ELL District Plan for Chardon Local Schools
2007-2008
Adopted by the Chardon Board of Education
____________________
Members of the Board:
-1-
Revised 1-20-2007
Table of Contents
Mission Statement of Chardon Schools ...................................................................................................... 3
Purpose for ELL Program ....................................................................................................................... 3
Program Goals ........................................................................................................................................ 3
Historical Background ............................................................................................................................ 4
Legal Background ................................................................................................................................... 6
Federal Law Requirements: ................................................................................................................ 6
Definition of LEP(Limited English Proficient) or ELL (English Language Learners) .......................... 7
Identification Process .............................................................................................................................. 8
English Proficiency Levels ..................................................................................................................... 9
Students learning a new language proceed through different stages or levels of proficiency. Ohio
has established five proficiency levels to categorize LEP students at different stages of their English
language development: ....................................................................................................................... 9
Pre-functional ...................................................................................................................................... 9
Beginning ............................................................................................................................................ 9
Intermediate ...................................................................................................................................... 10
Advanced .......................................................................................................................................... 10
Proficient/Trial-mainstream .............................................................................................................. 10
Instructional Approaches ...................................................................................................................... 11
Grading Policy ...................................................................................................................................... 12
Accommodations and Modifications Based on Levels of Proficiency ............................................. 12
Graduation Requirements ..................................................................................................................... 14
Participation in Ohio Graduation Test/Accommodations ..................................................................... 14
Participation in OTELA Test ................................................................................................................ 14
Record Keeping (ESL Portfolio) .......................................................................................................... 14
Criteria for Exiting LEP Program ......................................................................................................... 15
Program Evaluation .............................................................................................................................. 15
Home Language Survey........................................................................................................................ 19
Name of School......................................................................................................................................... 19
Year ........................................................................................................................................................... 19
Grade ......................................................................................................................................................... 19
Location: City and State........................................................................................................................... 19
Days Enrolled............................................................................................................................................ 19
LEP Student Data Sheet ........................................................................................................................ 22
Parent Notification Letter ..................................................................................................................... 26
Directions for Completing Rubric ........................................................................................................ 31
Parent Notification Letter in Spanish
31
Parent Notification Letter in Spanish .................................................................................................... 33
Websites ................................................................................................................................................ 35
-2-
Revised 1-20-2007
Mission Statement of Chardon Schools
The mission of the Chardon Local School District is to educate all students to become responsible
citizens equipped with the skills necessary for success in an ever-changing, highly diverse,
technological world through a committed partnership with students, staff, parents, and community.
Purpose for ELL Program
All English Language Learners (ELL) will participate in a quality instructional program based on
their individual needs. The district’s implemented instructional program is designed to have
student’s achieve the Ohio Academic Content Standards. Emphasis will be placed on providing
students with the greatest possible access to general educational curriculum and to provide students
access to appropriate English Language Instruction that will ensure progress from the student’s
current level of English proficiency to a proficient level of English understanding.
Program Goals
Goal 1: To ensure that all students entering our district schools who speak a language other than
English at home be placed in an academic program that meets their needs. This will be based on
listening, speaking, reading and writing assessments administered within 30 days of enrollment in
our district’s schools.
Goal 2: To ensure that each LEP student is exposed to skills and knowledge that will improve their
proficiency in English. This will be accomplished through direct English language development
instruction provided by qualified ESL tutors.
Goal 3: To have an annual increase in the number or percentage of students making progress in
learning English (as measured by the OTELA which is approved for use as an appropriate English
language proficiency assessment).
Goal 4: To ensure that all ELL students have equal access to all district programs and intervention
services. These include Special Education services, Title I services, math and reading intervention
services, “specials” instruction such as music, art and physical education, access to advanced
placement courses, etc.
-3-
Revised 1-20-2007
Historical Background
There are 5.5 million ELL students in the U.S. public schools who speak more than 400 different
languages. Eighty percent of ELL students speak Spanish as their first language. This constitutes
more than 12% of those students in the public elementary and secondary schools. Between 1979 and
2003, the overall number of school aged children between the ages of 5 and 17 increased by 19%.
During that same time, the number of children who spoke a language other than English at home
increased by 161%
According to a survey conducted by the Ohio Department of Education in April 2004, Ohio school
districts reported serving a total of over 11,400 immigrant students who have been enrolled in U.S.
schools less than three years.
With Ohio’s ELL students representing a wide reange of language backgrounds and educational
experiences, school districts have the challenge of designing and implementing a wide range of
instructional strategies to meet the students’ diverse needs.
It is predicated that in Ohio in 2015, one-third of Ohio’s K-12 students will speak a language other
than English.
Growth of ELL Population in Chardon
Number of ELL Students
16
14
12
10
8
6
4
2
0
2004-2005
2005-2006
2006-2007
School Year
As of September 2007 10 students are identified as English Language Learners with another 30
students who are awaiting assessment to determine if they qualify under federal regulations. In
2007, Chardon has 14 students who are identified as English Language Learners. In 2005 4
students were identified and in 2006 six students were identified, which is an increase of 33%. In
2006 to 2007 the percent of increase is 133%.
Chardon Schools currently has twelve languages other than English being spoken in the home,
including Russian, Indian, Italian, Vietnamese, Dutch, Polish, French, Nepalese, Chinese, Japanese,
Croatian, and Spanish.
-4-
Revised 1-20-2007
-5-
Revised 1-20-2007
Legal Background
1964 - Title VI of the Civil Rights Act of 1964 – Allows no discrimination “based on the grounds of
race, color, or national origin in any program or activity receiving federal financial
assistance.”
1965 – Elementary and Secondary Education Act(ESEA) – Services will be provided to individual,
disadvantaged students.
1970 – The Ohio Civil Rights (OCR) May 1970 Memorandum to school districts entitled,
“Identification of Discrimination and Denial of Services on the Basis of National Origin”
clarifies OCR policy under Title VI on the responsibility of school districts to provide equal
educational opportunity to language minority students.
1974 - In Lau v. Nichols, the U.S. Supreme Court affirmed the Department of Education's May 25,
1970, Memorandum, that directed school districts to take steps to help ELL students
overcome language barriers and to ensure that they can participate meaningfully in the
districts' educational programs. The court stated that "there is no equality of treatment merely
by providing students with the same facilities, textbooks, teachers, and curriculum; for
students who do not understand English are effectively foreclosed from any meaningful
education." (414 U.S. at 566, 1974).
1985 - The December 3, 1985, guidance document entitled "The Office for Civil Rights' Title VI
Language Minority Compliance Procedures" outlines the procedures OCR follows in
applying the May 1970 memorandum and the Lau legal standard on a case-by-case basis.
1991- The September 27, 1991, memorandum entitled "Policy Update on Schools' Obligations
Toward National Origin Minority Students with Limited-English Proficiency (LEP)" is a
policy update to be read in conjunction with the May 1970 and December 1985 memoranda.
It provides additional guidance for applying the May 1970 and December 1985 memoranda
in the context of staffing, transition and/or exit criteria, and program evaluation, as well as to
special education programs, gifted and talented, and other special programs.
2001- No Child Left Behind reauthorization of ESEA with accountability measures for LEP
students and consolidation of federal funds for LEP education into Title III
Federal Law Requirements:
Under federal law, programs to educate children with limited proficiency in English must be: (1)
based on a sound educational theory; (2) adequately supported so that the program has a realistic
chance of success; and (3) periodically evaluated and revised, if necessary.
-6-
Revised 1-20-2007
Definition of LEP(Limited English Proficient) or ELL (English Language Learners)
The definition of Limited English Proficient is an individual:
(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or secondary school; and
(C) (i) who was not born in the United States or whose native language is a language other than
English; or
(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 difficulties in 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 achieve successfully in the classrooms where the language of instruction is
English; or
(iii) the opportunity to participate fully in society.
LEP is an interchangeable term with ELL
-7-
Revised 1-20-2007
Identification Process
Under state regulation, all students who register in the Chardon Local School District will
complete a Home Language Survey. If the survey indicates that a language other than English is
spoken, then the registrar or building secretary will contact the Office for Exceptional Children
and the ESL tutor to pursue assessment. The ESL tutor will conduct assessments that includes
using the IPT test, observation, interviews, and teacher input using a rubric in order to determine
the level of English proficiency. Once the student qualifies, The Office for Exceptional Children
will change the status of the student in EMIS to Limited English Proficient (LEP). The student’s
parents will then be notified within 30 of the start of the school year (or within two weeks of
placement if not identified prior to the beginning of school). Parent will be notified via Parent
Notification Letter (see appendix) which will include the reason for the student’s identification
and placement, the student’s level of proficiency, how they were assessed, and the status of the
child’s academic achievement. The letter will also include the type of instructional approach to
be used, how the program will help the student to learn English, and the requirements to exit the
program. The parent can request an interpreter to understand the process and the services being
offered.
The parent will be informed of their rights which will include:
 Their right to remove their child from the program
 Their right to decline participation in the program or program options,
 How to obtain assistance in selecting from among available programs.
The parent can choose not to have their child participate, but the child will still be identified as
being an LEP student. Once the parent opts to have their child participate, they will be informed
of progress via conferences and annual review of portfolio.
-8-
Revised 1-20-2007
English Proficiency Levels
Students learning a new language proceed through different stages or levels of proficiency. Ohio
has established five proficiency levels to categorize LEP students at different stages of their
English language development:





Pre-functional
Beginning
Intermediate
Advanced
Proficient/Trial-Mainstream.
The following are summary descriptions of each of the proficiency levels:
Pre-functional
Students at this level may understand some isolated words (particularly school and social
environment vocabulary), some high frequency social conventions, and simple (single word or
short phrase) directions, commands, and questions. They rely on non-verbal cues such as
gestures and facial expressions and require frequent repetition and rephrasing to understand
spoken language. In conversations, they may be able to provide some basic information in
response to requests and questions. They can ask one- or two-word questions without regard to
structure and intonation.
Regarding reading and pre-reading skills, students at this level may demonstrate an
understanding of concepts of print (e.g., front-to-back, top to-bottom, left-to-right) and begin to
track print. They may be able to distinguish letters from other symbolic representations. They
can imitate the act of reading (e.g., holding a book and turning pages); however, they get
meaning mainly through pictures. Students at this level participate in writing activities by
drawing pictures. They may be able to copy letters or form them from memory and may be able
to copy some words. They can imitate the act of writing (e.g., scribbling); however, their text
does not transmit a message. They may attempt to apply some writing conventions but do so
inappropriately or do so correctly only when copying.
Beginning
As LEP students’ oral comprehension increases, they begin to imitate the verbalizations of others
by using single words or simple phrases and begin to use English spontaneously. They gradually
construct more meaning from the words themselves, but the construction is often incomplete.
They are able to generate simple texts that reflect their knowledge level of syntax. These texts
may include a significant amount of non-conventional features, such as invented spelling, some
grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the
native language (i.e., ways of structuring text from native cultural and language).
-9-
Revised 1-20-2007
Intermediate
At this level, students understand more complex speech, but still may require some repetition.
They acquire a vocabulary of stock words and phrases covering many daily situations. They use
English spontaneously, but may have difficulty expressing all their thoughts due to a restricted
vocabulary and a limited command of language structure. Students at this level speak in simple
sentences, which are comprehensible and appropriate, but which are frequently marked by
grammatical errors. They may have some trouble comprehending and producing complex
structures and academic language. Proficiency in reading may vary considerably depending upon
the learner's familiarity and prior experience with themes, concepts, genre, characters, and so on.
They are most successful constructing meaning from texts for which they have background
knowledge upon which to build. They are able to generate more complex texts, a wider variety of
texts, and more coherent texts than beginners. Texts still have considerable numbers of nonconventional features.
Advanced
At this level, students' language skills are adequate for most day-to-day communication needs.
Occasional structural and lexical errors occur. Students may have difficulty understanding and
using some idioms, figures of speech, and words with multiple meanings. They communicate in
English in new or unfamiliar settings, but have occasional difficulty with complex structures and
abstract academic concepts.
Students at this level may read with considerable fluency and are able to locate and identify the
specific facts with the text. However, they may not understand texts in which the concepts are
presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is
abstract. They can read independently, but may have occasional comprehension problems. They
produce texts independently for personal and academic purposes. Structures, vocabulary and
overall organization approximate the writing of native speakers of English. However, errors may
persist in one or more of these domains.
Source of the above proficiency level descriptions of Beginning - Advanceds: Teachers of
English to Speakers of Other Languages (TESOL), Inc., 1997, pp. 20-21
Proficient/Trial-mainstream
At this final stage, students usually can participate in academic topical conversations without
difficulty. In most cases, they can follow complex and multi-level directions without assistance
and they can understand oral information provided via electronic audio and video media.
Students at this level usually speak English fluently in social and grade-level academic settings
and they control age-appropriate syntax and vocabulary in their speech.
Generally, students read and understand factual information in non-technical prose as well as
discussions on concrete topics related to special events. They comprehend standard newspaper
items addressed to the general reader, correspondence reports and technical materials. At this
level, they can write short papers and clearly express statements of position, points of view and
arguments. In their writing, they usually show control of varied sentence structures, spelling, and
vocabulary, expressing well-developed thoughts.
During this transition stage, the students’ progress is carefully monitored and additional support
is provided on an “as-needed” basis.
- 10 -
Revised 1-20-2007
Instructional Approaches
The Chardon Local Schools is committed to ensuring a quality education for all students. In
order to fulfill our mission and provide equal access to all core curricular areas, English language
learners may receive one or more of the instructional approaches listed below. Regardless of the
approaches, all students will have access to the general curriculum following the Ohio Academic
Content Standards and ESL standards. The following are available options:
Structured English Immersion – LEP students participate in mainstream/content classrooms
where teachers differentiate instruction to address the linguistic needs and backgrounds of the
LEP students. The goal is the acquisition of English while learning academic content.
Pull-out English Instruction (Tutoring) – LEP Students are pulled from their mainstream
classrooms for a portion of the day to receive instruction in English language development either
individually or in small groups.
Inclusion Support – The ESL teacher/tutor goes into the mainstream classroom to assist LEP
students with academic content and English language skills.
Collaborative Services – The mainstream teacher and ESL teacher/tutor work together to
determine accommodations, modifications, and appropriate instructional strategies for LEP
students.
Transition/Monitor Status – After a student’s evaluation data is determined to be above the
necessary scores for exit the LEP student will be monitored for two years (see section X). The
student’s PSP lists whether they are in their first or second year of monitoring.
The classroom teacher(s) will be the primary means of content area instruction and are required
to accommodate the language needs of LEP students using one or more accommodations
recommended by the ESL Tutor or Director for the Office of Exceptional Children. In addition,
it is recommended that teachers modify lesson plans, classroom structure, and assignments to
allow for the most favorable learning environment for LEP students. Teachers will note lesson
modifications in their teaching plans.
All students are expected to master the district's curricular indicators for each grade level. While
it is understood that English language learners may master the content at a different rate than
their native English peers, all students are held to the same high academic standards. Alternative
measures may be used to assess the progress of English language learners who are learning
English in addition to or until the student is able to be assessed using mainstream English
measures. Multiple measures are used to monitor student progress toward meeting grade level
standards.
- 11 -
Revised 1-20-2007
Grading Policy
The following are recommendations for assigning adjusted grades to ELL students who may
have difficulty earning equitable grades under criteria designed for English proficient students.
A satisfactory/unsatisfactory option will be available. Using the following accommodations and
modifications a student can achieve a satisfactory grade. An unsatisfactory would be determined
if the student would display and unwillingness to attempt and complete modified lessons,
homework or assignments. When the ELL student is able to fulfill the majority of the demands
of the regular course requirements without modifications, the normal district grading system
should be used.
Accommodations and Modifications Based on Levels of Proficiency
Pre-functional level:
 Cooperative/community learning
 Audio-text
 Native language dictionary
 Native language translations
 TPR – kinesthetic & visual learning as much as possible
 Phonetic guidance
 Oral tests
 No penalty for morphological/syntactic errors
 Intense (but age appropriate) one-on-one tutoring
 Final grades/assignments reflect a variety of measures (such as participation, oral
 explanations, portfolios, etc)
 Provide visuals
 Use facial expressions, gestures, and body language
 Avoid using idiomatic phrases
 Using sequenced pictures
Beginning














Rephrased directions
Teacher modeling of activities and behaviors
Oral tests or open book tests
Native language dictionary
Cooperative/Community learning
Shown examples of good/poor assignments
Reduction of non-essential text
Main ideas highlighted for student
Teacher looks for meaning rather than grammar
Graphic organizers
Vocabulary development projects
No penalty for morphological/syntactic errors
Final grades/assignments reflect a variety of measures (such as participation, oral
explanations, portfolios, etc)
Intense (but age appropriate) one-on-one tutoring
- 12 -
Revised 1-20-2007
Intermediate
 Rephrased directions
 Teacher modeling of activities and behaviors
 Role-playing/miming activities
 Native language dictionary
 Graphic organizers
 Teacher looks for meaning rather than grammar
 Occasional peer assessment
 Extra time for reading/writing/speaking projects
 Main ideas highlighted for student
 Shown examples of good/poor assignments
 Content vocabulary development projects
 Final grades/assignments reflect a variety of measures (such as participation, oral
explanations, portfolios, etc)
 Pre-during-post reading activities
 No penalty for infrequent morphological/syntactic errors
 Moderate one-on-one tutoring
Advanced
 Occasional use of native language dictionary during learning activities (but not
assessments/exams)
 Modeling of activities when first used
 Critical thinking encouraged
 Shown examples of good/poor assignments
 Content vocabulary lists
 Extra time to edit assignments, papers
 Teacher emphasizes meaning but is critical of frequent morphological/syntactic errors
Proficient/Trial Mainstream
 Extra time to edit assignments, papers
 Speaking/writing encouraged at same level as peers, with a few allowances for time
- 13 -
Revised 1-20-2007
Graduation Requirements
For an ELL student to graduate in the Chardon Local School District, they must have 20 credits
or more and have passed all sections of the Ohio Graduation Test. OTELA scores must be in the
4 or 5 range.
Participation in Ohio Graduation Test/Accommodations
All LEP students may receive accommodations of use of a dictionary and extended time up to
one day. Some LEP students who meet certain criteria are eligible for additional
accommodations. Additional accommodations with “Special Versions” need to be ordered from
test vendors by the District Test Coordinator: English Audio CD, Spanish Bilingual Booklet
grades 3-8 spring administration only, Foreign Language CD, and Oral Translation Kit.
A recently arrived Limited English Proficient student who has been enrolled in US schools for
no more than 180 school days and not previously exempted from taking the spring administration
of either of the State’s English language arts assessments (reading or writing) is qualified for a
one time exemption from the Ohio Graduation Test.
LEP students who are eligible for additional accommodations include those students who have:
been enrolled in U.S. schools for less than three years, and are at the “beginning” or
“intermediate” level in reading AND writing on an assessment of English Language Proficiency.
Participation in OTELA Test
All students who are identified as English Language Learners will be required to take the
OTELA Test once a year until they receive a grade of 5 as the composite score. The five English
Language Domains include: Reading, Comprehension, Listening, Writing, and Speaking.
Record Keeping (ESL Portfolio)
Every student enrolled in the ELL program will have a LEP Student Data Sheet. (refer to pages
18 and 19) This form will be completed by ESL tutor and kept in the student’s Permanent
Record Folder. Portfolio will be shared with parent at end of year review. End of year review
will be scheduled by ESL tutor and completed by the end of the school year.
- 14 -
Revised 1-20-2007
Criteria for Exiting LEP Program
In order to exit from LEP programs in Ohio, students need to demonstrate the ability to understand,
speak, read and write in English at a level in which they are able to:
a. successfully achieve in classrooms where the language of instruction is English;
b. meaningfully participate in academic assessments in English; and
c. fully participate in society in the United States. (continued on next page)
The following criteria will be used to indicate that a student has attained the required level of English
proficiency to exit from a district’s LEP program:
1. Achievement at the proficient level (composite score) in Ohio’s approved English language
proficiency assessment;
2. Two years of successful participation in classrooms where the language of instruction is
English (this is referred to as the “trial-mainstream” period, which begins after the student has
met the first exit criterion above); and
3. Attainment of proficient or above in Ohio’s language arts assessments (reading and writing)
taken during the student’s “trial-mainstream” period.
Program Evaluation
Program will be evaluated on the same seven-year cycle as the curriculum revision schedule.
Questions to be asked during evaluation cycle:
1. Are LEP students making expected progress?
2. Are we meeting the needs of all LEP students?
3. Are we meeting the program goals?
4. Are there available resources?
5. Does the staff need professional development to improve the understanding of how to implement the
ELL plan?
6. What improvements need to be made to the plan or forms to meet new or updated laws?
- 15 -
Revised 1-20-2007
Chardon Schools
Director – Office for Exceptional Children oversees
English as a Second Language Program
Building Principal
Home Language Survey
Supervises ESL program at
building level
is completed by every student registering for school
No Second Language
Noted
Building Secretary
Will review Home Language Survey
And determine if student speaks a
language other than English as
primary language
Student scheduled for grade
appropriate placement
Student Remains LEP
Records
Filed in
Permanent
Records Folder
1. Assessment
results 2.Home
Language
Survey
Second Language Noted
Copies of Home Language
Survey sent to ESL Staff for
Assessment/Evaluation, OEC
notified.
LEP
Identification
ESL Teacher
determines English
Language Level
through formal /
informal assessments
Not LEP
Parent informed
Student placed in
grade appropriate
classes.
Monitored for 1
year.
Student Status
REPORTED TO:
Principal
Director – OEC
who will change EMIS
status
Until all exit requirements have
been met Student placed in
grade appropriate classroom.
Teacher informed of LEP
status.
ESL support given to teacher.
Student performance
monitored on scheduled basis.
Identified as
LEP
Parent Informed
ESL Services
Offered
Parent
Refuses
ESL
Services
If There Is a
Problem
Parent Accepts
ESL Services
Student placed in grade
appropriate classroom
Parent Conference
requested Parent
asked to reconsider
ESL services.
If There Is No
Problem
Student
monitored until
exit requirements
are met. Records
reviewed each
grading period.
Proficient / TrialMainstream
ESL
Services
Receives ESL
services on a
scheduled basis
based on
individual need.
Placed in grade
appropriate class.
Receives ESL
progress monitoring
for 2 years. May be
brought back to
Advanced level if
necessary – change
reported in EMIS
Program Exit
Placement –
Mainstream
Program
No ESL
Services
Provided.
Performance
monitored for 2
years.
ALL Identified LEP Students Are Required to Take The Ohio Test of English Language Acquisition
(OTELA) yearly until Proficient Level is reached in All language domains the same year,
- 16 -
Revised 1-20-2007
Federal Requirements
Ohio Requirements
Chardon Implementation
Identify students whose primary
language is other than English
Home Language Survey
Home Language Survey
Determine limited English
Proficiency
Test reading, writing, listening
and speaking.
IPT, observation/interview using
rubric
Using assessments, proficiency
Assign Proficiency level and
level is determined and recorded
determine level of service needed
on LEP student data chart.
Levels: Pre-functional, Beginning, Levels: Pre-functional, Beginning,
Intermediate, Advanced,
Intermediate, Advanced,
Proficient/Trial-Mainstreamed
Proficient/Trial-Mainstreamed
Determine what kind of program
will be provided
No specific intervention program
is prescribed.
Structured English Immersion,
Pull-out English Instruction,
Inclusion Support, Collaborative
Services, Transition/Monitor
Status
IAT process, collaboration of
building staff, District Special
Education director/ESL
Coordinator, ESL staff
Ensure that LEP students are not
being identified as disabled.
Ensure that staff are properly
trained.
Meet ODE TESOL validation
requirements or comparable
training.
Ohio Certification, English
Certification, Professional
Development and Training in ESL
strategies
Use appropriate curricular
materials.
Use appropriate curricular
materials.
Ohio's ESL academic Standards,
Ohio Academic Content
Standards, Materials provided by
district funds
- 17 -
Revised 1-20-2007
Federal Requirements
Ohio Requirements
Chardon Implementation
Use comparable facilites
Use comparable facilites
Facilities are the same as those
used by all Chardon students.
Monitor student progress
Monitor student progress on
regular basis
Progress monitored by ESL tutor
using work samples, observation,
data collection, OTELA testing
Notify parents of school activities
Notify parents
Letters to parents, phone calls,
conferences
Must demonstrate proficiency by
scoring a 5 on the composite of
the OTELA assessment, Two
Develop appropriate exit criteria
years of successful participation
in classrooms where the
language of instruction is English.
Must demonstrate proficiency by
scoring a 5 on the composite of
the OTELA assessment, Two
years of successful participation
in classrooms where the
language of instruction is English.
Evaluate program and modify as
needed.
Regular input from staff, evaluate
on the same five year cycle as
the curriculum.
- 18 -
Revised 1-20-2007
Home Language Survey
Date____________________
Grade
School District: Chardon Local Schools
Building______________________________________________
Name of Student: _________________________________________________________________________________
(Family Name)
(First Name)
(Middle Initial)
Date of Birth: _______/_____/____________Place of Birth: ________________________________________________
Month
Day
Year
City
State
Country
Name of Parent/Guardian___________________________________________________________________________
(Family Name)
(First Name)
Home Address: ___________________________________________________________________________________
City: _______________________________ State: _____________________ Zip Code:
Home Phone:
Work Phone:
Sex___________ Date of Birth
/
/
M-F
Month Day Year
For Parents/Guardians
Place of Birth
City
State
Country
Please answer the following questions:
1. What language did your son/daughter speak when he/she first learned to talk?
2. List all languages spoken in the home. Circle the language used most frequently when speaking to your child.
3. Circle people in your home who speak a language other than English.
Father
Mother
Grandmother
Grandfather
Aunt
Uncle
Cousins
Caregiver
None
4. What language does your son /daughter use most frequently at home? _____________________________________
5. What language do you use most frequently to your son/daughter? ________________________________________
6. What language do the adults at home most often speak? ________________________________________________
7. What is the parent’s native language?
Mother________________________ Father______________________
8. Which parent speaks English?
Mother ___________ Father ____________ Both
9. Which parent reads English?
Mother ___________ Father ____________ Both
10. Is an interpreter needed?
Yes_______________ No_______________
11. Circle your child’s dietary needs: No Restrictions
Vegetarian
No Pork Products
List Food Allergies _________________________________________________________________________
12. How long has your son/daughter attended school in the United States? _____________________________________
13. Father’s Name__________________________________ Mother’s Name__________________________________
14. List Brothers or Stepbrothers in Table Below
Name
Birthdate
School
List Sisters or Stepsisters in Table Below
Name
Birthdate
School
15. List all schools student attended in the United States. Use back of page if necessary.
Name of School
Year
Grade
Location: City and State
Signature________________________________________________________
Days Enrolled
Date
(parent or guardian)
Student Name__________________________ DOB _____________ Date_____________
- 19 Revised 1-20-2007
- 20 -
Revised 1-20-2007
For School District Personnel Only
(page 2 of Home Language Survey)
If the answer to any of the questions on the reverse is a language other than English, indicate the
student’s native/home language in EMIS Student Data Element (2.1.1.21), and proceed to assess
the student’s English language proficiency.
1. Is the student transferring from another public school? _____ Yes ____ No
2. Was he/she identified as an English Language Learner? _____ Yes _____ No
Initial English Language Assessment Results
Communication Skill
Listening
Speaking
Reading
Writing
Comprehension*
Composite**
Proficiency Level
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
*The Comprehension level is derived from Listening and Reading.
**The Composite level is derived from Listening, Reading, Writing and Comprehension.
Assessment instrument(s) used:
______
1.
Student is LEP? _____ Yes _____ No
Indicate the student’s status as LEP or not LEP in EMIS Student Data Element (G1230).
2.
If student has been in U.S. schools for less than three years, is the student eligible for
extended accommodations for statewide academic assessments? Yes_____ No______
Use the space below for completing any items that would not fit on the front of this form..
- 21 -
Revised 1-20-2007
LEP Student Data Sheet
Chardon Schools
Building_____________________ Teacher Name___________________ Entry Date_________________
Student Information:
Name__________________________________________ D.O.B._________________ Grade___________
Last
First
MI
Student District ID# ______________________________ Student SSID/EMIS#_____________________
Initial Student Enrollment Date________________________ Re-entry Date(s)_______________________
Address_________________________________________ City_______________ Zip Code___________ Gender
____M_____F Home Phone ________________________Work/Cell Phone_________________
Translator Name/Number_________________________________________________________________
Ethnic Origin:
______White ______Black/African-American______ Asian______ Hispanic/Latino
______ American Indian/Alaska Native ______ Native Hawaiian or Pacific Islander ______ Other
Country of Birth_____________________ Is the student an immigrant? ______Yes ________ No
(If the student was born outside the United States or in a possession of the United States, and if the student has been
in U.S. schools including Puerto Rico and other U.S. Possessions, mark “yes”)
Does student or family have refugee status (if known) _______Yes _______ No _______ Unknown
Native Language_________________ Other languages spoken or understood________________________
Previous Schooling:
Name/Address previous school_____________________________________________________________
Date first enrolled in U.S. School_________________ Name/Address _____________________________
Month/Year English Language Instruction began in the U.S. _________________M ________________Y
Total number of months/years in U.S. Schools ___________M _________________Y
Number of days if less than 3 years/535 days_______________________
Entrance/Placement Test Results:
Date Administered____________________
Name(s) of Test(s) ______________________________________________________________________
Results of Tests:
Reading________ Writing________ Listening________ Speaking________ Comprehension___________
Student is LEP_____________ Student is not LEP_______________
(If student is LEP complete the rest of the form. If the student is NOT LEP sign and file in Permanent
Records)
Program Placement:
Identify ESL Program______________________________________________________
Is student on an IEP?_____Y _____N 504 Plan _____Y _____N Date of IEP/504Plan_______________
Identify Primary Disability________________________________________________________________
List Accommodations (if any) _____________________________________________________________
- 22 -
Revised 1-20-2007
Accommodations for State Required Testing
Achievement Tests
Extended Time/Use of Dictionary______ acceptable for all LEP students on State Required Tests
Additional Accommodations for LEP Students who have been enrolled in the U.S. for less than three years and are
at the “beginning” or “intermediate” level in BOTH reading and writing are eligible to receive one of the
following accommodations except for the reading passages in reading tests:
a. English Audio Form____________
b. English read aloud____________
c. Oral translator__________ (at district expense unless Oral Translation is NOT available on CD)
d. Oral Translation on CD_________ (Consult ODE Office of Assessment for current list of
languages)
e. Spanish bi-lingual (written) form________
Date additional accommodations began____________ Date accommodations ended___________
Exemptions: ONLY students enrolled in U.S. schools for the first time on or after the first day of school in
which the tests are administered are exempt for taking language arts (reading and writing) portions of the
tests but must take the OTELA. (Watch for a change in this OHIO law to align with changes in NCLB
9/06.)
Student Qualifies _____Y _____N
Date of enrollment______________
Ohio Graduation Test OGT
Extended Time/Use of Dictionary__________ acceptable for all LEP students on State Required Tests
Additional Accommodations for LEP Students who have been enrolled in the U.S. for less than three years are at
the “beginning” or “intermediate” level in BOTH reading and writing are eligible to receive one of the following
accommodations except for the reading passages in reading tests:
a. Oral Translation on CD__________ (Consult ODE Office of Assessment for current list of languages)
b. English audio CD__________
c. English read aloud allowed in ALL administrations (ODE 1/06)________
d. Oral translators allowed in ALL administrations (ODE 1/06)_________(at district expense unless Oral
Translation is not available on CD)
Date additional accommodations began_____________ Date accommodations ended_______________
OHIO TEST OF ENGLISH ACQUISTION (OTELA)
Testing Accommodations for OTELA
Additional accommodations are only permitted for students with learning disabilities, and the accommodation
must be indicated on the IEP-follow Ohio guidelines on providing accommodations.
Extended Time permitted for all
No Dictionaries permitted for any portion of the test
Modified test format:
a. Large Print _____
b. Braille _____
Accommodations:
a. Computerized assessment_____
b. Dictation of responses (reading/listening only)_____
c. Extended Time; NO dictionaries
d. Individual/small group administration_____
e. Other (specify)_______________________________
Date accommodations began________________ Date accommodations ended________________
- 23 -
Revised 1-20-2007
TEST RESULTS
District Test Results – K-2
List all tests given with Date, Name of Test, and Test Results
Ohio Achievement Tests
Circle grade level: 3 4 5 6 7 8
Date:____________
Reading_____ Writing_____ Mathematics_____ Citizenship_____ Science_____
Ohio Graduation Test- OGT
Date:___________
Reading_____ Writing_____ Mathematics_____ Citizenship_____ Science_____
Limited-L, Basic-B, Proficient-P, Advanced-AD, Accelerated-AC
Ohio Test of English Language Acquisition (OTELA)
Date of testing: ___________________________
Language Level: (PF- Pre-Functional, B- Beginning, I-Intermediate, A- Advanced, PTM- Proficient/TrialMainstream)
Listening _____
Speaking _____
Reading
_____
Writing_____ Comprehension _____
Composite: ________ Language Level: ______
Awards- Please list student’s Gifted and Talented program placement and Academic, Leadership, Scholarship
awards, etc. (Name of awards and date)
ESL Teacher recommendations:
Comments/Concerns
Recommended Placement for the 20___ School Year__________________________________
Date: _______________ ESL Teacher’s Name________________________________________
Parent Contacts
Parent Conference Date_______________________ By Phone_______ In Person______
Strengths:
Concerns:
ESL Teacher Name_________________________________________Date_____________________
- 24 -
Revised 1-20-2007
LEP Teacher Data Sheet
Building_____________________ Teacher Name___________________ Entry Date_________________
Student Information:
Name__________________________________________ D.O.B._________________ Grade___________
Last
First
MI
Student District ID# ______________________________ Student SSID/EMIS#_____________________
Initial Student Enrollment Date________________________ Re-entry Date(s)_______________________
Address_________________________________________ City_______________ Zip Code___________ Gender
____M_____F Home Phone ________________________Work/Cell Phone_________________
Translator Name/Number_________________________________________________________________
Ethnic Origin:
______White ______Black/African-American______ Asian______ Hispanic/Latino
______ American Indian/Alaska Native ______ Native Hawaiian or Pacific Islander ______ Other
Country of Birth_____________________ Is the student an immigrant? ______Yes ________ No
(If the student was born outside the United States or in a possession of the United States, and if the student has been
in U.S. schools including Puerto Rico and other U.S. Possessions, mark “yes”)
Does student or family have refugee status (if known) _______Yes _______ No _______ Unknown
Native Language_________________ Other languages spoken or understood________________________
Previous Schooling:
Name/Address previous school_____________________________________________________________
Date first enrolled in U.S. School_________________ Name/Address _____________________________
Month/Year English Language Instruction began in the U.S. _________________M ________________Y
Total number of months/years in U.S. Schools ___________M _________________Y
Number of days if less than 3 years/535 days_______________________
Entrance/Placement Test Results:
Date Administered____________________
Name(s) of Test(s) ______________________________________________________________________
Results of Tests:
Reading________ Writing________ Listening________ Speaking________ Comprehension___________
Student is LEP_____________ Student is not LEP_______________
(If student is LEP complete the rest of the form. If the student is NOT LEP sign and file in Permanent
Records)
Program Placement:
Identify ESL Program______________________________________________________
Is student on an IEP?_____Y _____N 504 Plan _____Y _____N Date of IEP/504Plan_______________
Identify Primary Disability________________________________________________________________
List Accommodations (if any) _____________________________________________________________
- 25 -
Revised 1-20-2007
AUTHORIZATION TO RELEASE/RECEIVE EDUCATIONAL RECORDS
AND/OR COMMUNICATE WITH OUTSIDE AGENCIES/INDIVIDUALS
AUTHORIZATION TO RELEASE/RECEIVE EDUCATIONAL RECORDS
AND/OR COMMUNICATE WITH OUTSIDE AGENCIES/INDIVIDUALS
SECTION I:
STUDENT INFORMATION.
This form provides authorization to [release/receive] educational records and information relating to:
(circle one)
Student Name:
Date of Birth:
Address:
Telephone:
SECTION II:
DISCLOSURE AND USE
INFORMATION
OF
EDUCATIONAL RECORDS/PERSONALLY IDENTIFIABLE
I hereby give my permission to
 To disclose educational records for the above-referenced student and information in the manner
described below.
 To communicate and share personally identifiable information as described below.
SECTION III: DESCRIPTION OF EDUCATIONAL RECORDS/PERSONALLY IDENTIFIABLE INFORMATION
TO BE DISCLOSED
Check the educational records or information you are authorizing to be disclosed:












All Educational Records
Academic Records/Transcript of Credits and Grades
Test Scores
Attendance Records
Health Records
Evaluation Team Reports and Supporting Data/Assessments
Individual Education Plans and Related Progress Reports
504 Plan/504 Evaluation
Gifted/Talented Program Information
Immunization Records
Limited English Proficient Records
Other pertinent information (describe below)
- 26 -
Revised 1-20-2007
SECTION IV: PERSONS OR ENTITY AUTHORIZED TO RECEIVE INFORMATION
The District has my permission to communicate with and release the information described above to:
(Name/Address)
SECTION V:
PURPOSE OF THIS AUTHORIZATION
The purpose of this disclosure of educational records or personally identifiable information is:
 To aid in making present and future educational decisions
 Other:
SECTION VI: EXPIRATION AND REVOCATION
This authorization may revoked (canceled) at any time except to the extent that the district has already
released personal health and/or other personally identifiable information prior to the revocation of this
authorization. Requests for revocation must be in writing. To revoke the authorization, contact
___________________ at __________________. If not revoked, this authorization will expire one year
after the date on which the authorization is signed.
SECTION VII: SIGNATURE AND ACKNOWLEDGEMENT
I acknowledge that this authorization is voluntary and that I have received a copy of this
authorization.
Signature:
Date:
If a personal representative (for example, a spouse, parent, legal guardian, etc.) signs this form on behalf
of the individual identified in Section I, please complete the following:
Representative’s Name:
Date:
Relationship:
cc:
Student File
Signator
- 27 -
Revised 1-20-2007
Parent Notification Letter
School District ___________________________________________________________
Building________________________________________________________________
Date_____________________
Name of Student__________________________________________________________
Grade___________________ SSID#___________________ D.O.B._________________
Dear Parents/Guardians:
Our district is required to assess the English language proficiency of all students whose home or native
language is other than English. Your child’s English communication skills have been assessed because
your child’s home or native language is not English. We have used the following tests to assess your
child’s English language proficiency:
Listening________________________________________________________________
Speaking________________________________________________________________
Reading_________________________________________________________________
Writing_________________________________________________________________
The following are the results of your child’s English initial language assessments:
Communication Skill
Listening
Speaking
Reading
Writing
Comprehension*
Proficiency Level
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
*The Comprehension level is derived from Listening and Reading.
The following criteria will be used to indicate that a student has attained the required level of English
proficiency to be exited from a district’s program for limited English proficient (LEP) program:
1. Achievement at the proficient level in Ohio’s approved English language proficiency test in
all language domains: listening, speaking, reading, writing and comprehension; and
2. Two years of successful participation in classrooms where the language of instruction is
English (this is referred to as the “trial mainstream”period, which begins after the student ahs
met the first exit criterion above); and
3. Attainment of proficient or above in Ohio’s language arts assessments (reading and writing)
during the student’s “trial-mainstream”period.
- 28 -
Revised 1-20-2007
Based on your child’s level of English language proficiency, we expect that your child will receive
English language services for approximately ______years.
- 29 -
Revised 1-20-2007
Limited English proficiency is not a learning disability. However, some students may have a learning
disability in addition to being limited English proficient. If your child is diagnosed as having a learning
disability, s/he will be provided instruction consistent with an Individualized Education Plan (IEP)
developed in collaboration with yourself, teachers and other specialists.
If you accept the recommended program services for our child, you do not have to take any action.
If you disagree with the recommended program services, you may decline your child’s participation.
Your child will then be placed in the general instruction program for students who are fluent in English
or in another program for students not proficient in English, if available at the school.
We invite you to visit the school and meet with the staff to learn more about this program. If you have
questions, please contact ________________by calling________.
Sincerely;
___________________________________________
_____________________
District Official Name
Date
-----------------------------------------------------------------------------------------------------------For Parent use only:
I understand the information in this letter. Yes____ No ____
I would like someone to explain the information in my native language. Yes____ No___
My native language is ___________________________________
I accept to have my child receive the program services indicated on the previous page, we will discuss
with you other support that your child may receive.
________________________________________
____________ _______________
Parent’s/legal guardian’s signature
Date
Telephone Number
(page 2 of Parent Notification Letter)
- 30 -
Revised 1-20-2007
Directions for Completing Rubric
Put the student’s name, date of observation, and student’s birthdate on the top of the rubric and
on this form. Read each statement, if it applies to the student with whom you are evaluating,
circle the statement using a colored ink for visibility purposes. Once the circles have been made
the column that contains the most circles is generally the level at which the student is functioning
based on this one observation. Record the level next to the language domains. Place any
comments in the designated area and then sign and print (observer/evaluator’s) name at the
bottom.
Student’s Name_______________________ DOB_____________________
Language Domains:
Listening level: ________________________________
Speaking level: ________________________________
Reading level: ________________________________
Writing level: _________________________________
Observer/Evaluator’s Comments:
Observer/Evaluator’s Signature:_____________________________________________
Print name:_______________________________________________________________
Date____________________________________________________________
_________
- 31 -
Revised 1-20-2007
Language
domains
Levels
Rubric to be used for identification and evaluation
Listening
Level I
Prefunctional
Level II
Beginning
Level III
Intermediate
Level IV
Advanced
Level V
Proficient
Student Name_________________________________ Date_________ DOB_________
Speaking
Reading
Writing
Has zero to very limited ability in
understanding spoken English
Relies on non-verbal cues such as
gestures and facial expressions, and
requires frequent repetition/rephrasing
to understand spoken language
May understand some isolated
words, some social conventions, and
simple directions, commands and
questions
Has zero to very limited ability
in speaking English
May say or repeat common
phrases, words and formulaic
language
May be able to provide some
basic information in response to
requests and questions
Can ask one or two-word
questions without regard to structure
and intonation
Has zero to very limited ability
in reading English
May demonstrate some basic
concepts of print (front-to-back, top
to-bottom, left-to-right)
May distinguish letters from
other symbolic representations
May follow one-step directions
depicted graphically
Has zero to very limited ability in
writing English
Understands simple, short
statements and questions on a wellknown topic within a familiar context
Can follow simple multi-step
directions
Can identify the main idea and some
details of short conversations or simple
orally-delivered text on a familiar topic
May still need repetition and
rephrasing
Predominantly uses formulaic
patterns and memorized phrases
Uses language that is often
marked by the lack of tense,
number, and agreement
Uses school-social vocabulary
that is limited to key words and has
little or no academic vocabulary
Responds to questions usually
with one or two-word answers
Begins to identify the names of
both upper and lower case letters of
the alphabet
Can identify where words begin
and end
Can follow multi-step
directions depicted graphically
During read aloud, gets
meaning primarily from pictures
and the teacher’s tone of voice and
gestures
Produces writing that is marked b
the lack of tense, number, and
agreement
Makes frequent errors in
mechanics such as punctuation and
capitalization
Writes most effectively when
supported by a visual, a shared
experience, or scaffolding
Can begin to revise or edit own
writing with teacher support
Shows understanding simple
questions and statements on familiar
topics
Often requires restatements in
graphic terms or at a lower rate
Can follow many simple directions
Shows appropriate responses when
read or told a story (example – laughs at
humor)
Has difficulty comprehending
academic-related
Can communicate ideas and
feelings in English, but with some
difficulty
Speaks coherently, but with
hesitations and with grammatical
and syntactic errors
Can retell a simple story, but
detail may be lacking
Can respond appropriately to
many questions, but with errors in
grammar and vocabulary
Reads simple printed material
within a familiar context
Understands short discourse on
familiar topics.
Has a small repertoire of high
frequency words
Partially uses details to extract
meaning
Partially perceives the feeling
and tone in a poem or story
Has some weaknesses in
predicting from details
Composes short paragraphs that
are mostly intelligible
Begins to edit for sentence-level
structure, spelling and mechanics and
revises for content, organization and
vocabulary, usually with the support
of the teacher
Writes with less dependency on
visual supports, shared experiences,
and scaffolding
Understands conversations in most
school/social settings
Understands main ideas and
significant relevant details of extended
discussions or presentations on familiar
and relevant academic topics
May ask for clarification on oral
information related to academic content
Understands multiple meanings of
words and can use context clues to
understand messages
Speaks in coherent, fluent
sentences, but with occasional errors
in vocabulary and syntax
Has little difficulty
communicating personal ideas and
feeling in English
Can respond appropriately to
many questions in classroom
settings, but makes some errors in
more complex grammatical
structures
Can often use language to
connect, tell and expand on a topic;
and can begin to use it to reason
Can read familiar text with little
teacher or visual support; still needs
those supports when reading to
comprehend unfamiliar text
Has oral fluency and uses selfmonitoring and self-correction
strategies when necessary
Writes simple social
correspondence with some errors in
spelling and punctuation
May have some difficulty in
producing complex sentences
Produces writing that generally
addresses given topic
Produces writing that is generally
intelligible but lacking grade-level
quality
Produces writing that generally
expresses complete thoughts
Shows understanding of academic
topical conversations without difficulty
Can follow complex and multi-level
directions without difficulty
Shows understanding of oral
information provided via electronic
media
Speaks English fluently in social
and grade-level academic settings
Produces speech that include a
variety of adverbs and transitional
signals
Participates in classroom
discussions without difficulty
Demonstrates control of ageappropriate syntax and vocabulary
when speaking
-Can
32 - use language effectively to
connect, tell, expand, and reason
Reads and understands factual
information in non-technical prose
as well as discussion on concrete
topics related to special events
Comprehends standard
newspaper items addressed to the
general reader, correspondence
reports and technical materials
Shows understanding of the
main idea
Understands
figurative
Revised 1-20-2007
language in a poem
Can identify main idea of many
reading passages
Able to identify most specific
facts within a text
May have some difficulty using
details to make predictions
Can participate in writing
activities by drawing pictures
May be able to copy letters or
form them from memory
May be able to copy some words
May attempt to apply some writin
conventions, but often does so
inappropriately
Writes short papers and clearly
expresses statements of position,
points of view and arguments
Shows good control of sentence
structure, spelling, and vocabulary
Produces writing with wide range
of vocabulary
Edits for sentence-level structure
spelling, and mechanics and revise fo
content, organization and vocabulary
Sources: North Carolina Department of Education, 1999; Iowa Department of Education, 2000; IDEA Reading and Writing Proficiency Tests, Examiner’s Manual,
1993, Ballard and Tighe; The State Collaborative on Assessment and Student Standards (SCASS) for Assessing Limited English Proficient Students and America
Parent Notification Letter in Spanish
Críe Carta de Notificación
Eduque la Fecha del Distrito_______________________________________________
Building_______________________________________________________________
el Nombre deStudent_____________________________________________________
delGrado ___________________SSID#_________________D.O.B._________________
Estimados Padres/Guardianes:
Nuestro distrito es requerido a valorar el dominio del idioma inglés de todos estudiantes cuyo en casa o
la lengua materna es de otra manera que inglés. Sus habilidades inglesas de comunicación de niño ha
sido valorado porque su hogar de niño o lengua materna no son ingleses. Hemos utilizado las pruebas
siguientes para valorar su dominio del idioma inglés de niño:
Listening_______________________________________________________________
Speaking________________________________________________________________
Reading_________________________________________________________________
Writing_________________________________________________________________
Que El siguiente son los resultados de sus evaluaciones iniciales inglesas del idioma de niño:
Nivel de Pericia de Habilidad de comunicación
Que escucha
Que Habla
Que Lee
Que Escribe
*Lla Comprensión
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced ____Proficient
____Pre-functional ____Beginning ____Intermediate ____Advanced_____Proficient
____Pre-functional ____Beginning____Intermediate ____Advanced ____Proficient
*El nivel de la Comprensión es derivado de Escuchar y Leer.
Los criterios siguientes serán utilizados para indicar que un estudiante ha alcanzado el nivel requerido de
la pericia inglesa ser salido de un programa del distrito para limitado inglés capaz (LEP) el programa:
1. El logro en el nivel capaz en Ohio aprobó la prueba inglesa de dominio del idioma en todos
dominios del idioma: escuchando, hablar, leer, escribir y comprensión; y
2. Dos años de la participación exitosa en aulas donde el idioma de la instrucción es inglés (esto
es referido a como el período de corriente principal de ensayo, que empieza después de que
Basado en su nivel de niño de dominio del idioma inglés, nosotros esperamos que su niño recibirá los
servicios ingleses del idioma para aproximadamente ______years.
- 33 -
Revised 1-20-2007
La pericia inglesa limitada no es una incapacidad que aprende. Sin embargo, algunos estudiantes pueden
tener una incapacidad que aprende además de ser limitado inglés capaz. Si su niño es diagnosticado
teniendo como una incapacidad que aprende, el s/él será proporcionado la instrucción coherente con un
Plan Individualizado de la Educación (IEP) desarrollado en la colaboración con usted mismo, los
maestros y otros especialistas.
el estudiante ah encontrara el primer criterio de la salida arriba); y 3. El logro de capaz o arriba en
evaluaciones de artes de idioma de Ohio (leyendo y escribiendo) durante el período de ensayo corriente
principal de estudiante.
Si usted acepta los servicios recomendados del programa para nuestro niño, usted no tiene que tomar
ninguna acción.
Si usted disiente de los servicios recomendados del programa, usted puede disminuir su participación de
niño. Su niño entonces será colocado en el programa general de la instrucción para estudiantes que no
son con soltura en inglés ni en otro programa para estudiantes capaz en inglés, si disponible en la
escuela.
Nosotros le invitamos a visitar la escuela y encontrar con el personal para aprender más acerca de este
programa. Si usted tiene las preguntas, por favor contacto ________________by que llama________.
Sinceramente; el Distrito de ___________________________________________
_____________________ la Fecha Oficial del Nombre
Para el Padre utiliza sólo: Entiendo la información en esta carta. Sí____ no ____ querría que alguien
explique la información en mi lengua materna. Sí____ no___ Mi lengua materna es
___________________________________ que acepto para tener mi niño recibe los servicios del
programa indicados en la página previa, nosotros discutiremos con usted otro
apoyo que su niño puede recibir. El Padre ________________________________________
____________ _______________' s/el Número de teléfono legal de la Fecha de firma de guardián
- 34 -
Revised 1-20-2007
Websites
Ohio Department of Education website
http://www.ode.state.oh.us
Ohio Teachers of English to Speakers of Other Languages
http://www.ohiotesol.org
Ohio Testing with Parent Pages and Practice Tests
http://38.118.81.253
LEP.Gov
http://www.lep.gov
Everything ESL
http://www.everythingesl.net
National Association for Bilingual Education
http://www.nabe.org
National Clearinghouse for English Language Acquisition
http://www.ncela.awu.edu
Center for Applied Linguistics
http://www.cal.org
Center for Research, Diversity, & Excellence
http://www.cal.org/crede
Council for Chief State School Officers (CCSSO)
http://www.ccsso.org/publications/details.cfm?PublicationID=227
The English Language Learner (ELL) Knowledge Base
http://www.helpforschools.com/ELLKBase/index.shtml
A Guide to Learning English
http://www.esl.fis.edu/teachers/index.htm
- 35 -
Revised 1-20-2007
Glossary
BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face
communication.
CALP: Cognitive academic language proficiency. The language ability required for academic
achievement.
Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal
post-Lau decision concerning education of language minority students. The case established a three-part
test to evaluate the adequacy of a district's program for ELL students: (1) is the program based on an
educational theory recognized as sound by some experts in the field or is considered by experts as a
legitimate experimental strategy; (2) are the programs and practices, including resources and personnel,
reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its
programs and make adjustments where needed to ensure language barriers are actually being overcome?
[648 F.2d 989 (5th Cir., 1981)]
Content-based English as a Second Language: This approach makes use of instructional materials,
learning tasks, and classroom techniques from academic content areas as the vehicle for developing
language, content, cognitive and study skills. English is used as the medium of instruction.
Dual Language Program: Also known as two-way or developmental, the goal of these bilingual
programs is for students to develop language proficiency in two languages by receiving instruction in
English and another language in a classroom that is usually comprised of half native English speakers
and half native speakers of the other language.
ELL: English language learner. A national-origin-minority student who is limited-English-proficient.
This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments
rather than deficits.
English as a Second Language (ESL): A program of techniques, methodology and special curriculum
designed to teach ELL students English language skills, which may include listening, speaking, reading,
writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English
with little use of native language.
Equal Education Opportunities Act of 1974: This civil rights statute prohibits states from denying
equal educational opportunity to an individual on account of his or her race, color, sex, or national
origin. The statute specifically prohibits states from denying equal educational opportunity 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. [20 U.S.C. §1203(f)]
FEP: Fluent (or fully) English proficient.
- 36 -
Revised 1-20-2007
Informed Parental Consent: The permission of a parent to enroll their child in an ELL program, or the
refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the
educational options and the district's educational recommendation.
Language Dominance: Refers to the measurement of the degree of bilingualism, which implies a
comparison of the proficiencies in two or more languages.
Language Proficiency: Refers to the degree to which the student exhibits control over the use of
language, including the measurement of expressive and receptive language skills in the areas of
phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use
within various domains or social circumstances. Proficiency in a language is judged independently and
does not imply a lack of proficiency in another language.
Lau v. Nichols: A class action suit brought by parents of non-English-proficient Chinese students
against the San Francisco Unified School District. In 1974, the Supreme Court ruled that identical
education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that
the district must take affirmative steps to overcome educational barriers faced by the non-English
speaking Chinese students in the district. [414 U.S. 563 (1974)]
LEP: Limited-English-proficient. (See ELL)
Maintenance Bilingual Education (MBE): MBE, also referred to as late-exit bilingual education, is a
program that uses two languages, the student's primary language and English, as a means of instruction.
The instruction builds upon the student's primary language skills and develops and expands the English
language skills of each student to enable him or her to achieve proficiency in both languages, while
providing access to the content areas.
The May 25 Memorandum: To clarify a school district's responsibilities with respect to nationalorigin-minority children, the U.S. Department of Health, Education, and Welfare, on May 25, 1970,
issued a policy statement stating, in part, that "where inability to speak and understand the English
language excludes national-origin-minority group children from effective participation in the
educational program offered by a school district, the district must take affirmative steps to rectify the
language deficiency in order to open the instructional program to the students."
NEP: Non-English-proficient.
Newcomer Program: Newcomer pro-grams are separate, relatively self-contained educational
interventions designed to meet the academic and transitional needs of newly arrived immigrants.
Typically, students attend these programs before they enter more traditional interventions (e.g., English
language development programs or mainstream classrooms with supplemental ESL instruction).
- 37 -
Revised 1-20-2007
Sheltered English Instruction: An instructional approach used to make academic instruction in English
understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids,
and the environment to teach vocabulary for concept development in mathematics, science, social
studies, and other subjects.
Structured English Immersion Program: The goal of this program is acquisition of English language
skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in
an immersion strategy program is in English. Teachers have specialized training in meeting the needs of
ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and
strong receptive skills in the students' primary language.
Submersion Program: A submersion program places ELL students in a regular English-only program
with little or no support services on the theory that they will pick up English naturally. This program
should not be confused with a structured English immersion program.
Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color,
or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have
been interpreted to prohibit denial of equal access to education because of a language minority student's
limited proficiency in English.
Title VII of the Elementary and Secondary Education Act: The Bilingual Education Act, Title VII of
the Elementary and Secondary Education Act (ESEA), recognizes the unique educational disadvantages
faced by non-English speaking students. Enacted in 1968, the Bilingual Education Act established a
federal policy to assist educational agencies to serve students with limited-English-proficiency by
authorizing funding to support those efforts. In addition to providing funds to support services to
limited-English-proficient students, Title VII also supports professional development and research
activities. Reauthorized in 1994 as part of the Improving America's Schools Act, Title VII was
restructured to provide for an increased state role and give priority to applicants seeking to develop
bilingual proficiency. The Improving America's Schools Act also modified eligibility requirements for
services under Title I so that limited-English-proficient students are eligible for services under that
program on the same basis as other students.
Transitional Bilingual Education Program: This program, also known as early-exit bilingual
education, utilizes a student's primary language in instruction. The program maintains and develops
skills in the primary language and culture while introducing, maintaining, and developing skills in
English. The primary purpose of a TBE program is to facilitate the ELL student's transition to an all
English instructional program while receiving academic subject instruction in the native language to the
extent necessary.
- 38 -
Revised 1-20-2007