modifications as necessary.
2. Students scoring at least 3 years below grade level in math will have access to additional math intervention,
which may be taken in place of a waived math class, students will receive credit for the math intervention.
3. Students scoring at least 3 grade levels below in math may also be placed in a below level math class, on their
instructional level, and receive credit. For example a ninth grade student may be placed in a 7th grade math
class and receive credit.
4. Students scoring at least 3 grade levels below math may take, and receive credits, for take both a math
intervention and a below level math class.
For example: a student may take an intervention such as ALEKS for one period and a below level math class.
5. They might also take two math courses concurrently to bridge the achievement gap. They will be graded in
the lower one, and pass/fail, if needed, in the higher level class. Credit will be received for both classes, as long
as the student is passing.
Additional classes:
1. Consideration will be given to what classes will have to be waived, due to their limited background in schooling
and need to bridge their achievement gap.
2. Minors and classes, not mandated by the state for graduation, may be waived for students who are receiving
additional reading and math classes. Credit will be awarded for the additional classes taken.
Other Considerations for Limited English Proficient (LEP) Students
I. Reading Intervention/ELL students: Identifying ELL students for the Title I Reading Support Program Students
currently in the ESL program are eligible for referral to the Title I/Reading Support programs using the following
criteria to determine eligibility:
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Grades K to 6 students who score a 3.0 to 6.0 on the W-Apt or ACCESS Language Proficiency Test
For some students who are currently in the ELL program, decisions about eligibility will need to be made
on an individual basis. This may include students with a language fluency level below 3.0 according to the
W-APT or ACCESS Language Proficiency Test. The ELL teacher and Title I/Reading Support teacher (with
input from the Reading Specialist and Principal) must consider longevity in the ELL program when making
the determination for eligibility for the TitleI/Reading Support intervention program.
It may also include children who have high receptive and expressive language scores on the ACCESS or
W-APT, but fall below the 3.0 level because of very low reading and writing subtests.
Reading support, by law, cannot be denied due to ESL status. Participation should be according to the
established eligibility criteria for Title I or Reading Support.
Students who have exited the ESL program, according to ESL exiting criteria, are eligible for referral to the Title I/
Reading Support program. Participation will be according to the established eligibility criteria.
II. Special Education: A LEP student may be referred for CST review and/or special education placement. The
multidisciplinary team will include the student’s ELL teacher and other appropriate personnel. The multidisciplinary
evaluation must find that the LEP student’s disability or exceptionality is not based on limited, interrupted or no
formal education. A language assessment must be conducted and, when appropriate, pertinent evaluations will
be conducted in the student’s primary language.
III. Gifted Education: A LEP student may be referred for Gifted Education placement. The multidisciplinary team will
include the ELL teacher and other appropriate personnel.
IV. Retention: Retention of a LEP student in a grade is not, and cannot, be based solely on a student’s limited English
proficiency. Evidence of the need for retention must include lack of progress toward grade level standards, limited
performance on district assessments, and limited success in the regular education program.
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Section 2 - Staffing Roles: This section includes detailed information on the following topics:
Section 2 – ESL Staffing Roles
✓ What Elementary English Language Learner teachers are responsible for
✓ What secondary English Language Learner teachers are responsible for
English Language Learners: Staffing Roles - Elementary
The elementary English Language Learner teacher is responsible for:
• Initial assessment and placement of ELL students
• Yearly district and state assessment of ELL students
• Initial scheduling for ELL instruction and support
• Primary instruction of English Language Acquisition
• Compiling information for and/or attendance at parent conferences, CST, MDE, or IEP meetings, etc.
• Record keeping of current and monitored ELL students
• Tracking exit criteria
• Providing resources and guiding instruction to ESL assistants
• Collaboration with classroom teachers for
A. curriculum modifications and accommodations as needed
B. grading of students
C. integration of all curriculum when possible
• Monitoring of exited students by post exit forms being sent to classroom teachers at the end of each marking
period for two years. Forms will be kept in the red ESL folder to document growth and/or any supports put into
place.
• Grading of LEP students in their schools
• Participation in regularly scheduled ELL meetings
• Maintaining an inventory of ELL materials in assigned schools
The elementary English Language Learner assistant is responsible for:
• Assisting in the identification and referral of students for participation in the ELL program
• Providing students with support in the acquisition of
A. English language skills
B. content area skills
• Working with the classroom teacher for implementation of instructional needs
• Working with students in preparation of special assignments
• Helping with the administration of standardized tests under the direction of the teacher.
• Conferring with the classroom teacher and ELL teacher to share student progress and plan future needs
• Sharing student progress quarterly with the appropriate professional staff
• Participation in regularly scheduled ELL meetings.
At the elementary level, the classroom teacher will:
• Instruct LEP students in all curricular areas
• Modify content area curriculum where necessary
• Make accommodations for LEP students as needed
• Grade with accommodations and modifications appropriate to the English language proficiency level of the
ELL
• Provide a warm and welcoming environment
English Language Learners: Staffing Roles- Secondary
The secondary English Language Learner teacher is responsible for:
• Initial assessment and placement of LEP students
• Yearly district and state assessment of ELL students
• Initial scheduling ELL instruction, content area instruction and support
• Primary instruction of English Language Acquisition
• Compiling information for and/or attendance at Parent Conferences, Child Study Team meetings, MDEs, IEPs,
etc.
• Record keeping of current and monitored LEP students
• Tracking exit criteria
• Providing resources and guiding instruction to ESL assistants
• Collaborating with content area teachers
A. provide curriculum modifications and accommodations as needed
B. grading of students in ESL
C. sharing strategies used in the SIOP components to facilitate learning.
• Monitoring exited students using Teacher Access Center and recording data on blue ESL cards in the cum
folder. Recording will document growth and/or any supports put into place.
• Participation in regularly scheduled ELL meetings
• Maintaining an inventory of ELL materials in assigned schools
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Section 2 – ESL Staffing Roles
The secondary ELL assistant is responsible for:
• Assisting ELL teachers with clerical duties
• Assisting with the preparation of ELL instructional materials
• Providing students with support in the acquisition of
A. English language skills
B. Content area skills
• Conferring regularly with the content area teachers to implement
• Instructional needs, share student progress and plan for future needs
• Helping with administration of standardized tests with the direction of the ELL teacher
• Working with students in preparation of special assignments: graduation projects, reports, classroom presentations, etc.
• Participation in regularly scheduled ELL meetings.
At the secondary level, the content area teacher will:
• Provide LEP students with appropriate instruction in the specific content area
• Modify content area curriculum and accommodate where necessary
• Grade with accommodations and modifications appropriate to the English language proficiency level of the
ELL
• Provide a positive environment
• Maintain LEP student’s involvement in classroom activities
Questions so far? Write them down here and ask your the ESL teacher at your childs school.
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Section 3 - ELL Levels: This section includes detailed information on the following topics:
✓ “Limited English” Language Proficiency Level identification
✓ Breakdown of each ELL Level
Section 3 – ELL Learning Levels
“Limited English” Language Proficiency Levels
Within the North Penn School District ELL Program, students are generally identified as one of the following:
• Beginner (B)
• Intermediate (I)
• Advanced (A)
• PHLOTE, Primary Home Language Other Than English (P)
• Exited (E)
• Monitored (M)
These student levels are aligned with the English language proficiency levels resulting from standardized
assessments. For example:
• Beginners could be Level 1 (Entering) or Level 2 (Beginning)
• Intermediates could be Level 2 (Beginning), Level 3 (Developing) , or Level 4 (Expanding)
• Advanced ELLs could be Level 4 (Expanding) or Level 5 (Bridging)
• Exited and Monitored students could be Level 5 (Bridging) or Level 6 (Fully Proficient).
These levels are also utilized in the five Pennsylvania English Language Proficiency (ELP) Standards:
• ELP Standard 1: English language learners communicate in English for SOCIAL AND INSTRUCTIONAL purposes
within the school.
• ELP Standard 2: English language learners communicate information, ideas, and concepts necessary for
academic concepts necessary for academic success in the content area of LANGUAGE ARTS.
• ELP Standard 3: English language learners communicate information, ideas, and concepts necessary for
academic concepts necessary for academic success in the content are of MATHEMATICS.
• ELP Standard 4: English language learners communicate information, ideas, and concepts necessary for
academic concepts necessary for academic success in the content area of SCIENCE.
• ELP Standard 5: English language learners communicate information, ideas, and concepts necessary for
academic concepts necessary for academic success in the content area of SOCIAL STUDIES.
Limited English Proficiency Levels as identified in “Best Practice Considerations when Serving Limited –
English Proficient (LEP) Students in K-12,” by Timothy Boals, Wisconsin Department of Public Instruction
Level 1 (Entering) – Beginning/Preproduction:
• The student does not understand or speak English with the exception of a few isolated words or expressions.
Level 2 (Beginning) – Beginning/Production:
• The student understands and speaks conversational and academic English with hesitancy and difficulty.
• The student understands parts of lessons and simple directions.
• The student is at a pre-emergent or emergent level of reading and writing in English, significantly below grade level.
Level 3 (Developing) – Intermediate:
• The student understands and speaks conversational and academic English with decreasing hesitancy and
difficulty.
• The student is post-emergent, developing reading comprehension and writing skills in English.
• The student’s English literacy skills allow the student to demonstrate academic knowledge in content areas with
assistance.
Level 4 (Expanding) – Advanced Intermediate:
• The student understands and speaks conversational English without apparent difficulty, but understands and
speaks academic English with some hesitancy.
• The student continues to acquire reading and writing skills in content areas needed to achieve grade level
expectations with assistance.
Level 5 (Bridging) – Advanced:
• The student understands and speaks conversational and academic English well.
• The student is near proficient in reading, writing, and content area skills needed to meet grade level expectations.
• The student requires occasional support.
• Full English Proficiency Levels
Level 6 – Formerly LEP/Now Fully English Proficient:
• The student was formally limited-English proficient and is now fully English proficient.
• The student reads, writes, speaks and comprehends English within academic classroom settings.
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Section 4 – School-Wide Guide for LEP Students
Serving Limited-English Proficient (LEP) Students: A Schoolwide Guide
Chart 1: Grades PK-2
Levels 1-2
Levels 3-4
Levels 5-6
Classroom teacher
(Note: developmentally
appropriate primary
classes are usually very
good environments for
social English acquisition)
•
•
honor silent period
encourage peer
buddies
use real objects
use picture books
alternate assessment
and modified grading
•
children’s story/picture
books on tape
storytelling activities
language experience
approach
alternate assessment
and modified grading
•
Bilingual teacher or aide
(Note: self-contained
bilingual teachers also
function as classroom
teachers and ESL
providers)
•
strengthen the
connection with primary
language and culture
pre-teach/teach class
themes /content in
primary language
•
primary language
literacy development
language experience
approach in primary
language
•
English as a second
language teacher
•
•
total physical response
language experience
approach
communicative-based
methodologies
•
same as levels 1-2 plus
the following…
pre-teach class
themes in English using
sheltered- English
methodologies
literacy development in
English
•
•
•
•
•
•
•
•
•
•
•
•
Title I or supplemental
academic support
program
•
•
Parents
•
•
•
•
Administrator and
counselor
•
•
•
•
•
•
•
children’s story/picture
books on tape
storytelling activities
language experience
approach
primary language literacy
development
pre-teach/teach class
themes /content in
primary language
pre-teach class themes
in English using shelteredEnglish methodologies
literacy development in
English
total physical response
language experience
approach
communicative-based
methodologies
•
•
pre-teach class themes
literacy development
•
•
pre-teach class themes
literacy development
provide a language
richhome environment
by involving children
in conversations and
household routines in
the home language
when possible, read
to children in the
home language, or
paraphrase English
picture books into the
home language
ask children about their
school day, what they
learned, and if they
have homework
•
same as levels 1-2
•
same as levels 1-2
secure translators for
parent meetings and
written materials going
home
welcome parents to
all school events and
provide translators
promote alternate
assessment and
modified grading
•
same as levels 1-2
•
same as levels 1-2
Developed by Tim Boals
Source: “Best Practice Considerations When Serving Limited-English Proficient (LEP) Students in K-12”
by Timothy Boals, Wisconsin Department of Public Instruction.
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Section 4 – School-Wide Guide for LEP Students
Serving Limited-English Proficient (LEP) Students: A Schoolwide Guide
Chart 2: Grades 3-5
Classroom teacher
Levels 1-2
Levels 3-4
Levels 5-6
•
•
honor silent period
encourage peer
buddies
use real objects
use picture books
alternate assessment
and modified grading
cooperative learning
•
children’s story/picture
books on tape
storytelling activities
language experience
approach
alternate assessment
and modified grading
cooperative learning
•
•
strengthen the
connection with primary
language and culture
pre-teach/teach class
themes/content in
primary language
print exposure/literacy
development in primary
language
•
primary language
literacy development
language experience
approach in primary
language
pre-teach/teach key
concepts and skills in
primary language
•
total physical response
language experience
approach
communicative-based
methodologies
•
•
same as levels 1-2 plus:
pre-teach key
concepts, skills and
academic language in
English
literacy development in
English
•
total physical response
language experience
approach
communicative-based
methodologies
•
•
pre-teach class themes
literacy development
•
•
pre-teach class themes
literacy development
provide a languagerich home environment
by involving children
in conversations and
household routines in
the home language
when possible, read
to children in the
home language or
paraphrase English
picture books into the
home language.
ask children about their
school day, what they
learned, and if they
have homework
•
same as levels 1-2
•
same as levels 1-2
use translators for parent •
meetings and written
materials going home
welcome parents to
all school events and
provide translators
promote alternate
assessment and
modified grading
encourage involvement
in extracurricular
activities
use Individualized
Student Record Plan
(IRP)
same as levels 1-2
•
•
same as levels 1-2
promote testing
accommodations and
modified grading, as
needed
•
•
•
•
Bilingual teacher or aide
(Note: self-contained
bilingual teachers also
function as classroom
teachers and ESL
providers)
•
English as a second
language teacher
•
•
•
•
•
Title I or supplemental
academic support
program
•
•
Parents
•
•
•
•
Administrator and
counselor
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
storytelling activities
language experience
approach
cooperative learning
comic books/visually
supported content books
testing accommoda-tions
and modified grading, as
needed
primary language literacy
development
language experience
approach in primary
language
pre-teach/teach key
concepts and skills in
primary language
pre-teach key concepts,
skills and academic
language in English
using sheltered-English
methodologies
literacy development in
English
Developed by Tim Boals
8
Section 4 – School-Wide Guide for LEP Students
Serving Limited-English Proficient (LEP) Students: A Schoolwide Guide
Chart 3: Grades 6-8
Classroom teacher
(Note: LA = language
arts)
Levels 1-2
Levels 3-4
Levels 5-6
•
•
honor silent period
encourage peer
buddies
use real objects
and props in class
presentations
alternate assessment
and modified grading
use semantic mapping
activities
•
children’s story/picture
books on tape (LA)
language experience
approach (LA)
cooperative learning
alternate assessment
and modified grading
semantic mapping
visually supported
contentarea texts
•
strengthen the
connection with primary
language and culture
pre-teach/teach class
themes /content in
primary language
•
primary language
literacy development
language experience
approach in primary
language
•
total physical response
language experience
approach
communicative-based
methodologies
•
•
same as levels 1-2 plus:
pre-teach key
concepts, skills, and
academic language in
English using shelteredEnglish methodologies
literacy development in
English
•
pre-teach key
concepts, skills, and
academic language in
English
literacy development in
English
•
same as levels 1-2
•
same as levels 1-2
same as levels 1-2 plus:
encourage pass/fail
grading
•
•
same as levels 1-2 plus:
encourage letter grades
consistent with IRP goals
promote testing
accommodations and
modified grading as
needed
•
•
•
Bilingual teacher or aide
(Note: self-contained
bilingual teachers also
function as classroom
teachers and ESL
providers)
•
English as a second
language teacher
•
•
•
•
•
•
•
•
•
•
•
Title I or supplemental
academic support
program
Parents
•
•
•
•
•
•
Administrator and
counselor
•
•
•
•
•
•
total physical response
language experience
approach
communicative-based
methodologies
•
provide a languagerich home environment
by involving children
in conversations and
household routines in
the home language
encourage
maintenance of
reading skills in the
home language
ask children about their
school day, what they
learned, and if they
have homework.
•
•
use translators for parent •
•
meetings and written
materials going home
welcome parents to
all school events and
provide translators
encourage involvement
in extracurricular
activities
set up study halls with
peer tutoring
encourage nongraded
learning
participate in creating
Individualized Student
Record Plan (IRP)
•
•
•
•
•
•
•
•
•
children’s story/picture
books on tape (LA)
language experience
approach (LA)
cooperative learning
comic books (LA)
testing accommodations
and modified grading, as
needed
semantic mapping
primary language literacy
development
pre-teach/teach key
concepts and skills in
primary language
pre-teach key
concepts, skills, and
academic language
using sheltered-English
methodologies
literacy development in
English
pre-teach key concepts,
skills, and academic
language in English
literacy development in
English
Developed by Tim Boals
9
Section 4 – School-Wide Guide for LEP Students
Serving Limited-English Proficient (LEP) Students: A Schoolwide Guide
Chart 4: Grades 9-12
Classroom teacher
(Note: LA = language
arts)
Levels 1-2
Levels 3-4
Levels 5-6
•
•
•
honor silent period
use peer buddies
use real objects
and props in class
presentations
alternate assessment
and modified grading
use semantic mapping
activities
cooperative learning
children’s story/picture
books on tape
•
•
children’s story/picture
books and books on
tape (LA)
language experience
approach (LA)
cooperative learning
alternate assessment
and modified grading
semantic mapping
visually supported
contentarea texts
•
strengthen connection
with primary language
and culture
pre-teach/teach class
themes/content in
primary language
•
primary language
literacy development
language experience
approach in primary
language
•
total physical response
language experience
approach
communicative-based
methodologies
•
•
same as levels 1-2 plus:
pre-teach key
concepts/skills/
academic language in
English using shelteredEnglish methodologies
literacy development in
English
•
pre-teach concepts,
skills and academic
language in English
literacy development in
English
•
same as levels 1-2
•
same as levels 1-2
same as levels 1-2 plus:
encourage pass/fail
grading
schedule into most
nonacademic courses,
BL/ESL, and math
introduce science and
modified language arts
alternate assessment
and modified grading
•
•
same as levels 1-2 plus:
encourage letter grades
consistent with IRP goals
promote testing
accommodations and
modified grading as
needed
schedule into nonacademic courses, BL/
ESL, and math
science and modified
language arts
social studies
•
•
•
•
Bilingual teacher or aide
•
•
English as a second
language teacher
•
•
•
•
•
•
•
•
•
•
Title I or supplemental
academic support
program
•
•
Parents
•
•
•
•
Administrator and
counselor
(Note: consider course
placement issues with
respect to language
proficiency. If a bilingual
program exists, content
classes can be taught in
the native language.
If not, follow order for
course introduction
proposed here and
remember that
contentbased ESL
support must be provided
either by sheltering
the instruction or preteaching key concepts,
skills and language)
•
•
•
•
•
•
•
•
total physical response
language experience
approach
communicative-based
methodologies
•
•
provide a language•
rich home environment
by involving children
in conversations and
household routines in
the home language
encourage mainten
ance of reading skills in
the home language
ask adolescents about
their school day, what
they learned, and if they
have homework.
use translators for parent
meetings and written
materials to home
welcome parents to all
events/have translators
involvement in extracurricular activities
set up study halls with
peer tutoring
encourage non-graded
learning
participate in creating
Individualized Student
Record Plan (IRP)
schedule into most
nonacademic courses,
BL/ESL, and math
alternate assessment
and modified grading
10
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
children’s story/picture
books on tape (LA)
language experience
approach (LA)
cooperative learning
comic books (LA)
testing accommoda-tions
and modified grading, as
needed
semantic mapping
visually supported
contentarea texts
primary language literacy
development
pre-teach/teach key
concepts and skills in
primary language
pre-teach key concepts,
skills, and academic
language in English
using sheltered-English
methodologies
literacy development in
English
pre-teach key concepts,
skills and academic
language in English
literacy development in
English
Developed by Tim Boals
Student Name:
School Year:
SA
M
PL
E
Assessment Accommodations
☐ Test read to student in the classroom
☐ Tests read to student in the ESL resources classroom or intervention period
☐ Can use book/and notebook for tests
☐ Can use their self - created study materials such as note cards
☐ Study guide provided
☐ Limited multiple choice answers
☐ Use of dictionary and translator during testing
☐ Provide extra time for test taking
☐ Word bank (eliminate any distracters)
☐ Chunking of questions
☐ Provide sentence starters for short answers
☐ Limit essay responses
☐ Overlook grammar and sentence structure
☐ Allow for alternative assessment expression such as list format instead of essay format
☐ Math word problems need to be put in simplified language (few words
rds as possible)
☐ Provide formula sheet for math
☐ Calculator needed for tests
☐ Limit negative questions such as “the least” or “except”
Classroom Accommodations
☐ Preferential seating
☐ Use of peer buddy
☐ Check for understanding of assignments, directions
etc.
ections for tests, worksheets, home
homework, et
☐ Provide graphic organizers
☐ Provide relevant vocabulary lists with simplifi
mplified definitions
☐ Provide copies of notes of other more
re
e proficient students if needed
need
☐ Modify homework assignments - ie,
e, limit number, quality versus qua
quantity
☐ Provide word walls
☐ Use visuals and “hands-on” manipulatives
anipulatives
☐ Use gestures to convey meaning non-verbally
erbally
☐ Provide concrete “real”
al”” examples and experiences
☐ Build background
☐ Use short simple sentences
entences
☐ Establish consistent
stentt classroom routines
☐ Scaffolding
g tiered questions
uestions
☐ Accommodate
modate classroom presentations
☐ Establish
lish
h dialogue with families and utilize language
langu
line
☐ Encourage
courage student coming to you for extra help
h
and intervention
☐ Speak
Spea slowly
☐ Provide uvsual language to supplement
supplemen oral lectures
supplem
☐ Please write in manuscript on the board
boa
bo
11
Post-Exit ELL Monitoring Form (Elementary)
Student Name
The classroom teacher is
responsible for completing this
form each marking
g period
p
and
returning it to the
e ESL tea
teacher for
review.
Name of classroom teacher
(1st year of monitoring)
Name of classroom teacher
(2nd year of monitoring)
Name of ESL teacher
(1st year of monitoring)
Name of ESL teacher
(2nd year of monitoring)
The ESL teacher
eacher is respon
responsible for
reviewing
ng this form each time
tim that
it is completed by the classroom
classroo
teacher.
cher.
Mrs. Loeffler
SA
M
PL
E
Mrs. Loeffler
Exiting ACCESS for ELLs® Results:
Composite
Listening
Speaking
Reading
Writing
Literacy
Comprehension
Oral
Languag
Language
PSSA Results (Below basic, Basic, Proficient, Advanced):
Reading
Mathematics
Writing
riting
1st
Year of
monitoring
2nd year of
monitoring
1st year of
monitoring
Is the student receiving any special services?
n to the
e standard academic program)
(any academic services/programs in addition
If yes, describe the services (1 st year):
NO
2nd year of
monitoring
YES
NO
If yes, describe the services (2nd year):
r):
Rate the student’s performance
rmance in each of the following areas
(1 = never
2 = seldom
om
3 = sometimes 4 = often 5 = always)
alw
1. The student completes
etes assignments onon
on-time.
-time.
tim - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2.
The student
nt communicates
nicates effectively with teac
teacher. - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3.
The student
udent
dent participates effectively in class projects.projects. - - - - - - - - - - - - - - - - - - - - - - - - - - -
4.
The
e student participates effectively in class discussions.
discu
discus
------------------------
5.
The student is able to work independently. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
6.
The student displays effort and enthusiasm
en
in class. - - - - - - - - - - - - - - - - - - - - - - - - - - -
7..
The student requires additional assistan
assistanc
assistance with assignments. - - - - - - - - - - - - - - - - - - - - -
8.
The student has discipline problems that interfere with his/her academic progress. - - - - - -
Have ESL
SL strategies
trategies been implemented
imp
to respond to the language needs of the former ELL?
12
1st
2nd
3rd
1st
2nd
3rd
YES
ESL: Language Arts
Name:
School:
Teacher:
Year:
Marking Guide
3- Always
2- Sometimes
Integrated Language
1- Needs
Improvement
Arts
1
2
3
R eading
SA
M
PL
E
Classroom Skills
Completes homework
1
2
3
1
2
3
Shows initiative and
nd effort
eff
ffo
ort
Pays attention in class
Rhymes wo
words
ords
Follows directions
Listens to stories
Raises hand
Makes predictions
predictio
ons
Listens quietly
Acquires
A
cqu
quir
ire
es a reading
read
e ing vocabulary
vocabu
ula
larry
Reads
R
eadss ssimple
ead
imple sentences
sentence
es
Oral Skills
1
2
3
Understands
Unders
stand
andss stories
storie
iess read
read by
by teacher
teache
er
Offers and responds orally to own name,
greetings, introductions and farewells
Showss unde
under
understanding
rstand
andin
ing
g of
of stories
storiies
Uses
Use
es de
dec
decoding
cod
odin
ing
g strategies
strateg
egies
ies
Uses verbal and nonverbal cues
Applies
A
ppllies sstrategies
pp
trateg
egiies to gain meaning
mean
eanin
ing
g from
ffrrom stories
stori
Tries new vocabulary words
Makes
M
akes connections
conne
onnections and responds
respon
ond
ds to
to stories
s
Shows interest in listening to and talking about stories
Contributes
Cont
trib
ibu
utes meaningful ideass to
to d
discussion
i
Takes risks with language
Shows an inte
interest in books
Participates in everyday conversation
Recounts events of interest in simple English
Writing
ng
Uses pictures with verbal communication to show
comprehension of a story or process
Shows initiative and effort
Pronounces most words accurately
tely
Writes left to right
Volunteers information and responds to questions
es
stio
ion
ns
Usess ccapital
apiita and lower case letters correctly
ap
Asks questions as an aid to understanding
erst
stand
anding
ing
Uses dra
drawings and/or letters to express ideas
Defines, compares, and classifiess objects
obje
ob
bjects orally
orally
Draws
D
raws o
orr w
writes
rite using content appropriate to the topic
Shows an interest in writing
Paces speech so that it is unders
understandable
r tandab
dable
le
Writes sentences correctly
Responds with appropriate
ppropriate information
n
o opinions when asked
or
Uses correct punctuation and capitalization
Gives simple
Gives
Giv
simple directions and
explanations
pla
anatio
ion
ns about
about familiar
ffa
amiliar topics
Retells
tellss a sstory
tory iin
n cch
chronological
hrono
onolo
log
gical order
Uses correct spacing and letter formation
Uses correct grammar
Uses sequence
uence and details
dettails to
de
to recount
recoun
untt an event
even
entt
Trimester
1:
T
rime
Trimester 2:
Trimester 3:
North Penn School District
English as a Second Language
Parent Communication
Name of student:
Dear Parent or Guardian,
Your child has completed a Language Proficiency Assessment or PSSA. The results are listed below. If you have any
questions or concerns, please contact your child’s ESL teacher.
ESL Teacher:
SA
M
PL
E
Telephone Number:
ESL Teacher e-mail:
Date:
Grade:
School:
1
1 W-APT testing results:
2
ACCESS testing results: Tier
Score
3
PSSA testing results: Reading
Math
4
District testing results: Reading
Math
5
Grade of C or better
(Language Arts, Math,
Social Studies, Science):
ESL services recommended:
No service
e recommended
ommended at tthis time
Entrance
nce
ce into ESL
Continue
ntinue ESL services
Exit ESL
Monitored
ored in the ESL Program for 2 yea
years
North Penn
enn Sc
School District ESL
Sch
Please sign and
nd return the
e bottom portion of this lette
letter to the ESL teacher to indicate that you have been informed and
support the
e school’s decision regarding your son/da
son/dau
son/daughter.
Student:
nt:
t:
Gr
Gra
Grade:
School:
Parent/Guardian
rent/Guardian Signature:
Date:
14
NORTH PENN SCHOOL DISTRICT
LANSDALE, PA. 19446
HOME LANGUAGE SURVEY*
PLEASE COMPLETE AND RETURN THIS FORM
The Office of Civil Rights (OCR) requires that school districts/charter schools/full day AVTS identify limited English proficient
(LEP) students in order to provide appropriate language instructional programs for them. Pennsylvania has selected the
Home Language Survey as the method for the identification.
School District: North Penn School District
School:
Date:
Students Name:
Grade:
1. What is/was the students first language:
2. Does the student speak a language(s) other than English? (This does not include languages learned in school)
☐ Yes
☐ No
If yes, specify the language(s):
3. What language(s) is/are spoken in your home:
To assist the district, please answer the following additional questions:
4. Has the student attended any United States school in any 3 years during his/her lifetime?
☐ Yes
☐ No
If yes, please complete the following:
Name of School
State
Dates Attended
To assist the school district to comply with Federal Mandate reporting, please check one of the following:
☐ Black Non-Hispanic
☐ American Indian
☐ White Non-Hispanic
☐ Hispanic
☐ Asian
If your child was not born in this country, what was his/her date of entry into the United States:
Person completing this form (if other than parent/guardian):
Parent/Guardian signature:
*The school district/charter school/full day AVTS has the responsibility under the federal law to serve students who are
limited English proficient and need English instructional services. Given this responsibility, the school district/charter school/
full day AVTS has the right to ask for the information it needs to identify English Language Learners (ELLs). As part of the
responsibility to locate and identify ELLs, the school district/charter school/full day AVTS may conduct screenings or ask
for related information about students who are already enrolled in the school as well as from students who enroll in the
school district/charter school/full day AVTS in the future
15