Oneonta City Schools
Oneonta Elementary School
Oneonta High School
www.oneontacityschools.com
2010-2011
27605 State Highway 75, Oneonta, Alabama 35121
205-625-5812
Revised August 2010
Next Revision Date August 20, 2011
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Table of Contents
Stakeholder Participation
State Definition of Limited English Proficient
Legal Cases Relating to English Learners
Preface
Assurances of ESL Program Administrator and OCS Superintendent
A. Introduction
1) Include the LEA’s educational Goals And Theory for its program of services.
Goal
Curriculum Framework
Instructional Framework
Theory and Practice
B. Identification and Placement Procedures
1) Include the LEA’s procedures for implementing the ESL Advisory Committee and
ESL School Committee.
ESL Advisory Committee
ESL School Committee
ESL Plan
B. Identification and Placement Procedures
2) Include the LEA’s methods for identifying and assessing the students to be included
in the English Language Educational Program. The following components must be
evident in the plan.
 Home Language Survey
 WIDA-ACCESS Placement Test (W-APT)
 ESL Committee Placement
Home Language Survey
Administrative Registration Procedures
WIDA-ACCESS Placement Test (W-APT)
WIDA Standards
Understanding the ACCESS for ELs Test Tier Placement
ESL Committee Placement
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B. Identification and Placement Procedures
3) Include the LEA’s method and procedures for Exiting Students from the English
Language Educational Program and for monitoring their progress for a period of
at least two years, and at a minimum, follow SDE Exiting Requirements for ELs. The
state established Exit Criteria as a Composite Score of 4.8 on the ACCESS for ELs®.
ESL Program Exiting Procedures
ESL Program Monitoring Procedures for Exited ELs
C. Programs and Instruction
1) Describe the programs and activities that will be developed, implemented, and
administered to ensure that ELs acquire academic language as part of the core ESL
Program.
 Process the district uses to conduct a Comprehensive Needs Assessment
 Rationale for selecting the particular ESL Program/s and how they are based
on Scientific Research
Comprehensive Needs Assessment
Program Development and Implementation
C. Programs and Instruction
2) Describe how Language Educational Programs will ensure that ELs develop English
Proficiency.
 Practice of continuous improvement and use of data to improve the rate of
language acquisition for ELs
 Support the LEA provides each school with respect to continuous
improvement practices
 LEA integration of the World-Class Instructional Design and Assessment
English Language Proficiency (WIDA ELP) Standards with the curriculum
 Teacher integration of the WIDA ELP Standards in lesson plans
English as a Second Language Curriculum and Instruction
Alabama Courses of Study and World-Class Instructional Design and Assessment English
Language Proficiency (WIDA ELP) Standards
Table 2 WIDA Consortium Performance Definitions
C. Programs and Instruction
3) Include the specific components of the LEA’s program of English language
acquisition and academic services for ELs.
ESL Materials and Resources
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C. Programs And Instruction
4) Describe the Grading and Retention policy and procedures; ELs cannot fail or be
retained if language is the barrier.
Grading and Retention Policy and Procedures for ELs
C. Programs And Instruction
5) Include the specific staffing and other resources to be provided to Limited English
Proficient Students under the LEA’s English Language Educational Program. As with
other instructional personnel, ESL Staff must be qualified with academic preparation
in English as a Second Language, as stipulated in the 1991 Office of Civil Rights
(OCR) Memorandum.
 Qualified Personnel (ESL Licensure)
 ESL Staff Development
 Content Teacher and Administrator Staff Development
Qualified Personnel
Professional Development
C. Programs and Instruction
6) Describe how the LEA will collect and submit data in accordance with SDE
requirements.
 How schools are trained to use STI Or INOW to code ELs and enter reliable
and accurate data
State Codes for English Learners and Data Collection
C. Programs And Instruction
7) Include the LEA’s method for evaluating the effectiveness of its program for
Limited English Proficient Students (including those enrolled in Non-Public Schools)
 LEA engagement in the continuous improvement cycle
ESL Program Evaluation
Compilation Report
C. Programs and Instruction
8) Include LEA’s method of identification and referral of ELs to Special Education.
Note that the ESL Plan must describe how the school will communicate with the child
and parent in their native language.
Problem Solving Team (PST)
Special Education
Participation in Other Programs
Gifted and Talented
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D. Assessment & Accountability
1) Describe How The LEA Will Encourage And Hold Schools Accountable For
Annually Measuring The English Proficiency Of Limited English Proficient
Students And For Participating In The State-Administered Testing Program.
 Coordination With The LEA Student Assessment Director
 Communication Of Assessment And Accountability Requirements To Schools
Participation In Statewide Assessment Program
D. Assessment & Accountability
2) Describe how the LEA will hold schools accountable for Meeting Proficiency and
Annual Measurable Achievement Objectives (AMAOs).
 Monitoring and evaluating school engagement with Continuous Improvement
Plan (CIP)
Annual Measurable Achievement Objectives (AMAOs) (Title Iii, Section 3122)
E. Parent Involvement
1) Describe how the LEA will promote parental notification and parental and
community participation in programs for Limited English Proficient Students.
 Eight requirements for parent notification regarding program placement
 Separate notification to parents regarding failure of the LEA or school to meet
Annual Measurable Achievement Objectives (AMAOs) within the specified
time limit
Parent Notification
Separate Notification Regarding Accountability for Annual Measurable
Achievement Objectives (AMAOs)
Parent Participation
Community Participation
F. Title III Supplemental Services
This section should be completed if the LEA receives Title III supplemental funds.
1) Describe how the LEA uses Title III Funds to supplement the core ESL Program.
OCS Title III Funds
F. Title III Supplemental Services
This section should be completed if the LEA receives Title III supplemental funds.
2) Describe the 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.
 How ELs are identified
 How needs of ELs are identified
 How, when, where, and what services will be provided
 How the services will be assessed
 The amount of funds/services available
Non-Public School Participation and Title III - Language Instruction for Limited English
Proficient and Immigrant Student
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GLOSSARY
APPENDIX
ESL District Plan Assurances Form
At a Minimum the Local EL District Plan Must Form
LEA Comprehensive English Learner District Plan Template
ONEONTA CITY SCHOOLS REGISTRATION FORMS
(ENGLISH AND SPANISH)
Oneonta City Board of Education School Registration Form
Alabama State Department of Education Employment Survey Form
Oneonta City Schools –Free and Reduced Price School Meals Family Application
Student Handbook Notice of Receipt
Internet Usage Permission Form
Field Trip Permission Form
Semester Exam Checkout-High School Only
Checkout Information
Important Information Concerning Student Privacy Rights
Directory Information & Photographs
State of Alabama Department of Education Health Assessment Record
School Medication Prescriber /Parent Authorization
ENGLISH AS A SECOND LANGUAGE FORMS
OCS-English Language Learner Identification, Placement, And Assessment Flowchart
ONEONTA ELEMENTARY SCHOOL ESL FORMS
Oneonta City Schools ESL Services History Chart
ESL Plan –LEP1 Form
ESL Plan –LEP2 Form
ESL Plan –LEP Classroom Accommodations-For All Levels
ESL Plan –FLEP1 Form
ESL Plan –FLEP2 Form
ESL Plan –FLEP3 Form
ESL Plan –FLEP Form
LEP Participation Documentation AL Student Assessment Program
LEP Accommodation Checklist
Stanford of Achievement Test, Tenth Edition (SAT 10)
Alabama Reading and Mathematics Test (ARMT)
Alabama Science Assessment (ASA)
Alabama Direct Assessment of Writing (ADAW)
LEP1 & LEP2 Accommodations/Monitoring Chart
FLEP1 Monitoring Chart
FLEP2 Monitoring Chart
OCS-Waiver/Refusal of English as a Second Language Program
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APLA Form
WIDA-Parent/Guardian Report
ONEONTA HIGH SCHOOL ESL FORMS
Oneonta City Schools ESL Services History Chart
ESL Plan –LEP1 & LEP2 Form
ESL Plan –LEP Classroom Accommodations-For All Levels
ESL Plan –FLEP1 Form
ESL Plan –FLEP2 Form
ESL Plan –FLEP3 Form
ESL Plan –FLEP Form
LEP Participation Documentation AL Student Assessment Program
LEP Accommodation Checklist
Stanford of Achievement Test, Tenth Edition (SAT 10)
Alabama Reading and Mathematics Test (ARMT)
Alabama Science Assessment (ASA)
Alabama Direct Assessment of Writing (ADAW)
OCS-Waiver/Refusal of English as a Second Language Program
APLA Form
WIDA-Parent/Guardian Report
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STAKEHOLDER PARTICIPATION
Assurance:
Oneonta City Schools (OCS) consulted with teachers, school administrators, parents,
and education related community groups and institutions of higher education in
developing the OCS-ESL District Plan.
This plan has been reviewed by the ESL Advisory Committee.
ESL Advisory Committee 2010-2011
Scott Coefield
Superintendent, Oneonta City Schools
Phyllis Shirley
Federal Programs Coordinator
Keith Bender
High School Principal
Leslie Self
Elementary School Principal
Sharon Standridge
High School Assistant Principal
Ed Parrish
Elementary School Assistant Principal
Daphen Coffey
High School ELL Teacher
Beatriz Vargas
Elementary School ELL Teacher
Idania Gonzalez
Translator
Beverly Ellis
Testing Coordinator
Glenda Vinson
Staff Development
Rhonda Gibbs
High School Counselor
Grace Malek
Elementary/Middle School Counselor
Cathy Lankford
Elementary School Counselor
Stanley Moss
High School Teacher
Joy Majors
Elementary School Teacher
Teresa Pineda Vargas
Parent
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STATE DEFINITION OF LIMITED ENGLISH PROFICIENT
The state definition of limited English proficient (LEP) is taken from the No Child Left Behind Act of
2001, S. 9101, 25, of Title IX:
“(25) LIMITED ENGLISH PROFICIENT. – The term ‘limited-English proficient’, when used with respect to an
individual, means an individual –
(A) who is aged three through 21
(B) who is enrolled or preparing to enroll in an elementary school or secondary school;
(C) (i) who was not born in the United States or whose native language is a language other than English;
(ii)(I) who is a Native American or Alaska Native, or a native resident of
the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant
impact on the individual’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an
environment where a language other than English is dominant; and
(D) whose difficulty is speaking, reading, writing, or understanding the English language may be sufficient
to deny the individual –
(i) the ability to meet the State’s proficient level of achievement on State assessments described in
Section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.”
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LEGAL CASES RELATING TO ENGLISH LEARNERS
There is federal law established to ensure the rights of national origin minority students. Following is a
brief view of major legislation, court rulings, and regulations that address language minority students.
Federal Laws
1964 Civil Rights Act, Title VI
“No person in the United States shall, on the ground of race, color, or national origin … be denied the
benefits of, or be subjected to discrimination under any program or activity receiving Federal
financial assistance.”
1968 Constitution of the United States Fourteenth Amendment
“No state shall … deny to any person within its jurisdiction the equal protection of the laws.”
1974 Equal Educational Opportunities Act (EEOA)
“No state shall deny equal educational opportunity to an individual on account of his or her race
color, sex, or national origin, by … the failure of an educational agency to take appropriate action to
overcome language barriers that impede equal participation by its students in its instructional
programs.”
2001 No Child Left Behind Act – Public Law 10- Titles I and III
“… ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality
education and reach, at a minimum, proficiency on challenging state academic achievement standards
and state academic assessments.”
Federal Courts
1974
Serna v. Portales
Court ordered schools to make a curriculum available to students who lack English skills.
1978 Cintron v. Brentwood
ESL students are not to be segregated completely from other students, but included in art, PE, and
non- language based classes.
Supreme Court
1974 Lau vs. Nichols
A suit filed by Chinese parents in San Francisco in 1974 led to a landmark Supreme Court ruling that
identical education does not constitute equal education under the Civil Rights Act. The ruling requires
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school districts to take "affirmative steps" to overcome educational barriers faced by non-English
speakers (Lyons, 1992).
1982 Plyler vs. Doe
The Supreme Court ruled in Plyler v. Doe [457 U.S. 202 (1982)] that undocumented children and
young adults have the same right to attend public schools as U.S. citizens and must attend until they
reach mandated age. In addition, the court ruled that public schools may not:
 Deny admission to a student during initial enrollment or at any other time on the basis of
undocumented status.
 Treat a student disparately to determine residency.
 Engage in any practice to “chill” the right of access to school.
 Require students or parents to disclose or document their immigration status.
 Make inquiries of students or parents that may expose their undocumented status.
 Require social security numbers from all students, as this may expose undocumented status.
1981 Castañeda vs. Pickard
In 1981, in the most significant decision regarding the education of language-minority students since
Lau v. Nichols, the 5th Circuit Court established a three-pronged test for evaluating programs serving
English language learners. According to the Castañeda standard, schools must:
 Base their program on educational theory recognized as sound or considered to be a legitimate
experimental strategy;
 Implement the program with resources and personnel necessary to put the theory into practice;
and
 Evaluate programs and make adjustments where necessary to ensure that adequate progress is
being made. [648 F. 2d 989 (5th Circuit, 1981)].
For more information about these court cases, go to: Court Cases Impacting Limited English Proficient
Students.
The McKinney-Vento Homeless Education Act, Reauthorized January, Section 721
Alabama Administrative Code, 290-3-1-.02(7)(c ) through 290-3-102 (7) (i) (iv)
Oneonta City Schools Board Policy 701.1
Local OES & OHS Student Handbooks govern procedures and policies of school activities &
guidance of all students.
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PREFACE
This is the comprehensive Oneonta City Schools (OCS)-English as a Second Language (ESL)
District Plan in place and in compliance with Section 3116 of Title III of the No Child Left
Behind Act of 2001, for serving students who are immigrant and/or limited English proficient,
where one or more students are determined to need support. The OCS-ESL District Plan is to be
in place whether or not OCS currently has English Learners (ELs) enrolled and regardless of
Title III eligibility.
The OCS-ESL District Plan addresses each aspect of the LEA’s program for all ELs, at
all grade levels, and in all schools in the school system. The OCS-ESL District Plan
contains sufficient detail so that each staff person can understand how the plan is to be
implemented and contains the procedural guidance and forms used to carry out
responsibilities under the plan.
This plan details how Oneonta City Schools (OCS) provide programs, services, and resources to
students who are identified as language minority and English Learners (ELs) or students with limited
English proficiency (LEP). OCS provide appropriate services to EL students at all grade levels and at
all schools in the school system.
It is the goal of all school personnel, including ESL teachers, regular classroom teachers, special
education teachers, gifted education teachers, after school staff, summer school staff, at-risk
instructors, counselors, and administrators to help each student make yearly progress on standardized
evaluations and reach the highest possible levels of English language and academic proficiency in the
shortest time possible.
ASSURANCES of ESL Program Administrator and OCS Superintendant
OCS consulted with teachers, school administrators, parents, and education related community groups
and institutions of higher education in developing the OCS-ESL District Plan.
All teachers at OCS are fluent in English and have written and oral communication skills. English
fluency is considered established if personnel have a teaching certificate issued by the Alabama State
Department of Education (ASDE) and have met the highly qualified status of a teacher or instructional
aide that is required by the ASDE.
All schools in the LEA are in compliance for serving ELs.
All individuals used as translators or interpreters are fluent in the language they are translating.
ELs have equal access to appropriate categorical and other programs and are selected on the same basis
as other students at OCS.
OCS has a process for parents to waive Title III Supplemental Services.
See Appendix EL District Plan Cover Sheet
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A. INTRODUCTION
1) Include the LEA’s educational goals and theory for its program of services.
GOAL
It is the goal of all school personnel, including regular classroom teachers, ESL teachers, special
education teachers, gifted education teachers, after school staff, summer school staff, at-risk
instructors, counselors, and administrators to help each student meet the challenging academic
standards and reach the highest possible levels of English language and academic proficiency in the
shortest time possible.
CURRICULUM FRAMEWORK
The World-class Instructional Design and Assessment (WIDA) Consortium English Language
Proficiency Standards for English Language Learners (K-12)
These standards have been adopted by the State of Alabama as a means to align curriculum,
instruction, and assessment for EL’s. This program meets the requirements of the federal No Child
Left Behind Act of 2001 by linking English language acquisition standards and state academic content
standards.
INSTRUCTIONAL FRAMEWORK
The profiles of ELs are varied and complex. In order to meet the needs of these students and achieve
the above stated goal, Oneonta City Schools employ a mixture of methodologies in order to best serve
the needs of EL students. The process includes collecting data including ACCESS scores, conducting
assessment, and implementing instructional practices that will benefit EL’s. Data gathering and
assessment focuses on (1) native-language proficiency, (2) English-language proficiency, (3) academic
experience, (4) learning and behavioral factors, and (5) environmental factors. This information is then
used to determine and implement effective instructional practices that focus on content (Alabama
Course of Study) and language (WIDA Consortium English Language Proficiency Standards for
English Language Learners) objectives as well as cultural awareness and study skills.
ESL Class Period
This approach is generally used in secondary school settings. Students receive ESL instruction during a
regular class period and receive elective course credit. They are grouped for instruction according to their
grade level.
Pull-out Instruction
This approach is generally used in elementary school settings. Students spend part of the school day in
a mainstream classroom but are pulled out a portion of each day to receive instruction in English as a
second language. However, it may also be used for older students who enter higher grades with a
limited English vocabulary.
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THEORY AND PRACTICE
Social Development Theory of Learning (Vygotsky, 1978)
Social interaction profoundly influences cognitive development. Vygotsky states: "Every function in
the child's cultural development appears twice: first, on the social level, and later, on the individual
level; first, between people (inter-psychological) and then inside the child (intra-psychological). This
applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the
higher functions originate as actual relationships between individuals." A second aspect of Vygotsky's
theory is the idea that the potential for cognitive development depends upon the "zone of proximal
development" (ZPD): a level of development attained when children engage in social behavior. Full
development of the ZPD depends upon full social interaction. The range of skill that can be developed
with adult guidance or peer collaboration exceeds what can be attained alone.
Cooperative Learning, (Wood, 1988) is a teaching strategy in which small teams, each with students
of different levels of ability, use a variety of learning activities to improve their understanding of a
subject. Each member of a team is responsible not only for learning what is taught but also for helping
teammates learn, thus creating an atmosphere of achievement. Documented results include improved
academic achievement, improved behavior and attendance, increased self-confidence and motivation,
and increased liking of school and classmates. Cooperative learning is also relatively easy to
implement and is inexpensive.
Zone of Proximal Development (Vygotsky, 1978) and Input Hypothesis (Krashen, 1981)
The Zone of Proximal Development (ZPD) is the gap between a learner's current or actual level of
development determined by independent problem solving and the learner's emerging or potential level
of development. That is, it is the set of knowledge that the learner has the ability to learn currently but
does not yet understand -- things that are "just out of reach".
Learners cannot build new knowledge without first having a framework or prior learning foundation.
Vygotsky says that learners are generally not able to bridge a large gap of learning without some
cognitively related prior knowledge, to connect to and support the new information.
The phenomena of an individual being able to perform at a higher level of competence with the
assistance of more capable others is referred to in Vygotskian terms as the zone of proximal
development (ZPD).
The Input Hypothesis explains how a second language can be acquired. It relates to acquisition, not
learning. According to Stephen Krashen, the only way we can acquire language is by receiving
comprehensible input. That is, we have to receive input that is just beyond our competence but not
beyond our understanding. However, this hypothesis was later modified so that comprehensible input
was a necessary but not sufficient condition for acquisition. Learners have to have the right
environment and circumstances to allow comprehensible input to work. A learner's affective filter has
to be low; they have to be free of stress and motivated.
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Related Claims:



We acquire by understanding language that contains structure a bit beyond our current level of
competence, input plus one level (i + 1). This is done with the help of context or extralinguistic information.
When communication is successful, when the input is understood and there is enough of it,
i + 1 will be provided automatically.
Production ability emerges. It can’t be taught directly.
On-Going Assessment to establish current or actual level of acquisition and thus establish student’s
zone of proximal development. This information provides data necessary for lesson planning.
Dale’s Cone of Learning based on research conducted by Edgar Dale in the l960’s
Scaffolding (support) that promotes learning when concepts and skills are being first introduced to
students. These supports may include resources, a compelling task, templates or guides, and guidance
on cognitive and social skills. There is a gradual release of responsibility from teacher directed
learning activities to student directed learning activities as students develop autonomous learning
strategies, thus promoting their own cognitive, affective, and psychomotor learning skills and
knowledge.
Dale's Cone diagrams effectiveness of learning according to the media involved in learning
experiences. According to Dale's research, the least effective method, the top of the cone, involves
learning from information presented through verbal symbols, i.e., listening to spoken words. The most
effective method, the bottom of the cone, involves direct, purposeful learning experiences, such as
hands-on or field experiences.
After two weeks we remember:
10% of what we read
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we say
90% of what we both say and do
Instructional strategies based on Dale’s Cone of Learning employ teaching strategies that allow
students to work actively with content materials and new concepts. Strategies may include but are not
limited to the following suggestions.
Quick Write Research has shown that stopping a lecture after presenting a main concept for three
minutes, allows students to write notes, thoughts and reflections and learner retention rates improve
noticeably over a "just lecturing" method. Examples are skeleton notes/ diagrams with missing
labels/information, etc. and journals.
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One Minute Papers provide a quick and extremely simple way to collect written feedback on student
learning. Stop the lecture, or at the end of the lecture, ask students to respond briefly to some variation
on the following two questions: “What was the most important thing you learned during this class?”
and “What important question remains unanswered?” Students then write their responses on index
cards or half-sheets of scrap paper and hand them in. The instructor reviews the papers before the next
class and clarifies the material as needed.
A Think-Pair-Share presents a concept, or at specific time intervals, stop class and allow students to
collect their thoughts (think). Then have them discuss their idea for 3-5 minutes with the person next to
them (pair). Finally, ask the pairs to present their ideas to the class. (You can also individually
interview pairs.) (share).
Brainstorming is a good technique for generating ideas quickly. Make sure everyone understands the
ground rules: no response is wrong; every response is accepted without discussion or argument. Once
brainstorming has elicited a sufficient number of responses, guide students to use their analytical and
synthesizing skills to determine the best ideas.
Concept Mapping is creating visual representations that show the relationship between concepts by
using lines and shapes.
Demonstrations/Laboratories
Very good at visually showing and allowing student interactions with various course concepts.
Students can be asked to predict an outcome to a given situation and then assess/evaluate/justify if their
prediction was valid based upon the laboratory outcomes. In other instances, the demonstration serves
to allow students to construct meaning and make connections in their learning based upon their
observations and first-hand experience. Depending upon the set-up and size of the class, teachers may
allow students to experiment right after the initial demonstration or allow the students to “discover” the
content/objective of the laboratory without demonstrating first. It is also “powerful” if the students
have access to the materials used in the demonstration and are able to repeat the demonstration at home
or outside of class.
Case Studies
Bring in case studies for students to read and then analyze, applying concepts, data, and theory taught
from class. Students can work individually or in groups or do this as a think-pair-share activity. Using
case studies in combination with a brief in-class writing assignment adds to the students actively
working with the subject content.
Role Playing
Allow students to act out a real-life situations. This helps them understand.
Student Debates/Discussion Panels
Debates and discussion panels can be formal or informal, individual or group, graded or un-graded.
This allows students the opportunity to take a position and gather data/logical arguments to support
their view, critically. The process also offers experience with verbal presentations. Some faculty may
ask students for their personal view and then make them argue for the opposite position.
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Videos
The use of videos in the classroom offers an alternative of presenting information via lecture. Video
length should be relatively short (5 to 20 minutes). Prepare students with reaction or discussion
questions or a list of ideas upon which to focus. After watching the video, students can work alone, or
in pairs/groups, to answer critical questions, write a ‘review’ or reaction (possibly as a journal entry),
draw concept maps, or apply a theory.
Games
Such as Jeopardy, crossword puzzles, and group competitions can be adapted for course material and
used in review and for assignments.
Technology
The access of computers in the classroom or media center for student use is limitless. Examples of
helpful uses of the computer are reinforcing concepts for Alabama High School Graduation Exam that
have already been taught in classes and in tutoring/mentoring sessions, the use of computers for credit
recovery, and the use of computers for class intervention.
B. IDENTIFICATION AND PLACEMENT PROCEDURES
1) Include the LEA’s procedures for implementing the ESL Advisory Committee and
ESL School Committee.
ESL ADVISORY COMMITTEE
An ESL District Advisory Committee will meet at least once per year for the purpose of program
needs, assessment, evaluation, and for developing the ESL Plan form. This committee must include
central office administrators, assessment specialists, school administrators, school counselors, teachers,
and ESL staff. The committee should also include parents and community representatives who work
with these students and their families in other settings. By working with a group that includes these
stakeholders, the LEA can receive valuable input from those whose support and efforts may be
important to the success of the English language educational program. The committee should review
the overall progress of EL students at Oneonta City Schools (OCS) - (including information detailed in
the ESL Program Compilation Data Form), review OCS Committee recommendations from each
school, and suggest data driven changes to the OCS ESL District Plan. These recommendations will be
presented to the Director of Federal Programs who will then present the recommendations to the ESL
Advisory Committee and results from the ESL Advisory Committee will go to the superintendent. The
superintendent will then present the recommendations to the Board of Education.
All members of the ESL School Committee and ESL Advisory Committee will observe all rules and
laws governing the confidentiality of information concerning individual students. Some examples of
committee responsibilities would be to make recommendations regarding:





The English language development program.
High-quality professional development for staff.
Parental involvement programs to further student success.
Budgeting of state, local, and federal funds.
The English language program evaluation.
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ESL SCHOOL COMMITTEE
Each school in the Oneonta City School System will form an ESL School Committee responsible for
guiding and monitoring the placement, services, assessment, and reviews of ESL Plans. The ESL
Committee may be comprised of content-area or general classroom teachers of ELs, assessment
specialists, school administrators, school counselors, ESL staff, and other members as appropriate
(e.g., parents, central office administrators, and school psychologists). The ESL staff is the leader of
the ESL School Committee. The ESL School Committee will review all pertinent information on all
EL students and make the determination required regarding the placement in and exit from the ESL
Program.
The members of the ESL School Committee will be given released time to complete these tasks.

 Implementation of Oneonta City Schools ESL District Plan procedures (identification,
placement, etc.)
 Review the ACCESS for ELs reports as well as the APLA Reports from each school.
 Provide teacher(s) with the instructional plan.
 Establish, review, and revise student’s progress, program placement, and instructional plan
annually to determine progress in language acquisition and academic achievement. The
student’s program placement will be data driven and the instructional plan will establish a
course of action to eliminate barriers to achievement.
 Re-classify and recommend exiting the ESL Program when LEP students become proficient in
English and have met exit criteria.
 Convene as needed to discuss changes/adjustments in ESL instructional services.
 Provide written notice to parents regarding ESL Program placement, alternative program
options, instructional plan options, and parental responsibilities. (Notification will be made in a
language and/or manner that the parents can understand.)
 Communicate in a timely manner the student’s ESL Plan with faculty and staff who interact
with and provide instruction for the child.
 Ensure the ESL Plan describes how the school will communicate with the student’s parents in
their native language.
 Make recommendations to the regular classroom teachers concerning accommodations and
strategies for ELs.
 Recommend and monitor the participation of EL in any other applicable programs. (Including
extra-curricular activities.)
 Make recommendations to the school committees and school decision makers on professional
development topics for staff and parental involvement seminars to further student success.
 Compile the School ESL Program Compilation Data for the state report.
ESL PLAN
It is recommended that each student designated as EL have an ESL Plan which should be updated
annually until the student achieves Former LEP (FLEP) status.
18
The ESL Committee should use the following guidelines in implementing the
ESL Plan:
1. Ensure full consideration of each student’s language background before placement in an
English language educational program.
2. Ensure implementation of systematic procedures and safeguards related to appropriateness of
identification, placement, assessment, instructional and support programs, and program exit.
Review student’s progress in language acquisition and academic achievement annually.
3. Convene as needed to discuss changes or adjustments in the ELs instructional services.
4. Identify accommodations needed on state assessments. Additional classroom strategies and
accommodations should be identified as appropriate.
5. Ensure the ESL Plan describes how the school will communicate with the student’s parents in
their native language.
See Appendix ESL Plan and other ESL forms.
B. IDENTIFICATION AND PLACEMENT PROCEDURES
2) Include the LEA’s methods for identifying and assessing the students to be included
in the English language educational program. The following components must be
evident in the plan.
 Home Language Survey
 WIDA-ACCESS Placement Test (W-APT)
 ESL Committee Placement
HOME LANGUAGE SURVEY
Upon enrollment, and as part of the registration process, all parents and/or students must complete a
Home Language Survey. If the answers to any of the questions on the survey indicate that the student
comes from an environment where a language other than English is spoken, then the guidance
counselor or school registrar must send a copy of the registration form and the home language survey
to the ESL Teacher. (Every student at each school must have a Home Language Survey in his/her
Permanent Record File.) The registrar will check to see if that child has been administered the WIDAACCESS Placement Test (W-APT) or if ACCESS scores are available in another school system. If the
student has not been assessed by using the ACCESS test or screened by the W-APT Screening
Instrument, then he/she will be referred to an ESL Teacher or a teacher who has been trained to
administer the W-APT. If the student enrolls during the summer or on the first day of school, he/she is
required to be screened within 30 days of the beginning of school. If a student enrolls during the school
year, he/she must be assessed within 10 days of enrollment to determine whether any difficulty in
speaking, reading, writing, or understanding may deny the student the ability to meet the state
proficiency level of achievement on mandated tests; the ability to effectively attain course of study
standards in the classroom; or the opportunity to participate in school, school related activities, and
society in general. Any student who is identified as an English Learner is referred to the school ESL
Committee in order to determine the appropriate instructional and program placement. The student’s
ESL Plan will address identified needs and establish a course of action to eliminate barriers to
achievement.
19
The Oneonta City School System has two employees at OCS who speak Spanish and are available, on
an as needed basis, for interpreting purposes. The ultimate goal of this process is to provide parents
who do not speak English with meaningful opportunities to participate in the education of their child.
The translators may be called upon to help with enrollment, orientation, parent/teacher conferences,
eligibility meetings, ESL Plan meetings, etc. They will also assist schools in translating documents
regarding parent programs, meetings, and other activities. If a student or parent speaks a language
other than English or Spanish, efforts will be made to find an interpreter to facilitate communication.
Transact is used to aide in communication with parents who do not speak English.
ADMINISTRATIVE REGISTRATION PROCEDURES
• Registration Form – Each school has a registration form to be completed. Registration Forms are
available in English and Spanish as well as with the assistance of a translator.
• Proof of Age - May consist of a valid birth certificate, a valid passport, or other official document
listing date and place of birth, such as a health certificate or notarized statement. Enrollment may
not be delayed if proof of age is not available. A valid birth certificate is requested, but not
required for enrollment.
• Proof of Immunization – This is not required for enrollment, but parents are asked to submit a State
of Alabama Certificate of Immunization as soon as possible. Parents are informed that a State of
Alabama Certificate of Immunization (Blue Slip) is available at the County Health Department or
a physician’s office.
• Social Security Number – A Social Security number is not necessary for enrollment or for school
lunch forms. If a student does not have a Social Security card, the appropriate school office staff
will assign an identification number
• Home Language Survey (HLS) - This is a survey to determine the student’s home language. It is
used as an identification tool for potential LEP students and is a part of the enrollment process. The
Home Language Survey should be signed by the parents of students in grades K-6, but it can be
signed by the students or parents in grades 7-12. This form identifies the first language spoken by
the student, the language spoken in the home, and the language the child speaks most often. This
form will be filed in the permanent record or cumulative files of each child in the system. If any
other language other than English is marked, the registrar submits a copy of the home language
survey to the ESL teacher immediately to ensure proper assessment of language proficiency and
possible placement within the ESL program. However, the presence of a language other than
English does not automatically signify that the student is not a competent and proficient speaker of
English.
The Home Language Survey contains these questions:
1. Is your child’s first learned or home language anything other than English?
If you responded “YES”, please answer the following questions:
2. Which language did your child learn when he/she first began to talk?
3. What language does your child most frequently speak at home?
4. What language do you most frequently speak to your child?
20
Federal and state laws require the following information be collected about the primary and home language of
every student upon enrollment in the school district. Please complete a survey for each child you are enrolling
in the school district.
I. What language did your child learn when he/she first began to talk? ____________
II. What language does your child most frequently speak at home? _______________
III. What language is spoken by you and your family most of the time at home? ______________
If a language other than English is indicated for any of the above questions, the schooldistrict will test your
child’s English language proficiency to determine eligibility for initial and continuing placement in an English
language development program. You will be notified about the results of this testing.
IV. If available, in what language would you prefer to receive information from the school?
____________________________
_______________________________________
_______________________
Parent or Guardian’s Signature
Date
When all responses on the HLS indicate that English is the only language used by the student and
by individuals in the home, the student is considered an English-only speaker. Procedures
established by the school system for placement in the general student population should be
followed.
• Former School Records - OCS request parents or guardian to provide former school records, report
cards, and/or transcripts. If the requested information is not available, the parents or guardians
should submit information about the former school so that OCS may pursue the obtainment of
these documents.
• Employment Survey – Each student has a copy of the employment survey on file at the central
office. This form assists the LEA in identifying migrant families. These forms are sent to the
Supervisor of Federal Programs. The Supervisor of Federal Programs sends the completed forms
to the migrant recruiter/home liaison for follow-up.
• Proof of Residence – A signed and notarized copy of a lease, rental, or purchase agreement for a
residence, indicating the address of the residence is accepted as proof. A copy of a utility bill
mailed to the residence is also acceptable. If the student is determined to be homeless, this
requirement is waived. Enrollment may not be delayed if proof of residence is not available.
 The registration and health forms should be completed by the parent/guardian, who may be
assisted by an interpreter if necessary. All information is necessary including home and emergency
telephone numbers. Registration forms are also available in Spanish.
 School lunch forms should be completed for each student wishing to apply for free or reducedpriced lunches or breakfasts. Forms are available in Spanish as needed. Names and social security
numbers of all adults living in the household should be listed. “Not issued yet,” may be written in
the space provided for Social Security numbers. “Unemployed,” may be written in the space
provided for income, as appropriate.
Enrollment Policy
All language minority students must be allowed to attend school, regardless of their ability to produce
a birth certificate, social security number, or immigration documentation. Children may not be
excluded from school because they do not have a social security number (Plyler v. Doe).
See Appendix ESL Identification & Placement Flowchart.
See Appendix Enrollment Forms.
21
WIDA-ACCESS PLACEMENT TEST (W-APT)
Initial Language Proficiency Assessment and Program Placement
The SDE has adopted the World-Class Instructional Design and Assessment (WIDA) - Accessing
Comprehension and Communication in English State to State for ELs (ACCESS) Placement Test
(W-APT) to help determine eligibility for placement in the LEA’s English language development
program. The W-APT assesses English language proficiency in all four domains of language
development–listening, speaking, reading, and writing–as well as comprehension to ensure that
students' language needs are properly identified and addressed through the LEA’s educational
program. Initial assessment of English language proficiency must be conducted by appropriate staff
members who have completed the appropriate assessment training and certification to administer the
ACCESS Tests to determine the level of English proficiency and to facilitate appropriate instructional
and program placement decisions. This test is the W-APT/Screener which is the only instrument used
to determine the level of English Language Proficiency. However, if the student has transferred from
any of the WIDA Consortium States, the current ACCESS Score (annual state testing) will be used.
Language minority students identified through the HLS during registration at the beginning of the
school year must be assessed for English language proficiency within thirty (30) days of enrollment.
Language minority students who register after the beginning of the school year must be assessed
within ten (10) days of enrollment. The LEA will record the registration date as “original entry
date” on STI or “date first enrolled” when completing the demographics page of the ACCESS
for ELs English proficiency test.
The W-APT yields an overall composite score based on the language domains tested. The following
guidelines must be adhered to in determining eligibility for placement in the English language
instruction educational program:
1. Any student scoring an overall composite score of 4.7 or below on the
W-APT must be identified as limited English proficient and will require placement in an
English language instruction educational program.
2. Any student scoring an overall composite
W-APT may be identified as NOMPHLOTE.
score
of
4.8
or
above
on
the
The W-APT should be considered as only one piece of evidence in the decision making process
regarding placement. Teacher judgment, other assessments, and extenuating circumstances, such as
the student’s age and amount and quality of previous schooling, should be factored into the decision.
The W-APT and the ACCESS for ELs measure speaking, listening, reading, and writing across the
WIDA English Language Proficiency Standards for English Language Learners in Kindergarten
through Grade 12 (2007). The standards are:
1. English language learners communicate in English for SOCIAL AND INSTRUCTIONAL
purposes within the school setting.
2. English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of LANGUAGE ARTS.
22
3. English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of MATHEMATICS.
4. English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of SCIENCE.
5. English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of SOCIAL STUDIES.
See www.WIDA.com for standards and further information.
The W-APT and ACCESS for ELLS will be administered in grade level clusters as follows:
Kindergarten
Grades 1-2
Grades 3-5
Grades 6-8
Grades 9-12
The W-APT is administered on an individual basis after a student has been initially identified as a
potential EL upon enrollment. The score from the W-APT facilitates the ESL Committee’s discussion
and decision of whether a student receives ESL services because it indicates the student’s language
level. The result also facilitates the placement of a student into a Tier for the administration of the
ACCESS for ELs. The chart below demonstrates five of the six language levels and demonstrates how
each level corresponds with a tier. Level 6 is exit.
Understanding the ACCESS for ELs Test Tier Placement
TIER A is most appropriate for English language learners who:

have arrived in the U.S. or entered school in the U.S. within this academic school year without
previous instruction in English, OR
23

currently receive literacy instruction ONLY in their native language, OR

have recently tested at the lowest level of English language proficiency. Tier A includes Levels
1, 2, and 3.
TIER B is most appropriate for English language learners who:

have social language proficiency and some, but not extensive, academic language proficiency
in English, OR

have acquired some literacy in English, though have not yet reached grade level literacy. Tier
B includes Levels 2, 3, 4, and 5 depending on the individual child’s ability and need.
TIER C is most appropriate for English language learners who:

are approaching grade level in literacy and academic language proficiency in the core content
areas, OR

will likely meet the state’s exit criteria for support services by the end of the academic year.
Tier C includes Levels 4, 5, and 6.
The ACCESS for ELs is administered each spring in accordance to the testing calendar set forth by the
Alabama State Department of Education. All Kindergarten students are assessed individually. Students
in grades 1-12 take the speaking test individually and the listening, reading and writing in small groups
with students of the same tier.
Students scoring less that a 4.8 composite score will participate in the ESL program based on their
level of proficiency and grade level in accordance with the decision of the ESL Committee.
W-APT, ACCESS for ELs, State Assessments, and any other available norm referenced test scores, in
addition to prior academic record information will be noted on the ESL Plan by the ESL staff. The
ESL Committee will review all available information to make a recommendation for the most
appropriate placement decision. All assessments, recommendations, and placements should be
completed immediately after identification.
All students (including all EL students) will participate in all aspects of the State Assessment
Program according to state and federal guidelines. LEP students in their first academic year of
enrollment in U.S. schools receive special consideration regarding their participation in state
assessments, as outlined in a memo from Dr. Joseph Morton, State Superintendent of Education.
ESL COMMITTEE PLACEMENT
The ESL Committee at each school directs the ESL Program placement at Oneonta City Schools.
The ESL Committee shall convene within ten (10) school days from the date of the student’s
enrollment to review the ESL Plan for a potential ELL student. The ESL Committee shall consist of at
24
least three of the following - Local Education Agency (LEA) representative, content area teacher,
parent, ESL Teacher, Guidance Counselor, Translator and others depending on the need. A conference
between needed participants and the ESL Staff will take place for anyone unable to attend the initial
ESL Committee meeting as soon as possible to inform the absentee of the ESL Committee’s decisions
regarding the EL’s placement in the ESL Program. Parents leave the meeting understanding the right
to accept or refuse ESL services at any time. The parent also has the right to request information
regarding their child’s school performance and behavior at anytime.
The ESL Committee will:














Make recommendations concerning the placement of each student in an age appropriate grade;
in the ESL Program and/or other related services; in the regular education program without
accommodations or special services if scoring 4.8 and above on ACCESS.
Provide written notice to the parents of the Committee’s recommendation for the child to
participate in the ESL Program. According to Title III, Part C, Section 3302(a), each LEA
shall, “not later than thirty (30) days after the beginning of the school year, inform a parent or
the parents of an LEP child identified for participation in, or participating in” an ESL Program,
about the details of the program as instructed in the parental notification section of this
document. If identification of a student for participation in an ESL Program has not been
determined prior to the beginning of the school year, the LEA must carry out the parent
notification requirements within 10 days of a student’s placement in such a program. Parents
are not required to respond affirmatively to the notification for the student to participate in the
ESL Program. Upon receipt of written instructions from the parent, however, the ESL
Committee must withdraw the student from the formal ESL Program. The teachers and school
are still obligated to provide appropriate, informal strategies to assist in ensuring success for
that student’s academic needs.
Recommend and monitor the participation of eligible ELs in any other applicable program; i.e.,
Title I, gifted, at-risk, homeless migrant, etc.
Make recommendations for the ELs academic needs
Observe all rules and laws governing the EL student’s ESL Program placement and academic
needs.
Assure that ELs are eligible to participate in all academic and special programs on the same
basis as the native English-speaking students.
Review the ELs progress in language acquisition annually and academic achievement on at
least a quarterly basis.
Reclassify and recommend exiting the ESL Program when ELs become proficient in English
and have met exit criteria.
Monitor the academic progress of students who exit the need for the ESL classroom for a
minimum of two (2) years and reclassify students who are not academically successful, due to
language proficiency, back into the ESL Program or into other appropriate program(s).
Determine, according to state guidelines, an EL’s participation in the State Assessment
Program.
Suggest the best class schedule for the EL.
Suggest accommodations/special services for use in the regular content area classes.
Determine best grading procedure for the EL.
Lend emotional support and encouragement to the EL as he/she adjusts to life in the new
school.
25




Work with parents to ensure maximum benefit from the school program.
Make recommendations for staff development regarding meeting the needs of ELs in the
classroom.
Make recommendations for parent involvement and parent education for the academic needs
and support of their child.
Understand the confidentiality of information concerning individual students.
Oneonta City Schools will use the ESL Committee for placement in the ESL Program. In the event an
EL student is not passing with the ESL accommodations afforded the student because of his or her
LEP status, the ESL Committee determines if the academic failure is due to the LEP status. If the LEP
status is not a factor in the failure, there will be a referral to Problem Solving Team (PST).
B. IDENTIFICATION AND PLACEMENT PROCEDURES
3) Include the LEA’s method and procedures for exiting students from the English
language instruction educational program and for monitoring their progress for a
period of at least two years, and at a minimum, follow SDE exiting requirements for
ELs. The State established exit criteria as a composite score of 4.8 on the ACCESS for
ELs®.
ESL PROGRAM EXITING PROCEDURES
ELs will be included in the LEP subgroup for the purpose of accountability until they score a language
proficiency level of 4.8 (Composite Score) on ACCESS for ELs® which is the state English language
proficiency test exiting criteria.
The ESL Committee duties for exiting an EL from the ESL Program are as follows:


The ESL Committee shall make a recommendation for exiting a student from
the ESL Program based on the above stated criteria.
The ESL Plan FLEP 1 marked Exit shall be completed and filed.
The following is the ESL Committee’s Recommendations for FLEP 1 and FLEP 2
status students.





The student has completed the Exit Testing Criteria for the ESL Program.
The student will be monitored for two consecutive years.
The ESL teacher will monitor mid-term grades and report cards.
The Content Area Teacher will notify the ESL Teacher if the student is struggling in the
classroom. Collaboration among mainstream teachers and the ESL teacher is ongoing.
If the FLEP1 or FLEP 2 student becomes an At– Risk student, the student in question
will go through RTI procedures. At this time, if the PST decides that the student is
At-Risk due to a language proficiency issue, then the ESL Committee will meet to
approve ESL Accommodations.
ESL PROGRAM MONITORING PROCEDURES FOR EXITED ELS
26
Students who are exited from ESL services are placed on monitoring status for two academic years.
During the monitoring time, the ESL teacher and the classroom teacher(s) collaborate regarding
individual needs to ensure that the exited student is functioning in the mainstream classroom without
ESL support. The ESL teacher monitors the student’s mid-term grades and report cards for each
quarter. The content teacher notifies the ESL teacher of academic challenges in the classroom. The
criteria used to determine success includes subject area grades, standardized test scores, attendance,
teacher comments, parent comments, and student comments. If these reports indicate that the student is
experiencing difficulty in the regular program, the ESL Committee will review the student’s case to
determine the reason for lack of success and will make a recommendation to administration. The ESL
Committee may recommend that the student return to the ESL classroom if it feels that the lack of
progress is due to English proficiency. If the lack of progress is not due to English proficiency, the
ESL Committee will make recommendations to meet the needs of the student.
These
recommendations may include tutoring, counseling, or other available resources.
Students are classified as Former Limited English Proficient Monitoring Year 1 (FLEP1) during their
first year of monitoring, and Former Limited English Proficient Monitoring Year 2 (FLEP2) during
their second year of monitoring. Upon successful completion of two years of monitoring, ELs are
classified Former Limited English Proficient (FLEP) and they are no longer included in the LEP
subgroup for accountability purposes.
C. PROGRAMS AND INSTRUCTION
1) Describe the programs and activities that will be developed, implemented, and
administered to ensure that ELs acquire academic language as part of the core ESL
program.
 Process the district uses to conduct a Comprehensive Needs Assessment
 Rationale for selecting the particular ESL program/s and how they are based
on scientific research
COMPREHENSIVE NEEDS ASSESSMENT
The SDE does not prescribe the type of ESL program model for LEAs to implement. Decisions
concerning the instructional program model must be made by each LEA.
Not all program models are suitable for an LEA’s particular situation; therefore, the SDE encourages
LEAs to select a program after conducting a Comprehensive Needs Assessment. When conducting a
needs assessment, LEAs should collect and analyze data from various sources that will help inform
program selection. A Comprehensive Needs Assessment allows LEAs to set data driven goals and
strategies for meeting those goals.
OCS conducts an annual Comprehensive Needs Assessment. The results from this assessment,
ACCESS, and mandated state assessments serve to evaluate, select, and implement the ESL Program.
Castañeda v. Pickard
The court case Castañeda v. Pickard established a three-pronged test for evaluating programs that
serve ELs. The SDE has developed a model to provide LEAs with technical assistance to comply with
this law (see Figure 1).
27
Figure 1
Castaneda v. Pickard
Evaluation
Program
Evaluation
Needs Assessment
Program
Selection
Program
Implementation
PROGRAM DEVELOPMENT AND IMPLEMENTATION
OCS primary ESL Program selection is based on individual school needs. Oneonta Elementary School
(OES) does an ESL Program that provides services to all ELs in grades K-6 through ESL pull-out.
Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of
each day to receive instruction in English as a Second Language. Oneonta High School (OHS) does an
ESL Program that provides services to all ELs in grades 7-12 through ESL class periods. Students
receive ESL instruction during a regular class period and receive elective course credit for the class.
Grouping for instruction is primarily made by grade level. Instruction in the classroom is based on
individual English proficiency. Sheltered English or content-based programs are considered each
year based on school needs and resources.
The ESL instruction enhances the student’s acquisition and mastery of English as rapidly as possible.
The amount of time of service is based on ACCESS exit criteria first. An EL is given the opportunity
to participate in mainstream education opportunities based on individual need and what the student will
benefit from the most. As the student’s proficiency increases, ESL instruction decreases. The ESL
Committee makes the decision concerning appropriate time spent in the ESL class.
ELs are mainstreamed the remainder of the school day in regular academic classes and/or special
programs. Content area teachers accommodate instruction to meet individual EL needs.
Accommodations training provided to classroom teachers in strategies for accommodating occurs
periodically in large group and ongoing between the ESL teachers and regular education teachers on a
daily basis. Some of these accommodations include oral rather than written assignments or tests,
extended time to complete assignments, shortened assignments, alternative assignments, and tutoring.
All Oneonta City Schools’ teachers receive training in Makes Sense Strategies through Lee vs. Macon
training. All elementary teachers have received Alabama Reading Initiative (ARI) training. All
Oneonta City Schools’ certified teaching staff completed training regarding the use of WIDA
28
Standards developed by the WIDA consortium and sanctioned by the Alabama State Department of
Education.
C. PROGRAMS AND INSTRUCTION
2) Describe how language instruction educational programs will ensure that ELs develop
English proficiency.
 Practice of continuous improvement and use of data to improve the rate of
language acquisition for ELs
 Support the LEA provides each school with respect to continuous
improvement practices
 LEA integration of the World-class Instructional Design and Assessment
English language proficiency (WIDA ELP) standards with the curriculum
 Teacher integration of the WIDA ELP Standards in lesson plans
ENGLISH AS A SECOND LANGUAGE CURRICULUM AND INSTRUCTION
Alabama Courses of Study and World-Class Instructional Design and Assessment
English Language Proficiency (WIDA ELP) Standards
Like all students at OCS EL students are provided with access to the Alabama courses of study and
district curriculum and are administered accommodations upon individual need during instruction to
master those standards.
ELs at OCS receive instruction that makes content comprehensible, which accelerates acquisition of
academic language proficiency and literacy. As an EL attains fluency in English, fewer variations or
accommodations in classroom activities are necessary.
English Learners must simultaneously learn English and content. The WIDA ELP Standards facilitate
the design of language development objectives that support, guide, and develop content knowledge and
skills at the appropriate level of English proficiency.
By implementing the WIDA ELP standards in the classroom, teachers are able to provide ELs with
meaningful access to local curriculum as they progress through the stages of language acquisition (to
access the WIDA ELP Standards) see Appendix A, Online Resources, Item 10. Teachers have been
trained on how to incorporate the integration of the WIDA-ELP standards in their lesson plans.
The ESL Staff does annual reviews of the following items with each EL’s teacher.








WIDA Standards
Using Bloom’s Taxonomy Parts I and II
Sample Lesson Plan
ESL Plans (annually)
ACCESS – Teacher Report
EL – LEP Accommodations
OES EL Schedule
OHS Best Practices for Adolescent Literacy
29

APLA Report for administrators and specific teachers
Students who are acquiring a new language undergo five stages of language development: Entering,
Beginning, Developing, Transitioning, and Bridging until they attain English proficiency. (See Table
2 for the WIDA Consortium’s description of the Performance Definitions.)
Table 2 WIDA CONSORTIUM PERFORMANCE DEFINITIONS
WIDA LANGUAGE PROFICIENCY LEVELS AND PERFORMANCE DEFINITIONS
At the given level of English language proficiency, English language learners will process, understand, produce, or use:
5Bridging


4Expanding


3Developing


2Beginning


1Entering


The technical language of the content areas.
A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse,
including stories, essays, or reports.
 Oral or written language approaching comparability to that of English proficient peers when presented
with grade level material.
Specific and some technical language of the content areas.
A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related
paragraphs.
 Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede
the overall meaning of the communication when presented with oral or written connected discourse
with occasional visual and graphic support.
General and some specific language of the content areas.
Expanded sentences in oral interaction or written paragraphs.
 Oral or written language with phonological, syntactic, or semantic errors that may impede the
communication but retain much of its meaning when presented with oral or written, narrative or
expository descriptions with occasional visual and graphic support.
General language related to the content areas.
Phrases or short sentences.
 Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning
of the communication when presented with one to multiple-step commands, directions, questions, or a
series of statements with visual and graphic support.
Pictorial or graphic representation of the language of the content areas.
Words, phrases, or chunks of language when presented with one-step commands, directions,
WH-questions, or statements with visual and graphic support.
C. PROGRAMS AND INSTRUCTION
3) Include the specific components of the LEA’s program of English language
acquisition and academic services for ELs.
ESL MATERIALS AND RESOURCES
The EL attends ESL classes that address language development at the EL student’s needs level based
on their yearly ACCESS scores. The goal is for the EL student to reach proficiency in English on the
ACCESS (4.8) so that they become independent of ESL services and support in doing the work that is
necessary for the content area classroom expectations. To reach the goal of English proficiency
comparable to that of a native speaker of the same age and intellectual ability, ESL materials are used
that stress the development of communications skills.
Curriculums, books, computers, relevant software, tape players, CD players and CDs, listening centers,
pictures, video players and tapes, DVD players and DVDs, games, and numerous printed materials
utilized by ESL personnel and shared with regular program instructional staff help develop the EL’s
30
English language. Resources are used to design lessons in the ESL classroom to develop the skills
needed by the ESL class and individuals.
The below materials, curriculums, and resources are utilized to meet objectives in the ESL Classroom
based on the WIDA Standards and AL Course of Study but are not limited to the following.
K-2
Language for Learning
Language for Thinking
Language for Writing
Reading Street Books for ELs
AR
Rosetta Stone-Computer Program
Classworks-Computer Program
Lexia
Mainstream classroom support
Mainstream classroom support
Mainstream classroom support
Books
Tapes
Computers
Websites (www.starfall.com , www.usalearns.org and Websites related to topics covered in ESL class)
3rd – 6th
Language for Writing
Reading Street Books for ELs
AR
Rosetta Stone-Computer Program
Classworks-Computer Program
Lexia for Older Students-Computer Program
ACCESS Newcomers
Mainstream classroom support
English/Spanish Dictionaries
Books
Tapes
Mainstream classroom support
Computers
Websites (www.starfall.com , www.usalearns.org and Websites related to topics covered in ELL class)
7th – 12th
Rosetta Stone – computer program
Jamestown Education Literature
an adapted reader
ACCESS Newcomers
Classworks – computer program
Reasoning and Writing
New Oxford Picture Dictionary
Spanish/English Dictionaries
31
Mainstream classroom supportElectronic Translators
Books
Tapes
Computers (assignments that relate to topics and enhance computer skills)
STAR and AR
Websites (USA Test Prep; USA Geography (map practice); OHS ELL Website;
Websites related to topics covered in ELL class);www.usalearns.org
The ESL Staff continually seeks additional resources and equipment to enhance the system’s ESL
Program. ESL materials and resources are high quality and support the district’s goal for high
academic achievement for all students.
C. PROGRAMS AND INSTRUCTION
4) Describe the grading and retention policy and procedures; ELs cannot fail or be
retained if language is the barrier.
GRADING AND RETENTION POLICY AND PROCEDURES FOR ELS
The following guidelines assure that fair practice is taking place and consideration of
ELs’ language proficiency is not being discriminated against. Retention of ELs shall not
be based upon level of English language proficiency (Section I, Part G, and Guidelines
to Satisfy Legal Requirements of Lau v. Nichols).
Note: Each EL student in grades K-12 has been administered the W-APT/Screener
and/or ACCESS to determine his/her English proficiency level. Assigning letter or
numerical grades is recommended based on his/her ACCESS score.
1. A grade of “F” cannot be assigned to an ELL student without full
documentation of accommodations having been made to assure the student full
access to the content of the academic program.
2. Lack of ability to read and write in English cannot be the basis for an “F.” It is
against the law to fail a student because he/she is not proficient in English.
3. The opportunity given to earn credits toward graduation is for 9th through 12th
grade students. Student grades reflect work done with accommodations and are
noted in the comment section of the report card.
Traditional procedures for assigning grades to students may not be appropriate for ELs.
The same methods and criteria applied to their English speaking age and/or grade peers
should not be the same as to assess students who lack English language proficiency.
Teachers are encouraged to maintain high expectations for student learning and are to
accommodate and adapt lessons and assignments so that ELs can progress.
Accommodated assessments help ELs demonstrate their knowledge and skills.
Teachers follow these guidelines:

ELs must receive accommodation of content work when needed.
32




Base grading on accommodated work upon individual needs
The lack of English language proficiency cannot be the basis for an EL
receiving an “F.”
Grades placed in a student’s cumulative folder must reflect the student’s
academic achievement on grade level academic content and student academic
achievement standards.
Assign an achievement grade to students demonstrating knowledge and skills in
a particular subject, i.e., math.
Prior to considering retention of an EL, the following points should be addressed by the EL
Committee.
 What is the student’s level of English language proficiency?
 Has an ESL Plan been implemented to document classroom accommodations and student
progress?
 To ensure meaningful participation, are classroom accommodations being made in the areas of:
- teacher lesson delivery?
- activities and assignments?
- homework?
- formal and informal assessments (e.g., quizzes and tests)?
 How much individual English language development instruction is the student receiving during
the school day?
 Has an alternate grading strategy been implemented (e.g., a portfolio, checklist, teacher
observation, or rubric assessment on content and language objectives)?
 Has the student’s classroom teacher been adequately trained with instruction and assessment
strategies specifically designed for students learning English?
 Do the teachers note accommodations on the report cards for parent information only?
ELL students should be placed at the age-appropriate grade or level, unless specific documentation is
available to indicate lack of academic readiness for that level. Lack of proficiency in English is not the
determinant for retention or placement below grade level. The parents are advised of their child‘s
eligibility in the ESL program; The ESL Plan is signed by the parent or guardian. This notice is also
kept in the students’ EL folder. ESL students at the secondary level are to be placed in less language
dominant classes but not necessarily less challenging classes.
C. PROGRAMS AND INSTRUCTION
5) Include the specific staffing and other resources to be provided to limited English
proficient students under the LEA’s English language instruction educational program.
As with other instructional personnel, ESL staff must be qualified with academic
preparation in English as a Second Language, as stipulated in the 1991 Office of Civil
Rights (OCR) Memorandum.
 Qualified personnel (ESL licensure)
 ESL staff development
 Content teacher and administrator staff development
33
QUALIFIED PERSONNEL
The number of staff employed in the district in the ESL Program will be based on
several criteria. The number of ELs, the level of English proficiency of the ELs, the
achievement level of the students, the grade level of the students, and other programs in
effect at the individual schools are the major considerations for determining ESL Staff
employment.
Oneonta City Schools will strive to employ educated personnel who have formal
training teaching language learners to implement the ESL Program. All teachers in the
ESL Program are fluent in English. Recruitment of certified teachers in the area of ESL
is a priority. ESL paraprofessionals are highly qualified.
ESL Staff is responsible for English language instruction for ELs. In addition, they
provide assessment, tutoring, and monitoring to ELs as needed.
All ELs will receive their primary education from certified teachers through the regular
academic program. The priority of the ESL class is language instruction. Other class
support and tutoring is addressed based on the student’s needs.
OCS has currently in place two ESL teachers and an instructional aide/translator.
PROFESSIONAL DEVELOPMENT
Professional development opportunities for all personnel are available.
Additional professional development opportunities and training occur to address
specific areas of need as required. Opportunities to view relevant videos, attend related
workshops, conferences, and/or through contracted consultants provide professional
development opportunities.
Regular content area program teachers receive training in the instruction of second
language learners through workshops, conferences, and/or through contracted
consultants. Teachers are encouraged to request assistance from the ESL Department
on how to make accommodations for the EL on an ongoing basis. ESL Program goals
and activities are included in the district’s Professional Development Plan. ESL
Teachers review ACCESS Scores, State Mandated Test Scores, WIDA Standards,
Accommodations, Monitoring Procedures, ESL Plans for each individual student once a
year or as needed.
C. PROGRAMS AND INSTRUCTION
6) Describe how the LEA will collect and submit data in accordance with SDE
requirements.
 How schools are trained to use STI or INOW to code ELs and enter reliable
and accurate data
34
STATE CODES FOR ENGLISH LEARNERS AND DATA COLLECTION
Upon identification and placement, students are given a code in the Software Technology Incorporated
(STI) Program. The ELs demographics page in STI is marked accordingly by the registrar. In addition
the registrar must also mark the English as a Second Language box for ELs. The registrar and the ESL
Teacher work closely to insure this information is marked correctly annually or at any time an EL is
identify. The table below contains codes used by State Student Assessment and STI along with a
definition of codes. For state assessment and accountability purposes, the SDE uses one coding system
for ELs. Similar codes are also used by the SDE for data collection from STI. See Table 1 for a list of
comparison of codes. The registrar has been trained on how to use STI.
Table 1-COMPARISON OF CODES FOR ENGLISH LEARNERS
Codes for State Assessments
Non-ELs
0
STI Codes
LEP Year 1
1
LEP Year 2 or more
2
FLEP Monitoring Year 1
3
FLEP Monitoring Year 2
4
FLEP
5
LEP Waived Services
6
NOM PHLOTE
7
Definitions of Codes
Students whose home language surveys do not
indicate a language other than English spoken in the
home. These are not students classified as
NOMPHLOTE
Limited English Proficient students who are in their
first year in a U.S. school.
Limited English Proficient students who are in their
second year or more in a U.S. school.
Students who have exited the ESL program and are in
their first year of systematic monitoring. These
students no longer take ACCESS for ELLs® English
Language Proficiency test.
Students who have exited the ESL program and are in
their second year of systematic monitoring. These
students no longer take ACCESS for ELLs®.
Former Limited English Proficient students who have
successfully completed two years of monitoring and
are no longer LEP.
Students who are LEP yet parents have refused
supplemental Title III services.
National Origin Minority Student Whose Primary
Home Language is Other Than English. These
students have a non-English language background
but are fluent in English and do not require ESL
services. Parents, however, may need information in
their home language.
English Learners whose parents have waived supplemental Title III services must be assessed on the
ACCESS for ELs® English language proficiency test until they are proficient in English with a
composite score of 4.8 or above. Students are coded on the ACCESS for ELs® test as having waived
services.
C. PROGRAMS AND INSTRUCTION
7) Include the LEA’s method for evaluating the effectiveness of its program for limited
English proficient students (including those enrolled in non-public schools)
 LEA engagement in the continuous improvement cycle
35
ESL PROGRAM EVALUATION
The instructional goals of the Oneonta City Schools ESL Program as stated at the
beginning of this document are as follows:


The ESL Program allows the EL to increase his or her English language
proficiency to the degree necessary to allow successful independent
functioning in the regular school program.
The ESL Program also provides the EL the opportunity to reach his or her
full potential in the process of obtaining a high school education and to
further his or her education beyond high school.
The system will utilize both formal and informal evaluation of the program in order to
determine progress in meeting these goals. Evaluating the ESL program involves
collection and analysis of data from the Comprehensive Needs Assessment, ACCESS
scores, state mandated testing scores, Compilation Report, AMAO Report, and APLA
Report. The evaluation will be an ongoing process.
COMPILATION REPORT
A formal evaluation of the ESL Program conducted at the end of each school year
called a compilation report done for the state department shows a picture of the
program. This evaluation will consist of data collected from the individual schools
concerning the following:
General Information


Student population, by race and national origin for each school
Number of limited English proficient students at each school, by grade level,
and by language spoken.
Identification and Assessment





Number of Home Language Surveys currently on file.
Number of students having a primary or home language other than English who
are not receiving services (NOMPHLOTE).
Number of students whose parents/legal guardian waived English language
instruction educational program student services.
Number of newly identified students (during school year) assessed for English
proficiency
Number of new students enrolled (during school year) in the LEA’s English
language instruction educational program.
Progress within the Program
36

Determined through the annual APLA
Program Exit Information










Number of students who exited the program
Number of exited students who returned to the English language instruction
educational program
Number of students who received passing grades without transitional services or
classroom accommodations
Number of ELL students first year in U.S. schools
Number of ELL students in Year 2 or more
Number of FLEP Year 1 Monitoring
Number of FLEP Year 2 Monitoring
Number of FLEP
Additional requirements for exiting the ESL Program.
Transitional services the LEA provided to students who have exited the ESL
Program
Staffing







Number of certified teachers who teach ESL
Number of ESL certified teachers
Number of teachers highly qualified to teach ESL (certified in Foreign
Language or Elementary Ed. – (not including teachers named above)
Number of certified teachers teaching ESL (certified in a field other than that
above but trained for ESL teaching
Procedures used to allocate ELL teachers to schools
Number of paraprofessionals that assist in the ESL program
Number of highly qualified ESL paraprofessionals
Training


Number of personnel who received professional development training related to
ESL
Examples of professional development activities that were effective
Participation in Other Programs







Number of students referred for special education evaluation
Number of students who qualify for special education
Number of students enrolled in special education
Number of students referred for a gifted program
Number of students currently enrolled in gifted program
Number of students enrolled in career vocational education programs (high
school)
Number of students participating in extracurricular activities (sports, clubs)
37


Number of students receiving honors/awards
Number of students being served with Title I
Communication







How many interpreters provide assistance to LEAs in parent/guardian
communications
Languages the LEA is able to interpret
Location above list is maintained
Describe community activities conducted and list resources in the community
that are available to provide services
Describe efforts and activities to involve parents/guardians in the educational
process
Research-based ELL materials utilized to implement the ESL Program
Describe and give examples of how programs and activities are effective
General Comparison Information










Number of truancy petitions issued for students in the LEA
Number of seniors who graduated
Number of students in Grades K-2 who participated in DIBELS
Number of students in Grades 5, 7, & 10 who participated in the Alabama Direct
Assessment of Writing
Number of students who participated in the AHSGE (using same test
administration date as for items above)
Number of students in the 11th grade who passed the AHSGE
Number of students in the 12th grade who passed the AHSGE
Number of students receiving supplemental educational services
Number of students prohibited or excluded from extracurricular activities based
on grades
Number of high school students using elective credit for ESL classes
C. PROGRAMS AND INSTRUCTION
8) Include LEA’s method of identification and referral of ELLs to Special Education.
Note that the ESL Plan must describe how the school will communicate with the child
and parent in their native language.
PROBLEM SOLVING TEAM (PST)
1. The PST process plays a central role in implementation of Response to Instruction (RTI). The
purpose of RTI is to combine core instruction, assessment and interventions within a multitiered system in order to increase student achievement and to reduce behavior problems. The
role of the PST is to help guide general education intervention services for all students who are
at risk of failure academically or behaviorally. (At-Risk definition: core grades below C,
stanines 1, 2, 3, or 4 on standardized tests, chronic behavior referrals, etc.) Although it is a
38
required step before special education testing, it is not used only for pre-special education
testing purposes. English Learners may be referred to the PST only after differentiated
instructional strategies have been provided for them for a reasonable amount of time in Tier I
and there is data showing that this instruction has been unsuccessful. ELs cannot be referred to
the PST if language is the barrier to achievement. PST committees may not have the
specialized training needed to write appropriate strategies or accommodations for students
whose primary language is other than English.
2. If an EL student is being discussed for possible special education issues and language is clearly
not the issue, then PST is the appropriate vehicle, provided ELs staff member(s) are part of the
team. Once language has been eliminated as the barrier to achievement, ELs students must
be served in the same way as all other students.
3. The EL and PST committees are separate entities but may include some of the same members.
In smaller school districts, there are a limited number of personnel available for these important
roles. The issue is not the duplication of personnel on the committees; it is the purpose of the
committees. Appropriate personnel to serve on the EL Committee include content-area or
general classroom teachers of ELs, assessment specialists, school administrators, school
counselors, and ESL staff.
EL students may be referred to the RTI team provided they have been and are currently being served
with appropriate instructional and assessment strategies determined by the ELL Committee, but
continue to demonstrate risk of failure. (An EL cannot be referred to the RTI team if language is the
barrier to achievement. Once language has been eliminated as the barrier to achievement, EL
students must be served in the same way as all other students.)
SPECIAL EDUCATION
OCS will provide a translator in order to communicate with the ELs parent in their native language for
any education concern. English Learners (ELs) served by the system’s ESL Program will receive
special education on the same basis as native English speaking students. The Problem Solving Team
(PST) at the EL’s school receives referrals with academic difficulties, not related to their LEP status.
Careful evaluation of an EL student precedes a special needs referral to the PST.
ELs following normal developmental patterns for learning a new language are not eligible for the
referral of special education services. Cultural and linguistic backgrounds cause ELs to have special
instructional needs. These needs will not serve as a basis for referral for a special education
evaluation.
Prior to the acceptance of a referral for special education, evaluation of the EL’s efforts must be made
to meet the student’s needs within the context of the regular education program including ESL classes
and documentation of assessments, accommodations, and interventions. Specific indicators, which
validate the need for special education evaluation, include:

Poor communicative proficiency in the home as compared to siblings and age
peers in bilingual environments, especially deficiencies noted by parents.
39



English language development appears to be significantly different from that of
peers who are speakers of other languages.
Consideration of the amount of time the EL takes in developing the other
language.
Developmental delays or other at-risk conditions observed of the EL.
Based on the review of the submitted documentation, the PST, the ESL teacher/specialist and
homeroom teacher or general education classroom teacher will recommend the referral of an EL
student to special education for evaluation after the exhaustion of all other avenues and after the
conclusion reached that the regular education program failed to meet the EL’s academic needs.
Referral information may indicate the necessity of a structured developmental history to evaluate the
student’s problem. The information gained from this history would be helpful in determining that the
student’s limited English proficiency or a lack of instruction in reading and math affected a student’s
eligibility for special education services. The information recorded should remove all doubt that
socio-cultural factors are the primary contributors to the student’s learning or behavior problems.
Essential factors needed to make this determination may be beyond the referral information required
for non LEP students. Additional pertinent information regarding the EL referral form may include
but not be limited to:







Identification of a proficient use of native language (e.g., Home Language
Survey/Identification, ACCESS or W-APT).
The extent to which the EL has received native language instruction and/or
English language instruction prior to the referral.
Experiential and/or enrichment services for students for diverse cultural and
experiential backgrounds.
The school’s efforts to involve parents prior to referral.
The amount of time and extent of services in an academic program for students
who have had little or no formal schooling.
Length of residency of the referred student in the United States and prior school
experience in the native country and in an English language school system.
Attempts to remediate the student’s performance prior to referral, including any
supplementary aids or support services provided for this purpose.
Tests which will be administered to the ELs, will be determined by the IEP Team. Presentation of the
test in the native language of the student presents a clearer picture to the psychometrics. There will be
provisions for an interpreter, if needed. Personnel trained in the test administration will administer all
tests.
Upon completion of all evaluation material and information, the IEP Team will meet to determine if
the student qualifies for special education services. ELs are eligible for all special education services
on the same basis as the native English speaking students. The special education specialist is the
primary administrator responsible for the provision of services to all special education students.
A. Procedures for a New Referral
1. Follow EL procedures for identification.
40
2. Typically, a student will have participated in an appropriate ESL Program for a
minimum of one year.
3. Documentation of assessments, accommodations, and interventions submitted to
the PST.
4. The PST will submit collected, documented information to the system ESL
Program area specialist or the EL resource teacher for review and
recommendations for additional support or intervention strategies.
5. The PST accepts a recommendation made by the ESL Program area specialist
after the documentation of an additional support or intervention strategies.
6. The IEP team will review the referral and ESL Staff providing input to the team.
7. All IDEA procedures guide the referral and evaluation process.
B. Criteria for Assessment
1. The IEP team will determine with input from the ESL Staff evaluations and
assessments and secure parental permission for evaluation.
2. The instrument of choice for intellectual functioning is the Universal Nonverbal
Intelligence Test (UNIT).
3. Native language evaluations and testing with an interpreter help the student
access a fair testing environment.
4. Eligibility for Special Education.
C. Development of the Individual Education Program (IEP)
ESL Staff will participate in the eligibility meeting. ESL Staff will assist upon
requests and review the initial development of the IEP and in subsequent IEPs
until the student exits from the ESL Program.
PARTICIPATION IN OTHER PROGRAMS
English Learners (ELs) are welcomed into Oneonta City Schools and are entitled to the same facilities,
programs and activities as all other students.
ELs have equal access to the full range of district programs, including special education, gifted and
talented programs, career technical education, Title I, homeless, At-Risk, and non-academic and
extracurricular activities. Students and parents receive notification of such programs available through
newsletters, telephone calls, handouts, and informational meetings for parents (with interpreters
available). ESL and mainstream teachers also encourage ELs to participate in extracurricular and nonacademic activities.
Gifted and Talented
ELs qualify for the Gifted and Talented Program by the same standard native English-speaking
students qualify. The EL’s academic performance in the first language is also a consideration for ELs.
The general education classroom provides services for high-end learners at Oneonta City Schools.
Trained teachers differentiate the curriculum to meet the students’ needs. Gifted and Talented students
41
are those students who perform at high levels in academic or creative fields when compared to other
students of their age, experience or environment. The designated Gifted and Talented Program
Teacher/Coordinator screens student referrals for the Gifted and Talented Program by teachers,
parents/guardians, or any other individual with knowledge about the student’s abilities. The
coordinator gathers information in the three areas of aptitude, performance, and character for each
referred student.
D. ASSESSMENT & ACCOUNTABILITY
1) Describe how the LEA will encourage and hold schools accountable for annually
measuring the English proficiency of limited English proficient students and for
participating in the state-administered testing program.
 Coordination with the LEA Student Assessment Director
 Communication of assessment and accountability requirements to schools
PARTICIPATION IN STATEWIDE ASSESSMENT PROGRAM
All students in Oneonta City Schools will participate in state assessments (as appropriate for grade
level and program placement). Administration of all student assessments will be in compliance with
the Alabama Student Assessment Program Procedures for Students of Special Population, Bulletin
2003, No. 11.
All ELs must participate in the statewide assessment program for accountability purposes. ELs, during
their first academic year of enrollment in U.S. schools, will not be required to participate in the
reading subtest of the Alabama Reading and Mathematics Test (ARMT), the reading subtest of the
Stanford Achievement Test (Stanford 10), or the reading subtest of the Alabama High School
Graduation Exam (AHSGE). However, if these students participate, their scores will not be included
in accountability determinations for reading. An academic year cannot exceed 12 months or allow
more than one exemption from the state reading assessment regardless of the date of enrollment.
For purposes of participation in the assessment program, ELs, during their first academic year of
enrollment in U.S. schools, will use the English language proficiency assessment if they do not
participate in the reading subtests described above. This English Language Proficiency assessment,
ACCESS for ELs®, is administered each spring. Students in their first academic year of enrollment in
U.S. schools and who take ACCESS will be counted as participants toward meeting the Adequate
Yearly Progress (AYP) 95 percent participation requirement of reading.
English Learners, during their first academic year of enrollment in U.S. schools, must take the
appropriate mathematics portion of the ARMT, the Stanford 10, or the AHSGE, with accommodations
as necessary, but their scores will not be included in accountability determinations. These students
will be counted as participants toward meeting the 95 percent participation requirement for AYP
purposes.
All ELs, whether they receive or waive supplemental Title III services, must be tested annually
on ACCESS for ELs® state English proficiency test.
42
The Federal Programs Director and staff will evaluate ESL Compilation Data, monitor state assessment
results for each school in the system and the data of disaggregated populations (including ELs and former
ELs), and communicate results with other stakeholders. In addition, the progress of individual students is
monitored by the regular classroom teacher, the ESL teacher, and/or at-risk personnel at least once every
nine (9) weeks. The information obtained is used to make data driven decisions regarding instructional
plans and practices (at the classroom, school, and district levels), professional development, and changes to
the ESL District Plan. The objective of every decision and change is to ensure that students make yearly
progress on standardized evaluations and reach the highest possible levels of English language and
academic proficiency in the shortest time possible.
ACCOMMODATIONS FOR ELS ON STATEWIDE ASSESSMENTS
Decisions regarding appropriate accommodations for EL students must be made on an individual basis
by the ESL Committee. For an approved accommodations checklist, refer to the ESL Participation
Documentation form which can be found in Alabama Student Assessment Program Policies and
Procedures for Students of Special Populations. The ESL Committee should consider the content and
nature of each specific assessment and the level of the student’s language proficiency when making
decisions about appropriate accommodations for assessments and the students’ instructional program.
D. ASSESSMENT & ACCOUNTABILITY
2) Describe how the LEA will hold schools accountable for meeting proficiency and
Annual Measurable Achievement Objectives (AMAOs).
 Monitoring and evaluating school engagement with continuous improvement
plan
Oneonta City Schools use the AMAOs and ACCESS District, School and Students reports,
Compilation Report, and APLA Reports to evaluate and monitor each school’s progress. These reports
are used by each school in developing objectives on our Continuous Improvement Plan (CIP).
43
ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs)
(Title III, Section 3122)
What do AMAOs mean in terms of accountability regarding English Learners (ELs)?
 AMAO-A: Making annual increases in the number or percent of children making progress in
learning English (APLA)
 AMAO-B: Making annual increases in the number or percent of children attaining English
proficiency (EP) each school year
 AMAO-C: Making Adequate Yearly Progress (AYP) as defined by the State (1111(b)(2)(B))
TABLE 3: ANNUAL MEASURABLE ACHIEVEMENT
OBJECTIVES HAVE THREE PARTS:
TITLE III Annual Measurable
How Progress is Measured
Achievement Objectives (AMAOs)
AMAO A: Percent of ELs making
 ACCESS for
Adequate Progress in Language
ELLs®State English
Acquisition (APLA)
Language
Proficiency Test
AMAO B: Percent of ELs attaining
 ACCESS for ELLs®
English language proficiency
State ELP Test
AMAO C: Meeting AYP requirements
for the EL subgroup.
 95% participation
 % Proficient in
Reading and Math
How are AMAOs for ELs determined?
They must:
 Know the proficiency levels of the ELs.
 Targets for annual increases in English proficiency and attainment of English using a baseline.
 Consistent methods and measurements to indicate progress in English proficiency and attainment
of English Proficiency (in Alabama, WIDA ACCESS for ELs®).
Establishing Title III Annual Measurable Achievement Objectives (AMAOs)
Title I and Title III of NCLB require the assessment of all ELs’ English language proficiency (ELP)
and the establishment of Annual Measurable Achievement Objectives (AMAOs). An analysis of
ACCESS for ELs® student assessment data was written to provide guidance and support to states in
the establishment and refinement of AMAOs (see Issues in the Development of Annual Measurable
Achievement Objectives for WIDA Consortium States by H. Gary Cook, 2007).
AMAO A: How to determine if the LEA met AMAO A
Table 4 displays annual AMAO A growth targets for districts across a ten year span. The table shows
the proportion of ELs within a district that must make at least a 0.5 overall composite proficiency level
(CPL) gain in order to make APLA beginning in 2010. Each year the proportion of students in a district
expected to make a 0.5 CPL gain increases until 2019.
44
Table 4: Alabama AMAO A Targets
Percent in District Making Progress
AL AMAO A Target at 0.5 CPL Gain
65%
60%
55%
50%
45%
40%
35%
30%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Targets 42% 44% 46% 48% 50% 53% 55% 57% 59% 61%
AMAO A Example:
Table 5 depicts a district with 1000 EL students and demonstrates the targets for AMAO A based on
those students making at least .5 overall CPL gain based on 2009 baseline data.
Table 5: AMAO A Example
Year
Targets
Number making at least
.5 overall CPL gain to
meet target
2009-Baseline
1000
2010
42%
420
2011
44%
440
2012
46%
460
2013
48%
480
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AMAO B: How to determine if the LEA met AMAO B
Alabama has defined ELP as a composite proficiency level of 4.8. The cohort for analysis includes all
EL students. The goal is to have 100% of students attaining proficiency in five years or less. To make
AMAO B, each LEA is required to improve the percentage of students who have attained proficiency
by the percentages illustrated in Table 6.
Table 6: Alabama AMAO B Targets
AL AMAO B Targets
28%
Percent Attaining Proficiency in District
AMAO B Targets
Year Targets
2010 11%
2011 13%
2012 14%
2013 16%
2014 17%
2015 19%
2016 21%
2017 22%
2018 24%
2019 25%
26%
24%
22%
20%
18%
16%
14%
12%
10%
2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Targets 11% 13% 14% 16% 17% 19% 21% 22% 24% 25%
AMAO B Example:
Table 7 depicts an LEA with 200 students in a program for five years or more, and 40 have attained
proficiency on the most recent test, AMAO B is 80%. Each LEA or school’s baseline is established
with 2009 data.
Table 7: AMAO B Example
AMAO B Targets
Students attaining proficiency
Year Targets
2009 Baseline 200 students in program for more than five years
22
2010 11%
26
2011 13%
28
2012 14%
32
2013 16%
34
2014 17%
38
2015 19%
42
2016 21%
44
2017 22%
How to determine if the LEA met AMAO C:
AMAO C is the AYP status of the LEP subgroup in Reading and Mathematics.
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Other Factors
 Minimum Number of 40.
 AMAOs will apply to all LEAs accepting Title I or Title III funds.
 Number of students achieving proficiency each year will be shown on the report
 AMAOs will apply first at the school level and then be rolled up to the LEA level.
Accountability (3122) (b)
Improvement Plan:
If the State Educational Agency (SEA) determines, based on AMAOs,
 That an eligible entity has failed to make progress toward meeting such objectives for two
consecutive years, the agency shall require the entity to develop an improvement plan that will
ensure the entity meets such objectives.
 The improvement plan shall specifically address the factors that prevented the entity from
achieving such objectives.
Technical Assistance:
During the development of the improvement plan and throughout its implementation, the SEA shall—
 Provide technical assistance to the eligible entity
 Provide technical assistance, if applicable, to schools served by such entity under subpart 1 that
need assistance to enable the schools to meet the AMAOs.
 Develop, in consultation with the eligible entity, professional development strategies and
activities, based on scientifically based research, that the agency will use to meet such
objectives.
 Require each entity to utilize such strategies and activities.
 Develop, in consultation with the entity, a plan to incorporate strategies and methodologies,
based on scientifically based research to improve the specific program or method of instruction
provided to ELs.
Accountability:
If the SEA determines that an eligible entity has failed to meet AMAOs described for four consecutive
years, the agency shall:
 Require such entity to modify the curriculum, program, and method of instruction.
 Make a determination whether the entity shall continue to receive funds related to the entity’s
failure to meet such objectives.
 Require such entity to replace educational personnel relevant to the entity’s failure to meet such
objectives.
E. PARENT INVOLVEMENT
1) Describe how the LEA will promote parental notification and parental and
community participation in programs for limited English proficient students.
 Eight requirements for parent notification regarding program placement
 Separate notification to parents regarding failure of the LEA or school to meet
Annual Measurable Achievement Objectives (AMAOs) within the specified
time limit
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PARENT NOTIFICATION
According to NCLB Title III, Part C, Section 3302 (a) requirements, parents must be notified within
30 days from the beginning of the school year or 10 days of enrollment during the school year that
their child has been identified for participation in an English Language Instruction Education Program.
The Home Language Survey and Assessment (s) by the W-APT or ACCESS determine the student’s
English Language Proficiency. Parents are invited to participate in the ESL Committee meeting
concerning the placement of their child. Program details are provided to parents (orally and/or in
writing) in a language that they can understand about the following:
1. The process of identifying a student as LEP and in need of placement in the ESL
Program
2. The child’s level of English proficiency.
a. How such level was assessed.
b. The status of the child’s academic achievement.
3. The method of instruction used in the program.
4. How the program will meet the educational strengths and needs of the child.
5. How the program will specifically help their child learn English and meet
age appropriate academic achievement standards for grade promotion and graduation.
6. The specific exit requirements for such program, expected rate of transition from such program
into the regular education classroom, and the expected rate of graduation from secondary
school.
7. In the case of a child with a disability, how the program meets the objectives of the
Individualized Education Plan (IEP) program of the child.
8. Information pertaining to parental rights that includes written guidance detailing:
 The right of the parents to have their child immediately removed from supplemental Title
III programs upon request.
 The options that parents have to decline to enroll their child in such supplemental Title III
programs or to choose another program or method of instruction if available.
 The various programs and methods of instruction if more than one program or method is
offered by the eligible entity.
 The right to know whether the staff members who work with their children are “Highly
Qualified”
The notice to parents is in English and/or the parents’ primary language. Parents are not required to
respond affirmatively to the notification for the student to participate in the ESL Program. Upon
receipt of written instructions from the parent however, the ESL Committee must withdraw the student
from the formal ESL Program. The teachers and school are still obligated to provide appropriate,
informal strategies to assist in ensuring success for that student’s academic needs. These students are
also included in the annual ACCESS for ELs testing.
SEPARATE NOTIFICATION REGARDING ACCOUNTABILITY
ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOS)
FOR
In addition to providing the above information, OCS provide written notification to parents of failure
to make progress on the annual measurable achievement objectives (AMAOs) for any school year.
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This notification separately informs a parent or the parents of a child identified for participation in the
ESL Program, or children currently enrolled in the program, of such failure no later than 30 days after
such failure occurs.
If a child enrolls in school after the beginning of the school year, OCS notify parents of the failing
school’s language instruction educational program within two weeks of the child being placed in such
a program. Parent notifications must be communicated in a language and/or manner that the parents
can understand.
Acceptable parent notification forms are available in 22 languages online at TransACT. These parent
notification forms, along with general education and NCLB compliance forms can be downloaded at
www.transact.com.
PARENT PARTICIPATION
Parents who speak a language other than English are invited and encouraged to participate in all
programs and activities offered in the local school and district as native English speaking parents
would be encouraged to participate. These include parent teacher conferences, parent workshops,
Parent Teacher Organization, State Wide Parenting Day, a range of other special activities including
sports. A soccer program is established at OCS to embrace the ELs and their families in the school
culture. We encourage parents to be active participants in assisting their children to learn English, to
achieve at high levels in core academic subjects, and to meet the same challenging state content and
student achievement standards as all children are expected to meet. We make every effort to provide
school information in Spanish and translation services both oral and written. We help parents
understand report cards, assessment data, and student handbooks, STI home, etc.
We encourage parents to be active participants in the formulation of policies and plans which affect
their children. Parents of EL students will be invited and encouraged to participate on their child’s
ESL Committee, ESL District Advisory Committee, and other policy and decision making groups at
the system and local school levels. Parents are encouraged to offer their input to the local school and to
the ESL Program area specialists or staff for suggestions to improve the overall ESL Program that will
generate success for their children in school.
COMMUNITY PARTICIPATION
Oneonta City Schools will continue to work closely with community organizations to improve
communication between EL parents and school staff (Blount County Literacy Counsel, Oneonta
Public Library, HOPE House, Adult ESL-through Wallace, Salvation Army, etc…).
F. TITLE III SUPPLEMENTAL SERVICES
This section should be completed if the LEA receives Title III supplemental funds.
1) Describe how the LEA uses Title III funds to supplement the core ESL program.
All Alabama students benefit from high quality, research based materials and supplies necessary to
achieve local, state, and national standards and courses of study. Programs to be purchased include
Rosetta Stone, Language for Learning, Language for Writing, and other items may be purchased to
enhance the delivery of these programs in the ESL classroom. Continue to employ .68 FTE bilingual
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instructional assistant for support of EL students most ask risk in reading, mathematics, and language
acquisition. Pay for substitute while the instructional assistant is on leave of absence. To reimburse the
general fund for costs that has been incurred for joint or common purposes. Purchase computers,
printers for teacher and student use in order to implement computer components of scientifically
research based intervention programs.
F. TITLE III SUPPLEMENTAL SERVICES
This section should be completed if the LEA receives Title III supplemental funds.
2) Describe the 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.
 How ELs are identified
 How needs of ELs are identified
 How, when, where, and what services will be provided
 How the services will be assessed
 The amount of funds/services available
NON-PUBLIC SCHOOL PARTICIPATION AND TITLE III - LANGUAGE
INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT
STUDENT
At this time non-public schools within geographic boundaries of Oneonta City School do not
choose to receive any Federal Funds. However, if they are to choose in the future the following
procedures will be taking into consideration.
The OCS ESL District Guide is based on the following resources.
Alabama State Department of Education. Instructional Service Division - Federal Programs
Section. English Learners (EL) Policy and Procedures Manual -2010 edition – This document
is in compliance with the Office for Civil Rights (Compliance Review #04-98-5023) for providing
services to students who are English Learners (ELs). It incorporates requirements and applicable
references to Title III of the No Child Left Behind Act of 2001 (NCLB).
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Glossary
ACCESS for ELS – Assessing Comprehension and Communications in English State to
AMAOs – Annual Measurable Achievement Objectives (Measure Annual gains on ACCESS)
APLA – Adequate Progress in Language Acquisition
ARI – Alabama Reading Initiative
BICS – Basic Interpersonal Communication Skills
CALP – Cognitive Academic Language Proficiency
CNA – Comprehensive Needs Assessment
EL - English Learner
ELP – English Language Proficiency
ESL – English as a Second Language, refers to program
ESL Liaison – Contact person at each school
ESL Plan – Individual English Language Plan
ESOL – English to Speakers of Other Languages
FEP – Fluent English Speaking
FLEP – Former Limited English Proficient
FLEP1 – Monitoring Status – Year 1
FLEP2 – Monitoring Status – Year 2
Immigrant - The term immigrant children and youth means individuals have not been attending one
or more schools in any one or more states for more than 3 full academic years who: (a) are aged 3-21;
(b) were not born in any state; (c) State for English Language Learners
LEA - Local Education Authority
LEP- Limited English Proficient
MPIs – Model Performance Indicators
NCLB - No Child Left Behind
NEP – Non-English Speaking
NOM PHLOTE – National Origin Minority student whose Primary Home Language is Other than English
OCS – Oneonta City Schools
OES – Oneonta Elementary School
OHS – Oneonta High School
PHLOTE – Primary Home Language Other than English
PST – Problem Solving Team
RTI - Response to Intervention
SDE – State Department of Education
SI - Sheltered Instruction
W-APT – WIDA – ACCESS Placement Test
WIDA – World Class Instructional Design and Assessment Consortium
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APPENDIX
52
English Language Learner Identification, Placement, and Assessment
Flowchart
Student Arrives
Complete Enrollment Forms
Home Language Survey
Language other than English?
YES
Notify ESL Teacher Immediately
Language other than English?
NO
General Education
Place in regular classroom
Until level is determined
1. Use ACCESS Results or Administer W-APT
A score of 4.7 or lower qualifies student for ESL Services
NOMOPHLOTE
Student does not qualify for
2. ESL Committee Determines Eligibility
3. Notify Parent(s) of ESL Classes
ESL Services W-APT Score 4.8+
Place in ESL Program
LEP1 -1st year in U.S. Schools
LEP-W
Parent Waived ESL
Services – State mandates
student takes ACCESS
annually until he reaches
a score of 4.8+
LEP2-2nd or more years
Struggling ELs may be
re-evaluated for
ESL Services
if Language is an Issue
Exit Status
FLEP1-Monitor Year 1
Exit Status
FLEP2-Monitor Year 2
FLEP
Students who transfer from a different district or state and have already exited from an ESL program are
FLEP. Registrar will gather previous school ACCES Records as soon as possible if available to determine
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level.