STATE OF DELAWARE PARENT INFORMATION FORM FOR ENGLISH LANGUAGE LEARNERS (ELLs) Date: ______________________ Student’s Name:____________________________________________ Grade: ________ Birthdate: ____________________ State I.D.: ___________________________ School: _______________________________ District: __________________________ Through an English language proficiency assessment, ACCESS (Assessing Comprehension and Communication in English State to State), your child has been identified as an English language learner (ELL) with a proficiency level of: Check which one applies: Annual ACCESS test ___ Composite Proficiency Level: 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 ___ ACCESS Placement test (W-APT) ____ KN Placement test MODEL ____ Composite Proficiency level: 1 ___ 2 ___ 3 ___ 4 ___ 5 ___ 6 ___ 1-Entering; 2-Beginning; 3-Developing; 4-Expanding; 5-Bridging; 6- Reaching Your child will receive specialized instruction in order to increase her/his English proficiency in speaking, listening, reading, and writing skills. Type of Program/Instruction (See last page for definitions): Developmental/Maintenance Bilingual ___ Transitional Bilingual ___ Two-Way Bilingual/Dual Language ___ ESL (push-in) ___ ESL (pullout) ___ Regular Classroom Instruction ___ Sheltered/Structured English ___ Other(Describe): _____________________________________________________ Page 2 Exit criteria: Please check: Grades 1-12: Tier C with a proficiency level of 5 or above on ACCESS KN: Accountability proficiency level of 5.8-6.0 DCAS scores Grades Other Describe) ____________________________________________________ ___ ___ ___ ___ ________________________________________________________________________ ________________________________________________________________________ For a Special Ed/ELL student: The IEP meets the following objective(s): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ You have the right to refuse enrollment in the above program, or to remove your child from an existing program through a written request signed and dated to be kept in your child’s school file. We encourage you to be active participants in your child’s education to assist them in attaining English proficiency and in meeting the State’s challenging academic achievement and content standards. To learn more about how to be involved in the education of your child, please plan to attend the following parent meeting(s): _______________________________________________________________________. You also have the right to request regular meetings to discuss your child’s achievement and any other recommendations you have for improving our programs and services. Finally, we would also like you to know about the following resources that are available to you to assist your child in improving their English proficiency and academic achievement: _______________________________________________________________________. Program Definitions: Developmental/Maintenance: Provides mostly native language instruction to ELLs at first, and then instruction in English increases as proficiency increases. Transitional: Provides structured English instruction and native language support when needed to ELLs. Two-Way Bilingual/Dual Language: Provides English and native language instruction to both language majority and ELLs. ESL Pull-Out: ESL teacher pulls ELLs out of regular classroom to provide structured English and content-based instruction for short periods of time. ESL Push-In: ESL teacher provides structured English and/or native language support in the regular classroom setting. Sheltered/Structured English/Content-Based Immersion: Provides ESL and content area instruction to ELLs in a classroom setting, or for certain subjects or periods of a day.