Name _______________________________________________ APSCN ID ________________________ Elementary (K-5) Programs—This student is enrolled in the program checked below. All programs are designed to enable ELL students to work toward the same academic standards as all other students. As an ELL student’s English proficiency increases, he/she is moved to a higher level. ( ) SPECIFIC/SYSTEMATIC ENGLISH LANGUAGE DEVELOPMENT (GRADES K-5)The goal of Specific/Systematic English Language Development is to develop the solid English language foundation needed to fully engage in academic and real life situations. Students learn the language necessary to move from one proficiency level to the next. Specific/Systematic English Language Development is taught in functional contexts following a scope and sequence of oral and written language skills which balances focus on form and focus on meaning. Specific/Systematic English Language Development is 30 minutes of specialized instruction provided by a certified ESOL teacher, a classroom teacher with an ESOL endorsement, or an ESOL Instructional Assistant under the direction of an ESOL endorsed teacher. ( ) ACCESS TO ACADEMIC CONTENT INSTRUCTION (GRADES K-12): English Language Learners have access to all academic content areas provided to all students appropriate for their grade level. Scaffolding support structures are used by classroom teachers to integrate academic language development into lessons, allowing students to learn and practice English as it is used in the context of school, including the vocabulary used in textbooks and assessments in each academic discipline. Schools provide a variety of support structures including sheltered instruction, academic intervention groups, and co-teaching. ( ) TRANSITION ESOL PROGRAMS (Grades K-12) - PROGRAMAS DE TRANSICIÓN DE ESOL are offered in every school. Students’ continual progress in acquiring academic English is monitored. These students may still need help in improving their English skills in reading and writing. They will take all subjects appropriate for their grade level. ( ) Student is eligible for ESOL services marked above unless otherwise indicated on IEP. Annual Assessments/Placements This student will participate in all grade level appropriate state/district assessments and will also be tested annually with the state language proficiency test to monitor his/her progress in acquiring English. Federal and State law requires annual language proficiency assessment of all ELL students until the student is reclassified as Fluent English Proficient (FEP). Annual language proficiency scores, teacher assessments, performance in the classroom, teacher observations, and information from the parents are taken into consideration when determining the students’ annual placement in an ESOL program. The parent will be notified of the results of the assessments and recommended placements annually. Parents/Guardians/Persons in loco parentis may request a conference to discuss this information in person. Parental Rights Parents/Guardians/Persons in loco parentis have the right to have their child immediately removed from a language instructional program upon their request. In order to decline enrollment in such program, parents/guardians must sign the ESOL Program Waiver form that may be obtained from the ESOL Office (631-3559). Declining enrollment means that the student will not receive specialized language instruction. I have read this form and/or had someone from the school district explain this information to me. I understand the identification of my child as an English Language Learner, my child’s placement in the ESOL program, and my rights as a parent, guardian, or person in loco parentis to decline enrollment in such program. Parent or Guardian Signature ____________________________________________ Date _________________________ ESOL Staff Signature __________________________________________________ Date _________________________ E Original—ESOL Office ESOL Mission Statement To enable English Language Learners to access all of the educational possibilities/ opportunities available in the educational system by improving language skills, self-confidence, and cultural awareness as quickly and efficiently as possible Yellow—Cumulative Folder Pink—Parent (English) Document1 Goldenrod—Parent (Spanish)