 Any student born outside the United States or whose
parent was born abroad
 Any student who has been living outside the United
States for a significant amount of time
 Any student born and living in the United States
whose primary home language is not English
All four language skills
SPEAKING
LISTENING
READING
WRITING
Level I – Prefunctional
Level II – Beginner
Level III – Intermediate
Level IV – (“Trial Mainstream’’)
Level V – Proficient (“tested out”)
Legal Responsibilities of School Districts in Serving LEP Students
In its publication, The Provision of an Equal Education Opportunity to Limited English Proficient Students
(1992),the U.S. Department of Education, Office for Civil Rights, provides guidelines to school districts
regarding their legal obligation to language minority students. The following is a summary of the
guidelines. First, school districts must identify all students whose primary or home language is other
than English. Then, the district needs to assess all the students to determine if they are limited English
proficient (LEP) and need special language assistance in order to effectively participate in the district’s
instructional program. Once a school district has identified LEP students who need assistance, it must
determine what kind of special language service program it will provide, and it must implement this
program. In Ohio, no specific type of intervention program is prescribed. Thus, school districts have the
flexibility to decide which educational approach best meets the needs of their LEP students. However,
the program must be based on sound theory and best practice. In other words, the program must likely
be effective in meeting the educational needs of its language minority students. Whatever program is
selected, it must provide effective instruction that leads to academic achievement and timely acquisition
of English proficiency. School districts that implement LEP programs must ensure that staff are properly
trained and that appropriate curricular materials are used. In addition, classroom facilities should be
comparable to those used by other students. School districts also are responsible to effectively notify
non-English speaking parents of school activities, which are also called to the attention of other parents.
Such notices, to be effective, may have to be in a language (or languages) other than English. Once a
school district implements a special language program for its LEP students, it must monitor students’
progress on a regular basis and take steps to modify the program if the students are not making
reasonable progress.
Title III- Report from ODE
 BICS
 Basic Interpersonal




Communication
Skills
social language
speaking/listening
smaller vocabulary,
rote phrases,
contextualized
speech
develops in first
two years
 CALP
 Cognitive Academic




Language Proficiency
academic language
reading/writing
specialized
vocabulary, less
contextualized
takes 5 to 10 years
 ESL services until ELL’s pass OTELA: pull out, self-
contained, push-in, sheltered, monitored, etc.
 Lesson modification by the classroom teachers
 Support from the ESL Dept.
Pull-OUT Guidelines for
Language Instruction
Most
Instructional
Time
5th and 4th Grade Pre-functional
3rd Grade Pre-functional
5th
3rd Grade Beginner
2nd Grade Pre-functional
and Beginner
1st Grade Pre-functional
and Beginner
5th
1st
Intermediate
Least Instructional
Time
Kind.*
Pref. +
Beg.
*Note: The lower
grade levels have the
language broken down
for them in their
classrooms already
Proficiency
Level
Very Low
PreFunctional
Higher
PreFunctional /
Low
Beginner
High
Beginner/
Low
Intermediate
Characteristics
•
•
•
•
Minimal comprehension
Does not verbalize
Nods “Yes” and “No”
Draws and points
•
•
•
•
Show me…
Circle the…
Where is…?
Who has…?
•
•
Limited comprehension
Produces one- or two-word
responses
Participates using key words and
familiar phrases
Uses present-tense verbs
•
•
•
•
•
Yes/no question
Either/or questions
One- or two-word answers
Lists
Labels
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation
errors
Frequently misunderstands jokes
•
•
•
•
Why…?
How…?
Explain…
Phrase or short-sentence
answers
Has excellent comprehension
Makes few grammatical errors
Advanced student has a near-native
level of speech
•
•
Decide if…
Retell…
•
•
•
•
•
•
High
Intermediate/
Advanced
Teacher
Prompts/Questioning
•
•
•
 Use visuals and model/use body
language when you are teaching
 give the student a picture related to
the activity to have them label
things (word bank - vocabulary) and
write sentences using those words
(if possible)
 Have student draw lines from
pictures to words or easy sentences
 Lowest students can copy
vocabulary, excerpts, etc. and then
read it to another student, or have it
read to them.
 Have student draw a picture from a
story they heard or about a topic
discussed
 Ask the librarian, ESL teacher, or
Special Ed teacher for lower level
materials (books, handouts) on
subject matter you are teaching
 A star student who works quickly
can help the struggling student
 Incorporate games for the whole
class to practice vocabulary
 While working on the computer,
have students use Read and Write
Gold so that they can have things
read to them
 Use Rosetta Stone, lower levels of
Plato, Starfall and more
Tier 3: glossary word:
Multisyllabic
Specific to a subject area
Latin or Greek-based
topography, photosynthesis, isosceles
triangle, sedimentary, oxygenated,
cartographer
Tier 2: Words of education, business,
government, religion:
Components: Prefix, root, suffix
Latin-based
elevation, formation, protrude, expansive,
isolated, remote
Tier 1: Basic conversational words: Friends & family
1 or 2 syllables
Learned naturally, through exposure
hills, grass, rocks, land, sky, clouds, fly, climb,
green, high…
Word
1.
Right
Angle
2.
Force
3.
Imperialism
4.
personification
Definition
Symbol
Example
An angle of 90
degrees
The corners of a
square are right
angles.
A push or pull on
an object
The force from
the punch
knocked him out.
When one country
dominates other
countries
Europe took
Africa’s natural
resources by
force.
Giving human
characteristics to
objects
The flower was
crying for rain.
Pacing:
____ Extended Time
Presentation of Subject Material:
____ Longer “wait time” for answering questions
____ Use individual/small group instruction
____ Other: ________________
____ Simplify language
Environment:
____ Tape lectures for playback
____ Assign peer buddy
____ Show and discuss video clips
____ Provide one on one support
____ Demonstrate concepts
____ Flexible seating
____ Work alone
____ Other: ________________
Reinforcement & Follow Through:
____ Student-teacher goal setting
____ Provide explicit vocabulary instruction
____ Use manipulatives
____ Post graphics, charts & visual aids
____ Emphasize critical information
____ Use graphic organizers
____ Pre-teach vocabulary
____ Build confidence with positive comments
____ Other: ________________
____ Have student restate directions
Materials:
____ Check often for understanding/review
____ Provide recorded texts / readings (check with Hudson)
____ Re-teach / extend skills
____ Use supplementary materials
____ Use games (for review and mastery)
____ Highlighted textbooks / study guides
____ Arrange for peer tutoring
____ Use adapted textbooks / easier readings
____ Plan cooperative learning experiences
____ Allow use of computer
____ Make/use vocabulary files/ personal dictionaries
____ Varied computer programs
____ Teach organizational & study skills
____ Provide outline for content materials
____ Use study guides to organize materials
____ Other: ________________
____ Daily assignment student notebook
____Other: ________________










Blank paper
Answer masking *
General masking *
Line reader tool
Highlight tool
Eliminate answer
choices
Flag items for review
Audio amplification
Background/Font color
Writing Tools
 Headphones or noise





buffers
Magnification/
enlargement
Pop-up glossary
Spell checker
Text-to-speech for Math
test, also Sci and SS *
General administration
directions read aloud
+ Features in yellow are the only ones that must be activated manually for
select students. The others are already available.
all LEP
* Recommended for





Pre-functional is considered Beginner on PARCC
Extended time (* ALL LEP)
Word-to-word dictionary (No definitions or pictures
allowed) (* ALL LEP…make sure student can read)
General administration directions read aloud in
student’s native language (possibly)
Scribe or Speech-to-text (in English only) responses
dictated for Math, Sci & SS
– Not recommended by the ESL department

First year ELA test does not count (like
before)….district credit for participation???
 More rigor in language and understanding
 Subtle language in test questions will make them confusing
 Some questions will have multiple correct answers
 Questions will have multiple parts and will take a lot of
concentration because of their complexity
 Students may have limited computer skills
From ODE’s Third Grade Reading Guarantee FAQ Document (Oct. 15, 2012)
 The following students may be promoted even if they do not reach
the required score on the Ohio Achievement Assessment:
 Limited English proficient students who have been enrolled in
US schools for less than three full school years and have had
less than three years of instruction in an English as a Second
Language program;
 Special education students whose IEPs specifically exempt them
from retention under the third grade guarantee.
 Call Center
 Parent Literacy Program
 Interpreter/Translator
 OGT, College & Career
 Professional
Development
 Materials (adapted texts,
dictionaries)
Readiness Program
 ESL Department
Webpage
 LEP Data
Contact Info
Mark Paskert
Kerri Gonzalez
mpaskert1209@columbus.k12.oh.us
kgonzalez10196@columbus.k12.oh.us
614-365-3108