Chariton Community School District
K-12 Lau (EL) Plan for Serving English Learners (ELs)
June 1, 2016
Lau Leadership Team Members:
Paula Wright—Superintendent;
Joe Ortega---Equity Coordinator
Jared Power—Administrator & ESL Supervisor;
Claudia Owens—ESL Coordinator & Teacher;
Sarah Shutt and Lori Flanders—ESL/Content Teachers;
Michelle Dickey—AEA ESL Consultant
I.
Lau Plan Guiding Principles
CCSD will:
*Educate ELs to meet the same challenging academic content and student academic achievement that all
children are expected to meet.
* Teach English language comprehension through listening, speaking, reading and writing skills to attain
English proficiency.
* Foster EL students’ and families’ pride in their own self and cultural background as well as positive
attitudes toward school.
II. Identification and Placement of ELs in a Language Instruction Education
Program (LIEP)
To identify and serve limited English proficient students, a Home Language Survey (281—60.3(1)a) will be
distributed to all students during the CCSD registration process to identify those students who speak a language
other than English at home. Interpreters will be onsite as needed to assist families in completing documents and
registration materials. Home Language Surveys translated into other languages will also be made available when
possible. (Appendix A) Building secretaries will notify the ESL coordinator when new students enroll and have a
home language other than English. The Home Language Survey will be filed in the student’s cumulative folder.
Identification of ELs by the CCSD will follow the state guidelines for testing and placement of eligible students
using the TELPA. The TELPA will be administered by a trained ESL teacher who has completed TELPA training
with appropriate training completion certificates located in their personnel file. Students who are not considered
English proficient on the TELPA will be eligible for ESL services. A team consisting of the ESL teacher, classroom
teacher, and/or building principal will analyze the results of the ESL screener and additional academic information
or testing to determine what type of placement is appropriate for the individual student. Additional academic
information or testing may include such assessments as Guided Reading Benchmarking, phonics and phonemic
awareness screeners, sight words lists, and additional classroom data as needed. The student’s last school record
will also be consulted for test scores, grades, and ESL placement. Placement in the LIEP program and content area
courses will be dependent on the student’s English language development needs and academic needs. The student
will be placed in a general education classroom containing students who are within two years of the EL student’s
age. The summary of the student’s TELPA results and placement (if appropriate) will be placed in their cumulative
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file.
When a student is identified for the LIEP:
A. Parents must be notified no later than 30 calendar days after the beginning of the school year or within
two weeks of a child being placed in a language instruction program (if a student enrolls after the
beginning of the year).
B. Parent Notification must include:
1. Reasons for identification
2. Child’s level of English language development
3. Method of instruction
4. How the program will meet the educational strengths and needs of the student
5. How the program will help the student learn English
6. The program’s specific exit requirements
7. How the program meets the objective of the IEP for a student with a disability.
C. Parental information must be provided in “an understandable and uniform format, to the extent
practicable,” in a language the parents can understand using the form “Determination of Student
Eligibility, English Language Development Program” (Appendix B1 and B2) and “NCLB-Notification of
English Language Development Program Placement-Version A”. (Appendix C1 and C2) The ESL
coordinator will be responsible for sending this information to parents according to state guidelines.
Copies of this notification will be signed by parents and retained in the student’s cumulative file.
When a student continues to qualify for the LIEP:
A.
Parents must be notified no later than 30 calendar days after the beginning of the school year or within
two weeks of a child being placed in a language instruction program (if a student enrolls after the
beginning of the year).
B.
Parent Notification must include:
1. Reasons for identification
2. Child’s level of English language development
3. Method of instruction
4. How the program will meet the educational strengths and needs of the student
5. How the program will help the student learn English
6. The program’s specific exit requirements
7. How the program meets the objective of the IEP for a student with a disability
C.
Parental information must be provided in “an understandable and uniform format, to the extent
practicable,” in a language the parents can understand using the form “NCLB-Notification of English
Language Development Program Placement-Version A”. (Appendix C1 and C2) The ESL coordinator
will be responsible for sending this information to parents according to state guidelines. Copies of this
notification will be signed by parents and retained in the student’s cumulative file.
If parents refuse ESL services for their child, a meeting will be held with the parent(s), ESL teacher,
classroom or content-area teachers, and the building administrator. During this meeting, recommendations,
concerns, ELPA21 assessment requirements, and potential outcomes will be discussed with the parent(s). A
signed copy of the ESL refusal form “Waiver-Refusal of ESL-Bilingual Program” with the meeting date and any
applicable notes will be kept in the student’s cumulative folder. (Appendix D1 and D2) Parents will need to be
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contacted and sign the waiver form annually. The ESL teacher will support the classroom and content-area
teachers with strategies to ensure that these students also master English and progress academically. A rotation
will be established for the ESL teachers to attend grade-level/content area data team meetings to ensure
intentional collaboration time regarding ELs.
III. Description of the LIEP
LIEP program goal: 100% of EL students in the CCSD will be proficient on grade level MAP scores or meet
the following grade span growth targets using Fall to Spring MAP assessment data:
K-2 = 14 points growth
3-5 = 6.1 points growth
6-8 = 2.9 points growth
9-11= .3 points growth using MAP 2015 Reading Status Norms (RIT Values)
The CCSD will use the English as a Second Language (ESL) program model which is
described as:
A program of techniques, methodology, and special curriculum designed to teach ELs English language
skills, which may include: listening, speaking, reading, writing, study skills, content vocabulary, and cultural
orientation. Further, ESL instruction is usually in English with little use of native language.
All CCSD EL students K-12 will be served in either of the two following ways: pull out or contentbased/inclusion. Pull-out students will be served 20-45 minutes in an individual or small group taught by a
certified ESL teacher. Content-base/inclusion students will receive regular instruction in their class room taught
by a certified general education teacher, with modifications and assistance provided by a certified ESL teacher. In
the Kindergarten through 5th grade, students will be served according to their English Language Development and
LIEP supports needed to access the core curriculum. Those K-5 students who are Level 1-3 in their English
Language Development will receive ESL programming 4-5 days per week for 20-30 minutes. Students who are in
K-5th grade and are Level 4 or 5 in their English Language Development will receive 1-3 days of ESL programming
per week for 20-30 minutes. Students who are grades 6-8 will receive ESL programming for 30-45 minutes daily.
Students who are grades 9-12 will receive ESL programming for 30-45 minutes daily. All EL students without
Parental Waivers will receive direct LIEP instruction through these methods and yearly monitoring of these
students’ progress will be done by the building ESL teacher. (Appendix F) These monitoring forms will be placed
in the students’ cumulative file at the completion of the academic year.
When a student continues to qualify for the LIEP:
A. Parents must be notified every year no later than 30 calendar days after the beginning of the school
year or within two weeks of a child being placed in a language instruction program (if a student enrolls
after the beginning of the year and has been served in an ESL program at their previous school)
B. Parent Notification must include:
1. Reasons for identification
2. Child’s level of English language development
3. Method of instruction
4. How the program will meet the educational strengths and needs of the student
5. How the program will help the student learn English
6. The program’s specific exit requirements
7. How the program meets the objective of the IEP for a student with a disability
C.
Parental information must be provided in “an understandable and uniform format, to the extent
practicable,” in a language the parents can understand using the form “NCLB-Notification of English
Language Development Program Placement-Version A”. (Appendix C1 and C2) The ESL coordinator will
be responsible for sending this information to parents according to state guidelines and putting signed
forms into the students’ cumulative folders.
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If parents refuse or discontinue ESL services for their child, a meeting will be held with the parent,
ESLteacher, classroom or content-area teachers and the building administrator. During this meeting, a review of
recommendations, concerns, ELPA21 assessment requirements, and potential outcomes will be discussed with the
parent(s). A signed copy of the ESL refusal form “Waiver-Refusal of ESL-Bilingual Program” will be kept in the
student’s cumulative folder. (Appendix D1 and D2) Parents will need to be contacted and sign the waiver form
annually. The ESL teacher will support the classroom and content-area teachers with strategies to ensure that
these students also master English and progress academically. A rotation will be established for the ESL teachers
to attend grade-level/content area data team meetings to ensure intentional collaboration time regarding ELs
whether or not they are served by the ESL program.
Students will receive ESL instruction from an ESL certified teacher. The ESL teacher will support the
classroom teacher in ensuring all ELs’ access to the Iowa Core Standards and ELP standards as they are published
by the State Department of Education. The support needed by individual ELs will be discussed during data team
meetings. In the K-5 buildings, the ESL teacher will meet every two weeks with each grade level K-5 for 30
minutes of the elementary staff’s scheduled data team meetings. During this time, the ESL teacher will give
information about their ELs’ progress towards meeting their LIEP goals and discuss strategies to enhance their
ELs’ classroom performance. In the Chariton Middle School and Chariton High School, the ESL teachers will meet
with content area teachers during a staff meeting at the beginning of the year and on an individual basis at least
quarterly.
Jared Power, ESL Supervisor, will be the designated administrator for the LIEP. Administrator capacity will
be built to further develop their skills in leading EL services by attending conferences and professional
development regarding EL student programming as well as completing appropriate online trainings mandated by
the State Department of Education.
CCSD will purchase and modify instructional materials that are appropriate to the needs of the learner and
goals of instructional programs (280—180.4). Appropriate materials will be used to support the students’ access
and understanding of the Iowa Core and English Language Proficiency standards. For English Language Level 1
students, the CCSD will utilize materials such as On Our Way to English (published by Rigby), Guided Reading
books, alphabet cards, alphabet books, picture cards, Imagine Learning software, and Rosetta Stone software.
Students with English Language Levels of 2-5 will use materials such as Guided Reading books, 95% Group
Phonemic Awareness and Phonics materials, Making Meaning comprehension materials, Units of Study writing
materials (Lucy Calkins), Imagine Learning software, Rosetta Stone software, and content area manuals. State
funding is provided for the “excess costs of instruction of ELL students.”(281—60.4 and 60.6 (280)). ESL
programming will adopt curricular materials in conjunction with the district’s six year curriculum development
and materials adoption cycle. CCSD also provides the ESL program with a yearly budget to be used for the
purchase of any additional curriculum materials. In the core curriculum areas, an ESL teacher will be part of
content area curriculum review and selection committees to ensure that ELs will be able to access and understand
curriculum to be purchased.
IV. Process to Provide Meaningful Access to all Co-curricular and Extracurricular
Programs
English Language Learners in the Chariton Community School District are fully eligible for all academic and
extracurricular activities, including but not limited to Special Education, Title I, At-Risk, and Talented and Gifted
(SOAR).
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Criteria for entering the Talented and Gifted program (SOAR) include, but is not limited to: teacher, peer,
or self-recommendation, standardized test scores (MAP, and IA assessments), Slosson IQ Test, and the Peabody
Picture Vocabulary Test. The Slosson and Peabody tests require oral testing and responses, which does not
discriminate based on cultural, linguistic or language backgrounds. Once students are identified for inclusion in
the Talented and Gifted program, they will have a PEP (Personal Education Plan) written based on students’ needs
and interests along with parental and ESL teacher’s input as needed to support their language needs. The PEP will
include options for independent study with considerations given to a student’s culture and language background.
PEPs will be reviewed annually with the student, parents, and Talented and Gifted Instructor.
Prior to receiving Special Education services, EL students are carefully screened to make certain that a real
disability exists in addition to the need to acquire English as a second language. ELs have specific needs and
considerations that need to be taken into account through the stages of language acquisition. Such considerations
include the following:






Is the learning environment supportive for language development of ELs?
Have personal and family factors been considered?
Have physical and psychological factors been taken into account?
Has information been gathered about the ELs previous schooling experiences?
Is the child proficient in oral language and literacy in both the first (L1) and second (L2) languages?
Have cross-cultural factors such as values and beliefs been considered?
Before any special education referrals are put in place, EL strategies should be tried. These strategies will be
developed through collaboration between the ESL teacher and the classroom teacher and implemented in the
general education setting with adequate assessment data collected. Such strategies may be universal strategies
that are good for all students. Referral to special education should only happen after EL strategies have been tried
and yet no progress is being made in the ELs academic or language area acquisition and/or there is a significant
discrepancy between the student and his/her “like ESL peers”. EL strategies should not be used to qualify ELs for
special education nor should the LIEP (ESL) program be seen as a special education intervention. If a student is
determined eligible for Special Education services, an ESL teacher acquainted with the student’s language needs
and knowledge of second language acquisition will be a part of the team to set up the student’s goals.
All EL students may be identified and placed in special programming (Title I, At-Risk) using the same
processes as non-EL students with their cultural and language background taken into consideration. The
classroom teacher will identify any struggling students based on classroom performance and standardized testing
scores. Teachers proceed to write an individual goal, and provide them with interventions in the classroom. If a
student does not respond to the intervention, the classroom teacher will work with the MTSS (Multi-Tier System of
Support) team to revise the intervention or goal. If the student continues to struggle after revisions have been
made, the MTSS team decides if they are eligible for additional programming such as Title I or At-Risk. The ESL
teacher will work collaboratively with the classroom teacher and MTSS team throughout this process to provide
information about a struggling EL student’s cultural and language background and to suggest appropriate ESL
accommodations and strategies. Parents of EL students will be given information about these programs and their
child’s eligibility for such programs. This information will be given in the language most easily understood by that
family.
ESL teachers and classroom teachers actively encourage EL students to participate in a variety of curricular
and extracurricular activities, since such participation encourages informal practice of English skills. ESL teachers
will work with ELs and their parents in the language they most easily understand to determine their interests and
give them the names of advisors for activities, clubs, or athletic groups they are interested in.
CCSD Nondiscrimination Statement
CCSD 2016
EQUAL EDUCATIONAL OPPORTUNITY
The board will not discriminate in its educational activities including but not limited to, age, color, creed, national
origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or mental
ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial status.
The board requires all persons, agencies, vendors, contractors and other persons doing business with or
performing services for the district to subscribe to all applicable federal and state laws, executive orders, rules and
regulations pertaining to contract compliance and equal opportunity.
The board will not exclude any otherwise qualified person from employment on the basis of age, color, creed,
national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, physical or
mental ability or disability, ancestry, political party preference, political belief, socioeconomic status, or familial
status. Further, the board affirms the right of all students and staff to be treated with respect and to be protected
from intimidation, discrimination, physical harm and harassment.
V.
Ongoing, Embedded EL Professional Development for Staff who Support ELs
In-service training is provided for all staff involved in the educational process of ELs (281-12.5(8), 12.8(1),
and 60.3(3)b5). All educational and appropriate school personnel including, but not limited to ESL teachers,
classroom teachers, content area teachers, administrators, instructional coaches, paraprofessionals, and
building/district support staff, will receive in-service training regarding instructional techniques and
modifications for EL students, with continuing training provided according to district’s Comprehensive School
Improvement Plan (281-12.7(256) and 281-60.3(3)b5). This includes the English Language Proficiency Standards
modules released in 2015 and 2016 from the State Department of Education. All 2015-16 teaching and
administrative staff will have completed modules 1-3 in the spring of 2016 and will complete modules 4-6 during
the 2016-17 school year. All new staff will complete the modules within the first year of their hiring. Certificates
of completed ELP Standards training will be kept in staff personnel files.
ESL instructors are an active participant in CCSD professional learning teams. During early release
professional development or other release times, ESL instructors will provide specific instructional techniques and
assessment strategies to meet the needs of EL students. ESL teachers will also work with classroom or content area
teachers to develop intensive, specifically designed individual instruction for those EL students who have the
greatest need. Accommodations will be made in content-area classrooms to assist teachers in providing for
individual ELs needs. (Appendix E) Classroom and content-area teachers are encouraged to attend outside
conferences and workshops to assist them in working with the EL students. Administrator capacity will be built to
further develop their skills in leading EL services by attending conferences and professional development
regarding EL student programming.
IV. Annual English Language Proficiency Assessment (ELPA21) Administration
English Language Learners will be evaluated annually with a standardized English language development
instrument approved by the state of Iowa. CCSD will utilize the ELPA21 (English Language Proficiency Assessment
for the 21st Century) to measure growth. This test is given annually between February 15th and April 15th.
Certified ESL staff will participate in the annual assessment administration and data interpretation trainings as
offered by the state. Certificates for training are stored in the teacher’s employment folder at the district office.
ESL certified teachers will administer this assessment to all identified EL students including those whose parents
have waived/refused services. ESL teachers will disseminate the ELPA21 assessment results to parents. ESL
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teachers will also share these results and how to interpret them with administrators and classroom/content
teachers during staff development and data team meetings for instructional decision-making and program
development. This data will be used by the ESL and classroom/content teachers to build supports for ELs to access
the core curriculum instruction, and guide LIEP instruction and future program needs during direct instructional
time provided by the ESL teacher.
V.
LIEP Exit Criteria and Procedures
CCSD LIEP Exit Criteria
The student:
1. Achieves the required score for proficiency on ELPA21
2. Scores proficient on district-wide and state-wide assessments in Reading and Math
3. Meets both of the above criteria in the same school year
The CCSD will use the state criteria as listed above to ensure that students are ready to exit the ESL
program. When a student has met these requirements, a conference with parents in person or via phone will be
conducted by the ESL teacher. The exit letter, “English Language Development Program-Exit Letter”, (Appendix G1
and G2) signed by parents, an administrator, classroom or content area teacher and the ESL teacher will be kept in
the student’s cumulative folder. Exits will occur only after ELPA21 results have been received between the end of
the school year and October 1. The student’s ESL status will be updated in the district’s student information system
by the ESL Coordinator and the student will continue to be monitored by the appropriate building level ESL
teacher for two years.
VI.
Monitoring Procedures after Students Exit the LIEP Program
The CCSD ESL teachers will track the student’s progress on academic and assessment results using the
district monitoring form which will be placed in the student’s cumulative folder yearly for two years following the
exit date. (Appendix F) The building level ESL teachers: Claudia Owens (K-5), Sarah Shutt (6-8) and Lori Flanders
(9-12), will be responsible for completing this monitoring form and reviewing the data to determine the EL
student’s monitoring status.
If the exited student begins to experience difficulty and is in need of linguistic support, the student can be
moved back to actively participating in the LIEP to receive services. This determination will be made based on the
data collected during routine monitoring and/or upon recommendation by the classroom or content-area and ESL
teacher. Parents will be notified by the building ESL teacher regarding the re-entry process by phone or
conference and sign the “NCLB-Notification of English Language Development Program Placement-Version A” form
(Appendix C1 and C2) which will be placed into the student’s cumulative file.
VII. LIEP Evaluation
LIEP program goal: 100% of EL students in the CCSD will be proficient on grade level MAP scores or meet
the following grade span growth targets using Fall to Spring MAP assessment data:
K-2 = 14 points growth
3-5 = 6.1 points growth
6-8 = 2.9 points growth
9-11= .3 points growth using 2015 MAP Reading Status Norms (RIT Values)
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The ESL Coordinator, Claudia Owens, will invite the ESL teachers and supervising administrator to analyze
this MAP data to evaluate the current performance levels. If this data indicates adjustments need to be made in the
LIEP program, the team will research and recommend appropriate changes to future LIEP programming, individual
EL student needs, supports for core curriculum instruction, professional development, material purchases, and
staffing/teacher scheduling decisions.
The ESL Coordinator, ESL Supervising Administrator, and the District Superintendent will review, checkoff
and sign the Title III Compliance Assurances document to be included in the district’s Consolidated Accountability
and Support Application (CASA). (Appendix I)
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APPENDIX A
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Appendix B1
Chariton Community School District
Determination of Student Eligibility
For English Language Development Program Placement
Name of Student: _______________________________________________________________ Date: _______________________
School: _______________________________________________________________________ Grade: ______________________
Dear Parent/Guardian:
When your child registered for school, a Home Language Survey was completed and indicated that a language other than English is
spoken by your child or in the home. Based on this information, the school assessed your child to determine their eligibility for
placement in an English language development program. As a result, we:
 recommend an English language development program for your child.
 do not recommend an English language development program for your child.
To determine our recommendation, we tested your child’s English language abilities in:
speaking

reading

writing

listening and understanding.
and used other information, such as prior education and social experiences; written recommendations and
observations by current and previous instructional school staff; Eligibility Placement Committee meeting;
mastery of basic skills in English and their home language; and/or grades from current or previous years.
Based on your child’s language abilities in English, your child will be placed in the following program:
 a regular grade level classroom with instruction in English.
 an English language development program as described on, “Notification of English Language Development Program
Placement”, that is either attached or will be shared with you in the near future.
 Other: ____________________________________________________________________________________________ .
We feel this program will help your child meet high academic grade level standards and graduation requirements. Please sign below
where indicated and return this notice to your child’s school.
Thank you for your interest in the quality of your child’s education. Please contact us if you have any questions.
_______________________________________
_______________________________________
Name
Title
_______________________________________
_______________________________________
Telephone Number
Email Address
Eligibility Placement Committee (if applicable):
Name: _________________________ Signature: _______________________ Title: ________________________ Date: ________
Name: _________________________ Signature: _______________________ Title: ________________________ Date: ________
Name: _________________________ Signature: _______________________ Title: ________________________ Date: ________
Name: _________________________ Signature: _______________________ Title: ________________________ Date: ________
Parent/Guardian: Please complete the section below and return the entire form to your child’s school.
Name of Parent/Guardian: ___________________________________ Signature: ________________________________________
Telephone Number: ________________________________________ Email Address: ____________________________________
CCSD 2016
Appendix B2
Chariton Community School District
Notice of Initial Placement for ESL Services
Date: _________________________
Dear Parent or Guardian of _________________________________:
Our district provides an English language program for students who are English Learners (ELs). Your child’s level
of English Proficiency in listening, speaking, reading and writing has been assessed using the Tennessee English
Language Placement Assessment (TELPA). He/She scored at the following overall level of English proficiency:
____ 1 Non-English Proficient
____ 2 Limited English Proficient
____ 3 Fluent English
Based on the results of the TELPA and their level of academic achievement, we feel that your child will best be
served in this way:
______ Pull Out: Your child will be served by pulling your child out of the classroom for 20-45 minutes for
individual or small group work with instruction given in English.
______ Content-Based/Inclusion: Your child will receive regular instruction in their classroom, with modifications
and assistance provided by ESL staff as needed.
______ No Services: Your child is fluent enough in English to be successful in the regular education classroom
without assistance.
If you feel that this placement is not correct or you wish to refuse ESL services, please contact your child’s building
principal.
We are glad to support your child with their listening, speaking, reading and writing skills. Students normally
participate in the English Learners program for 3-6 years. The goal of our English Learners program is to help
your child learn English so they will be able to meet age appropriate academic standards for grade promotion and
graduation. If your child has a disability and an Individualized Education Program (IEP), improvement in their
ability to speak and write in English will help meet their IEP goals. To exit the English Learners program, students
must attain a proficient composite score of 6 on their ELPA21 test, and score proficient on district and state-wide
reading and math assessments in the same year. The high school graduation rate for Chariton English Learners is
approximately 97%.
Please sign below to give your permission for these services.
_______________________________________________
______________________
Parent Signature
Date
CCSD 2016
Appendix C1
Chariton Community School District
Notification of English Language Development Program Placement
❒ Initial Placement ❒ Continuing Placement
Name of Student: ___________________________________________________________ Date: __________________________
School Location: ____________________________________________________________________________________________
Dear Parents:
Based on your child’s English proficiency test scores and level of academic achievement, we are pleased to inform you that your child
will receive instruction in our district’s English language development program. The goal of our English language development
program is to help your child learn English so that she/he will be able to meet age appropriate academic standards for grade promotion
and graduation. The high school graduation rate for students participating in an English language development program is ______%. If
your child has a disability and an Individualized Education Program (IEP), improvement in his/her ability to speak and write in English
will help meet the objectives of their IEP. Please note that your student was identified as having a primary language other than English
on the home language survey and, therefore, is required to participate in the assessment of English language proficiency using the
following state and district adopted test(s):
❒ ____________________________________________________________________________
(Test used to measure level of English proficiency)
❒ ____________________________________________________________________________
(Test used to measure level of English proficiency)
❒ ____________________________________________________________________________
(Test used to measure level of English proficiency)
Level of English Proficiency: ____________________________________________________________
If applicable, your child’s level of academic achievement was measured using the following test(s):
❒ ____________________________________________________________________________
(Test used to measure level of academic achievement)
❒ ____________________________________________________________________________
(Test used to measure level of academic achievement)
❒ ____________________________________________________________________________
(Test used to measure level of academic achievement)
Level of Academic Achievement:_________________________________________________________
The method of instruction used in your child’s English language development program is:
____ Bilingual: Instruction provided in both English and your child’s home language
____ Transitional Bilingual: Instruction provided mostly or all in English adapted to student’s level
____ Content-based English Language Learner (ELL)/English as a Second Language (ESL): Instruction is provided in
English only and adapted to student’s level
____ Pull-out ELL/ESL: Student leaves his/her English-only classroom during the day for ELL/ESL instruction
____ Other: ______________________________________________________________________________________________
Your child’s program _____ is _____ is not the district’s only English language development program. Additional information about
your child’s program and other district language programs, if available, is attached.
Please contact the person below or ___________________________________ if you would like to request: (a) immediate removal of
your child from the English language development program; (b) options available for your child if you decline enrollment or would like
another method of instruction; or (c) assistance in selecting other district programs or instructional methods, if available.
Name: ________________________________________________ Title: ____________________________________________
Telephone Number: ______________________________________ Email Address: ____________________________________
CCSD 2016
Chariton Community School District
Description of District English Language
Development Program(s)
The goal of each of the district’s English language development programs is to help your child learn English
and meet age-appropriate academic achievement standards for grade promotion and graduation. Each program
identifies the educational strengths and needs of your child using instructional methods described below. It is
anticipated your child will continue in an English language development program for _____ years or until
he/she is able to successfully transition to a full day schedule that is not tailored for limited English
proficient students.
Your Child’s Program: _______________________________________________________________________
Instructional Method(s):
_________________________________________________________________________________________
_________________________________________________________________________________________
Program Content for Meeting State Proficiency:
_________________________________________________________________________________________
_________________________________________________________________________________________
Native Language Used in Instruction: ____ Yes ____ No
English Language Used in Instruction: ____ Yes ____ No
Program Exit Criteria:
_________________________________________________________________________________________
_________________________________________________________________________________________
Description of Other Available Program(s):
_________________________________________________________________________________________
Instructional Method(s):
_________________________________________________________________________________________
_________________________________________________________________________________________
Program Content for Meeting State Proficiency:
_________________________________________________________________________________________
_________________________________________________________________________________________
Native Language Used in Instruction: ____ Yes ____ No
English Language Used in Instruction: ____ Yes ____ No
Program Exit Criteria:
_________________________________________________________________________________________
_________________________________________________________________________________________
CCSD 2016
Appendix C2
Chariton Community School District
Notice of Continuation for ESL Services _____________________ School Year
Date: _________________________
Dear Parent or Guardian of _________________________________:
Our district provides an English language program for students who are English Learners (ELs). Your child has
been served in previous years by this program. Each spring our English Learners take the ELPA21 assessment to
determine their level of English proficiency in reading, writing, speaking and listening. The attached scores show a
level for each of these areas plus a composite (overall) score. Your child’s level of English Proficiency according to
the ELPA21 composite score is:
____ 1 Pre-functional
____ 2 Beginning
____ 3 Intermediate
____ 4 Advanced Intermediate
____ 5 Advanced
____ 6 Full English Proficient
Based on the ELPA21 assessment given in the spring and your child’s level of academic achievement, we feel that
your child will best be served in this way:
______ Pull Out: Your child will be served by pulling your child out of the classroom for 20-45 minutes for
individual or small group work.
______ Content-Based/Inclusion: Your child will receive regular instruction in their classroom, with modifications
and assistance provided by ESL staff as needed.
______ Exit: Your child’s progress shows that they will no longer need ESL services. School personnel will contact
you to discuss this.
If you feel that this placement is not correct or you wish to discontinue ESL services, please contact your child’s
building principal.
We are glad to support your child with their listening, speaking, reading and writing skills. Students normally
participate in the English Learners program for 3-6 years. The goal of our English Learners program is to help
your child learn English so they will be able to meet age appropriate academic standards for grade promotion and
graduation. If your child has a disability and an Individualized Education Program (IEP), improvement in their
ability to speak and write in English will help meet their IEP goals. To exit the English Learners program, students
must attain a proficient composite score on their ELPA21 test, and score proficient on district and state-wide
reading and math assessments in the same year. The high school graduation rate for Chariton English Learners is
approximately 97%.
Please sign below to give your permission for these services.
_______________________________________________
______________________
Parent Signature
Date
CCSD 2016
Appendix D1
Chariton Community School District
Waiver/Refusal of English as a Second
Language/Bilingual Program
Date ________________________
Dear Parent or Guardian:
Your child, ________________________________, has been identified as being eligible for an
English as a Second Language/Bilingual program. This determination is based on an assessment of
your child’s ability to understand, speak, read and write English.
If you do not agree with this determination or do not want your child in this program, please sign
the waiver notice below and return it to the school. If you have any questions, please call me at
__________________________.
Sincerely,
Principal or Program Designee
Waiver/Refusal of English as a Second
Language/Bilingual Program
Dear Principal or Program Designee:
❏ I do not want my child, ______________________________, to be placed in the program.
Name of Parent/Guardian: ________________________ Date: __________________________________
Signature: ______________________________________ Phone:_________________________________
CCSD 2016
Appendix D2
Chariton Community School District
Denial of Enrollment in English as a Second Language (ESL) Program
I, __________________________________(parent/guardian) of ____________________________________ (student) have been
informed of my right to decline to have my child enrolled in the Chariton Community School District English as a
Second Language (ESL) Program. I do not wish to enroll my student in the ESL program offered by the school.
_________________________________________
Signature of Parent/Guardian
__________________
Date
Meeting Date: __________________________________
Meeting Attendees:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Meeting Notes: __________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
CCSD 2016
Appendix E
Classroom Accommodations for ESL Students
Chariton Community School District
Student Name: __________________________
Date: __________________________
Room Environment:
 Seat student near the teacher or front of the room
 Seat student near a positive role model or ESL peer
Lesson Preparation & Presentation:
 Write key points on the board
 Highlight key vocabulary
 Provide visual aids—models, pictures, videos, textbooks on CD, graphic organizers
 Make sure instructions are understood and given orally and in writing
 Allow extended time to answer questions (think time) or answer in writing or pictorially
 Include a variety of activities during each lesson including hands-on
 Provide a written outline, summaries, or study guides
 Break long presentations into shorter segments
 Provide reading materials at the students’ reading level
 Provide peer tutoring
Assignments/Worksheets:
 Give extra time to complete work
 Simplify complex directions
 Shorten assignments or break work into smaller segments
 Allow dictation to a scribe or pictorial response
 Allow use of a bilingual dictionary
 Use group projects rather than individual work
 Prove a model of completed assignments
Test Taking:
 Allow open note or open book tests
 Give word banks or page numbers for answers
 Give tests orally or have someone read it aloud to them
 Allow demonstrations, drawings, or retellings for the answers
 Use anecdotal records or portfolios to give the grade
 Give frequent short quizzes and avoid long tests
 Reduce multiple choice answers to two
 Allow students to retake tests
 Provide study guides/outlines for the test
 Allow additional time to complete the test
CCSD 2016
Appendix F
Chariton Community School District
Monitoring Form for ESL Students
Student: _______________________________________
Building: _______________
School Year__________________________
Grade: _______________ ESL Teacher: ________________________
This student is _______ currently being served in ESL
_______ exited
Y1 Y2 Exit Date:______________ Grade at Exit: __________
First Semester
Completed by: _______________ Date: _______
Academic Achievement :
Latest Iowa Assessment Scores:
Reading: _____
Proficient
Not Proficient
Math:
_____
Proficient
Not Proficient
Science: _____
Proficient
Not Proficient
Alternative Assessments & Results: MAP/Other
Reading: _____
Proficient
Not Proficient
Math:
_____
Proficient
Not Proficient
Science: _____
Proficient
Not Proficient
Current Grades:
Reading: _____
Language: _____ Math: _____
Science: _____
Soc. Stud:______ Other:_____
Second Semester
Completed by: _________________ Date: _____
Academic Achievement :
Latest Iowa Assessment Scores:
Reading: _____
Proficient
Not Proficient
Math:
_____
Proficient
Not Proficient
Science: _____
Proficient
Not Proficient
Alternative Assessments & Results: MAP/Other
Reading: _____
Proficient
Not Proficient
Math:
_____
Proficient
Not Proficient
Science: _____
Proficient
Not Proficient
Current Grades:
Reading: _____
Language: _____ Math: _____
Science: _____
Soc. Stud:______ Other:_____
GPA (Grades 9-12): _____
Attendance: ___ Regular ___ Irregular
GPA (Grades 9-12): _____
Attendance: ___ Regular ___ Irregular
Elementary Reading Progress:
Fall
FAST Composite: ______ Proficient Not Proficient
CBM-R:
______ Proficient Not Proficient
1st Quarter Guided Reading Level ______/________
(Goal)
Winter
FAST Composite: ______ Proficient Not Proficient
CBM-R:
______ Proficient Not Proficient
2nd Quarter Guided Reading Level ______/________
(Goal)
Comments/Areas of Concern:
Elementary Reading Progress:
Spring
FAST Composite: ______ Proficient
CBM-R:
______ Proficient
Data Analysis:
This student is:
□ Highly proficient
□ Progressing satisfactorily
□ Not progressing satisfactorily & will be
referred to student assistance team and/or
ESL teacher
Data Analysis:
This student is:
□ Highly proficient
□ Progressing satisfactorily
□ Not progressing satisfactorily & will be
referred to student assistance team and/or
ESL teacher
Not Proficient
Not Proficient
3rd Quarter Guided Reading Level ______/________
(Goal)
4th Quarter Guided Reading Level ______/________
(Goal)
Comments/Areas of Concern:
CCSD 2016
Appendix G1
Chariton Community School District
English Language Development Program
Exit Letter
Name of Student: ________________________________________
Date: _____________________
School: __________________________________________________________
Dear Parent,
A recent assessment has shown that your child has made significant
improvement in his/her ability to read, write, speak and listen in English. As a
result of your child’s improved English language skills, he/she no longer qualifies
for services provided by the school district’s English Language Development
Program.
Thank you for your assistance in helping make your child’s exit from the English
Language Development Program a success. If you have any questions or
concerns, please call your child’s
school or teacher.
Sincerely,
________________________________________________________________
Name
Title
________________________________________________________________
Phone
Email Address
CCSD 2016
Appendix G2
Chariton Community School District
Letter of Exit From ESL program
Student Name: ___________________________________________ School: ______________________
Address: ______________________________________________
Phone: ______________________
Dear Parents,
Your child has been served in the English as a Second Language (ESL) program and has
attained the following levels of achievement. To be exited from the ESL program, a student
is required to:
_____ Achieve the required score for proficiency on the ELPA 21 (English Language
Proficiency Assessment for the 21st Century)
_____
Score proficient on district-wide and state-wide assessments in Reading and Math.
_____
Meet both of the above criteria in the same school year.
An ESL staff member will be monitoring the student’s progress for the next two years. We
are grateful for having had the opportunity to assist your child’s academic progress through
ESL program.
____________________________________________
ESL Teacher
________________________________
Date
____________________________________________
Principal
________________________________
Date
____________________________________________
Content Area Teacher
________________________________
Date
____________________________________________
Parent Signature
_______________________________
Date
CCSD 2016
Appendix H
Title III Compliance Assurances: Checklist for Districts
___ The district maintains and annually revises the district Lau (EL) Plan. [NCLB Sec. 3116]
(Lau v. Nichols, 1974)
____ The district has a policy of admitting students regardless of their immigrant status or
English-speaking status. [Plyer vs. Doe (1982); Title VI of the Civil Rights Act (1964)]
____ The district provides information and communication to the parent(s) in the language the
parent(s) understand to the extent practicable. [NCLB Sec. 3302(c)]
____ The district will promote parental and community participation in programs for ELs [NCLB
Pub. L. No. 107-110].
____ The district includes a Home Language Survey (TransAct form IA) in registration materials
for all students and maintains these forms in student cumulative folders. [Iowa Code 28160.3]
____ The district uses the state-approved language proficiency test (ELPA21) to screen and
identify ELs (including parental notification) within the first 30 days of a student being
enrolled in the district at the beginning of the school year, and within 14 days thereafter.
[NCLB Sec. 3302(a); Iowa Code 281-60.3(1)b]
____ The district ensures educators administering the state-approved language proficiency test
for identification & placement recertify annually.
____ The district notifies parents of program eligibility and placement within the mandated time
frames. [NCLB Sec. 3302]
____ The district has consulted with teachers, researchers, school administrators, and parents,
and if appropriate, with education-related community groups and nonprofit organizations
and institutions of higher education, developing Title III programs and activities [NCLB,
Pub. L. No. 107-110].
____ The district provides a Language Instruction Educational Program (LIEP) with direct
instruction provided by a highly qualified (ESL-endorsed) teacher. Consultative services do
not meet the requirement for direct instruction. [Iowa Code 281-60.3(2)]
____ The district assures that LIEPs carried out under Title III will ensure that ELs being served
by the programs develop English proficiency. [NCLB, Pub. L. No. 107-110].
____ The district ensures that teachers of ELs are fluent in oral and written English [NCLB Sec.
3116(c)]
____ The district has a designated administrator overseeing the district’s LIEP.
____ The district ensures that the programs will enable children to speak, read, write, and
comprehend the English language and meet challenging district academic content and
student academic achievement standards [NCLB, Pub. L. No. 107-110].
____ The district has developed programs and activities for ELs and immigrant children and
youth [NCLB, Pub. L. No. 107-110].
CCSD 2016
____ The district offers high quality professional development to classroom teachers (including
teachers in classrooms that are not the settings of LIEP), principals, administrators, and
other school or community-based organizational personnel [NCLB, Pub. L. No. 107-110].
____The district ensures the implementation of the English Language Proficiency (ELP)
standards. [NCLB, Title IX, Part A, Section 9101].
____The district ensures that all paraprofessionals serving EL students are supervised by a
highly qualified teacher. [Iowa Code 281-60.3(2)]
____ The district assesses the English proficiency of all EL students with the state-approved
English language proficiency assessment (ELPA21) annually. [NCLB Sec. 3113(b)(3)(D)]
____ The district ensures educators administering the state approved language proficiency
monitoring assessment recertify annually.
____The district disseminates ELPA21 scores to parents and district staff. [NCLB Sec. 3121]
____The district ensures that all EL students participate in district-wide assessments. [NCLB Sec.
3121]
____The district uses state-approved exit criteria to determine when students should be exited
from the LIEP program [Iowa Code 281-60.3(3)b4]
____The district monitors exited EL students for two years after exiting the program (Changing
to 3 years required monitoring in 2016-7 based on ESSA). [NCLB Sec. 3121(4)]
____The district reports required EL data elements on Iowa’s Student Reporting System.
____The district conducts an annual program evaluation and makes adjustments to
programming as indicated by EL student achievement data. [NCLB Sec. 3121]
____The district ensures that Title III funding is not used for opportunities that are afforded all
students, such as parent-teacher conference translation. This means that interpretation and
translation for ELs must be paid, not using Title III funds, rather, using district funds.
____The district ensures that personnel funded by Title III are being used exclusively for EL
students for the full amount of the apportionment of the funding.
____ The district is not in violation of any State law, including State constitutional law, regarding
the education of limited English proficient children, consistent with sections 3126 and 3127
(NCLB, Pub. L. No. 107-110).
Checklist Completed by (print name): ___________________________________________________
Signature: _________________________________________________________________________
Date: _________________
Superintendent (print name): _________________________________________________________
Signature: ________________________________________________________________________
Date: __________________
CCSD 2016