Section I Coversheet, Assurances, Signature Page
EL District Plan
Cover Sheet
LEA Contact for ELs:
Name: James H. Gray Jr
Position and Office: Assistant to the
Superintendent
Telephone: 205-926-9881
Local Education Agency (LEA) Name:
Bibb County
Signature:
Email Address: grayj@bibbed.org
Fax: 205-926-4138
Check box if LEA receives Title III Funds
Assurances
The LEA will:
X
X
X
X
X
Assure that the LEA consulted with teachers, school administrators, parents, and,
if appropriate, education-related community groups and institutions of higher
education in developing the plan
Assure that all teachers in any language instruction educational program for
limited-English proficient students that is funded with any source of federal funds
are fluent in English, including having written and oral communication skills
Assure that all schools in the LEA are in compliance for serving English language
learners (ELs)
Assure that all individuals used as translators or interpreters are fluent in the
language they are translating.
Assure ELs have equal access to appropriate categorical and other programs and
are selected on the same basis as other children
(The following assurances apply only to LEAs that receive Title III funds)
X
X
X
Assure that the LEA has a process for parents to waive Title III Supplemental
Services.
Assure that the LEA has a non-public school participation plan.
Assure timely and meaningful consultation with private school officials regarding
services available to ELs in non-public schools that are located within the
geographic boundaries of the LEA
EL Program Administrator
Signature
Date
LEA Superintendent
Signature
Date
EL Advisory Committee Signatures
Comprehensive English Learner District Plan
Each LEA in Alabama must develop and implement a Comprehensive EL District Plan, in
accordance with Section 3116 of Title III of the No Child Left Behind Act of`2001, for serving
students who are limited-English proficient and immigrant students, where one or more
students are determined to need support. The LEA is required to have a Comprehensive EL
District Plan whether or not the LEA currently has ELs enrolled and regardless of Title III
eligibility.
The Comprehensive EL District Plan should address each aspect of the LEA’s program for all ELs,
at all grade levels, and in all schools in the school system. The Comprehensive EL District Plan
should contain sufficient detail and specificity so that each staff person can understand how the
plan is to be implemented and should contain the procedural guidance and forms used to carry
out responsibilities under the plan.
To facilitate LEA compliance and the Alabama State Department of Education (SDE) review of
the plan, LEAs will develop the Comprehensive EL District Plan using the template included at
the end of the checklist. LEAs are encouraged to use the
EL Policy and Procedures Manual when developing and revising the plan for a clear
understanding of the requirements for serving ELs. The EL Policy and Procedures Manual was
developed by the Alabama State Department of Education and is available for downloading at
www.alex.state.al.us/ell/
Section III LEA Template
BIBB COUNTY LEA COMPREHENSIVE ENGLISH LEARNER
DISTRICT PLAN
Section A: Introduction and Educational Theory and Goals
It is the intent of the Bibb County School system to admit students regardless of their immigrant
status or non English speaking status. The Bibb County Board of Education will not discriminate
against students who are identified as Limited English Proficient (LEP) students. Enrollment of a
student should not be denied or delayed due to these conditions. The goal of the Bibb County
Board of Education is to have each child proficient in the use of the English language, however, not
to replace the student’s primary language. Accordingly, the Board of Education authorizes the
Superintendent or his designee to take affirmative steps to overcome language barriers in the
classroom. These affirmative action steps include identification, assessment, appropriate services,
and monitoring.
English as a Second Language (ESL) shall be taught to enable English Language Learners (ELL) to
become competent in the comprehension, speaking, reading, and writing of the English language.
The services shall emphasize mastery of the English Language skills and content area concepts and
skills so students are able to participate effectively in the regular academic program and to reach
their full potential.
The instructional goals of the Bibb County School ESL program are to (1) increase the English
language proficiency to the degree necessary to allow successful independent functioning in the
program and (2) provide the ESL students to reach his/her full potential.
Section B: Identification and Placement Procedures
1) Procedures for implementing the EL Advisory Committee
The EL Advisory Committee consists of the ESL Coordinator, ESL aide, content teachers, counselors,
administrators and parents. The function of the committee is to read the EL plan and to offer
suggestions and revisions. School based EL committees will consider each student’s language
background prior to placement. At is minimal; the school based EL committee will be made up of
the local administrator, the counselor, and the EL aide. They will facilitate the implementation of
related procedures pertaining to identification, placement, assessment, instructional and support
programs, and program exit by students.
2) Methods for identification and placement
The Home Language Survey will be the identification tool for potential English Language Learners.
This survey will be administered to all new students as part of the registration process by the staff
member responsible in each school for registering students. All Home Language Surveys will be
filed in the students Cumulative Record Folders. If a language other than English is identified in any
responses, the student should be identified as a potential ELL. The school official registering the
student should complete part I of the ELL Student Referral and Placement form and submit it along
with a copy of the Home Language Survey to the Bibb County Board of Education EL aide within (3)
school days. Any student answering with a language other than English to any of the Home
Language Survey questions will be afforded the opportunity to be assessed under the procedure for
assessment of LEP students within (10)days. If parents or students need language assistance during
the registration procedure, every effort will be made to contact an Interpreter.
ACCESS for ELLs is the state assessment that is used for language proficiency each year until a
student scores 4.8. W-APT is used as a screener for placement. If a student does not qualify for ESL
services, a Determination of Eligibility form indicating the student will not be served is sent to the
parent. If a student qualifies for services, the local school EL committee and the parent will meet to
discuss placement. If the state’s English proficiency test and the EL committee decide that the
student qualifies for services, the student will immediately begin to receive services from the EL
aide. Parents who wish for their child to not receive services must sign a waiver.
3) Procedures for exiting students from the ESL Program and monitoring progress
All students enrolled in the ESL program will annually take the ACCESS for ELLs to assess English
language proficiency until they score an overall 4.8 proficiency level. In order to exit the program,
students must score 4.8 or above on the ACCESS test. After the student exits the program, a letter
will be sent to the parent and a copy will be placed in their cumulative folder. The student will then
be monitored for two years. At the end of two years, if the student is still progressing they will be
removed from monitor status. If students are not progressing appropriate changes will be made to
allow for reentry to the program.
Section C: Programs and Instruction
1) Programs and activities that will be developed, implemented, and administered to ensure
ELs acquire academic language as part of the core ESL program
For all aspects of the Bibb County’s English language instruction educational program, teachers will
utilize approaches based on scientifically based research and demonstrates effectiveness in
increasing English proficiency and student achievement in core academic subjects. Teachers will
include activities that focus on listening, speaking, reading, and writing to facilitate second
language acquisition. Methods of instruction include content based instruction and reading
instruction methods supported by the Alabama Reading Initiative. The goal will be to
collaboratively provide the most appropriate instruction using best practices to meet the individual
language and academic needs of each student.
The ELL student will receive tutoring sessions from designated tutors. The amount of tutorial
services will depend on the ELL student’s performance in their academic achievement. A
combination of strategies is used to teach language: whole language, phonics, oral language skills,
cooperative learning and integrated reading. Emphasis will be placed upon the development of four
communication skills: listening/comprehension, speaking, reading, and writing. A variety of
materials will be used for instruction. These include textbooks, computers, videos, listening
stations, games, purchased programs and materials and language development activities. By using
a variety of approaches in organizing the classroom, designing a curriculum, and presenting lessons,
students will benefit from diverse instructional methods. The elements that will be emphasized in
the instructional setting for ELL students will be: (1) versatility and flexibility, (2) hands on activities
with cooperative learning, (3) Encouragement and support of mastering curriculum, (4) opportunity
for all students to feel successful by providing appropriate modifications and accommodations for
the needs of students’ different levels of ability, and (5) integration of language skills, thinking skills,
and content knowledge. The following are promoted as good teaching strategies for all students:
(1) total physical response, (2) cooperative learning, (3) language experiences, (4) dialogue journals,
and (5) learning centers.
2) How the ESL program will ensure that ELs develop English proficiency
Each school in Bibb County School incorporates RtI/Problem Solving Teams that consist of school
administrators, teachers, counselors and others designated by the principal. The RtI/Problem
Solving Team will review all relevant information and determine appropriate services for ELL
students in their perspective schools. After careful consideration of each student’s language
background, the RtI/Problem Solving Team will determine appropriate services for the student
including accommodations necessary for participation in the Alabama Assessment program.
Recommendations for the child will be made based upon: (1) age appropriateness grade level, (2)
determining the level of support needed for intervention services, and (3) determining if the
student can function in general education classes without accommodations. The teachers and
schools are obligated to provide appropriate strategies to ensure the student’s language and
academic needs are met. This will be done by the following:
 Recommend and monitor participation in all eligible academic and special programs on the
same basis as native English speaking students
 Review the ELL students language acquisition and academic progress at least on a semiannual basis
 Reclassify and recommend exiting ELL students from ESL program when they become
proficient in English and have met criteria
 Monitoring the academic progress of students who exit the ESL program for a minimum of
two years
 Make recommendations to school decision makers on professional development for staff
and parents regarding ELL students
English As A Second Language Service is provided to all ELL students identified in the system in the
classroom setting. Assistance may also be provided through contract bilingual instructional aides
and in class tutors. For all aspects of the Bibb County English language instructional program,
teachers will use approaches based on scientifically based research and demonstrate effectiveness
in increasing English proficiency and academic achievement in the core subject areas. Training will
be provided to classroom teachers in strategies for appropriate accommodations. Some of these
accommodations include oral rather than written assignments, oral testing, and extra time on
assignments; shorten assignments, alternative assignments and tutoring. All teachers have received
training in Make Sense Strategies through the Lee Vs. Macon Training. The ultimate goal of English
language instruction educational program is to provide limited English students with high quality
and appropriate teaching and learning experiences to ensure that they have adequate
opportunities to meet the same challenging state content and student performance that is
expected for all students.
3) Specific components of the LEA’s ESL program
According to research, it takes the average ELL from one to three years to acquire the social
language which is necessary to function on a daily basis. Teachers will utilize the following:
 Scientifically research based programs that demonstrate effectiveness in increasing English
proficiency and student achievement in core academic subjects
 Content based instruction


Tutoring Services
Strategies to teach language: whole language, phonics, cooperative learning, strategic
teaching
 Variety of materials will be used for instruction: language development activities, videos,
listening stations, etc.
 Dialogue Journals
4) Grading and retention policy and procedures
Traditional procedures for assigning grades to students may not be appropriate for English
language learners. Teachers should be encouraged to maintain high expectations for students
learning and should accommodate and adapt lessons and assignments so that ELL students can
progress. Likewise, assessments should be modified so that the student can demonstrate their
knowledge and skills. A student may not be assigned a failing grade in a content area on the basis
of lack of appropriate instructional accommodations. If content teachers are unsure how to
accommodate ELL’s, they should seek in service or other training.
It may be appropriate for beginning ELL’s to receive alternate progress monitoring grades such as S
for Satisfactory, I for Improving, or N for Needs Improvement. Students in grades 9-12 must be
given the same opportunity to earn credits toward graduation. Teachers must follow these
guidelines:
 ELL’s must receive accommodations of content work when needed
 Grading is based on accommodated work
 ELL’s must not fail on the basis of lack of English language proficiency
 Grades placed in a student’s cumulative folder must reflect the student’s academic
achievement on grade level academic core and student academic content and student
academic achievement standards
 Describe progress in narrative form with examples of work
5) Specific staffing and other resources to be provided to ELs through the ESL program
Bibb County Board of Education ESL program currently consists of an ELL Coordinator and an ELL
Aide/paraprofessional. There has been a conscious effort to allow the ELL Aide/paraprofessional to
gain professional development through viable workshops. The ELL Coordinator and the Federal
Programs Coordinator will continue to search for relevant information to share with our content
teachers and school administrators so that we can better assist students in our ESL program.
6) Method for collecting and submitting data
Each local school has a secretary/registrar that is responsible for enrolling students into the school
computer system. We have recently switched from STI to INOW. Once their Home Language Survey
is received, the principal designee contacts the ELL Aide/Paraprofessional to begin the process. All
testing results as well as student report cards are gathered and stored by the ELL
Aide/Paraprofessional. A copy of the Home Language Survey is added to their cumulative folder.
Documentation is also filed at the ELL Coordinators office.
7) Method for evaluating the effectiveness of the ESL program
The ESL program is included in the monitoring and application of the districts’ Continuous
Improvement Plan. Meetings with local administrators are routinely conducted to evaluate and
assess program effectiveness. If needed, revisions and suggestions are also addressed at this time.
At this time, our district does not serve any non-public schools
8) Method of identification and referral of ELs to the Special Education Program
Any ELL student that is suspected of needing special education services will be monitored by
his/her content teacher and the ELL Aide/Paraprofessional to ensure that their academic problems
are not related to his/her potential language barrier. Parents of ELL students who are referred to
special education services will be notified in their native language. All correspondence will also be
in the parent’s native language.
Section D: Assessment and Accountability
1) Method for holding schools accountable for annually measuring the English proficiency of
ELs and for participating in the state-administered testing program
The LEA Testing Coordinator communicates state testing requirements to the ELL Coordinator for
implementation. The ELL Coordinator is accountable for assessing all students in the ESL program.
Once ACCESS scores return to the district, the Testing Coordinator gives the results to the ELL
Coordinator who then provides scores to each local school administrator or their designee for
review.
2) Method for holding schools accountable for meeting proficiency in academic achievement
(AMOs) and Annual Measurable Achievement Objectives (AMAOs)
The ELL Coordinator, Ell Aide/Paraprofessional, and local administrators monitor their schools for
compliance and inclusion in CIP plans that are routinely reviewed. Communication is maintained
with each school regarding ACCESS testing and student progress.
Section E: Parent Involvement
1) Methods for promoting parent involvement activities to help improve student achievement
The state has eight requirements for parent notification regarding program placement. When a
student becomes eligible all relevant paper work is completed at this time. Interpreters are on call
if needed to assist the schools in relaying any and all academic concerns to parents.
2) Methods (in a language they can understand) for notification requirements for ELs students
regarding
 EL identification and placement and
 Separate notification for the LEA or school’s failure to meet AMAOs
All translated documents can be found on TransAct and will be utilized when needed and required.
All identification/placement documentation is in a language that parents can understand. If a
school fails to meet AMAO’s, notification will be sent to parents of ELL students.
Section F: Title III (To be completed if the LEA receives Title III supplemental funds)
1) Use of Title III funds to supplement the core ESL program
2) Method the LEA uses to initiate contact with non-public school officials to engage in timely
and meaningful consultation regarding services available to ELs in non-public schools that are
located within the geographic boundaries of the LEA (if applicable)
Section E: Appendix (Required documents are Home Language Survey, Parent Notification Letters,
and Title III Supplemental Services Waiver Letter; the LEA may include any other related documents)