M.S.D.PIKE TOWNSHIP
ENGLISH LANGUAGE LEARNERS (ELL)
PROGRAM GUIDANCE
Nathaniel Jones, Ed.S.
Superintendent of Schools
Cindy Huffman
Director of Curriculum & Programs
Table of Contents
INTRODUCTION ................................................................................................................................. - 3 ELL PROGRAM GOALS AND RATIONALE ........................................................................................... - 3 STANDARDS FOR PRE-K – 12 STUDENTS ........................................................................................... - 3 IDENTIFICATION, PLACEMENT, AND PROGRAM ENTRY ................................................................... - 3 GRADE-LEVEL PLACEMENT ............................................................................................................... - 4 PLACEMENT CRITERIA ....................................................................................................................... - 4 PROCEDURES FOLLOWING PLACEMENT TESTING ............................................................................ - 4 PROGRAM DESIGN ............................................................................................................................ - 4 M.S.D. OF PIKE TOWNSHIP NEWCOMER PROGRAM ENTRANCE & EXIT CRITERIA........................... - 6 ANNUAL STANDARDIZED TESTING.................................................................................................... - 7 SPECIAL PROGRAM PLACEMENTS ..................................................................................................... - 7 M.S.D OF PIKE TOWNSHIP RETENTION GUIDELINES FOR LIMITED ENGLISH PROFICIENT (LEP)
STUDENTS ......................................................................................................................................... - 8 EXIT FROM THE ELL PROGRAM ......................................................................................................... - 9 MONITORING OF EXITED STUDENTS .............................................................................................. - 10 MONITORING OF STUDENTS DECLINING ELL PLACEMENT ............................................................. - 10 THE ELL STAFF AND THE CLASSROOM TEACHER ............................................................................ - 10 THE ELL STAFF AND PARENTS ......................................................................................................... - 10 SECOND LANGUAGE LEARNING AND THE CLASSROOM TEACHER ................................................. - 11 TEACHING READING TO ENGLISH LANGUAGE LEARNERS (ELLS) .................................................... - 12 ELL TIPS AND TECHNIQUES ............................................................................................................. - 13 ELL INSTRUCTIONAL RESOURCES & ADDITIONAL INFORMAITION ................................................. - 15 THE CLASSROOM TEACHER: KEY TO THE ELL STUDENT’S SUCCESS ............................................... - 16 USING VISUAL CLUES DURING INSTRUCTION ................................................................................. - 17 USE OF GRAPHIC ORGANIZERS FOR COMPREHENDING TEXT ........................................................ - 18 SELECT WORD CHOICE: MAKING WRITTEN LANGUAGE COMPREHENSIBLE .................................. - 18 MODIFIED READING: HELPING ELL STUDENTS UNDERSTAND WRITTEN TEXTS ............................. - 20 HOW TO HELP STUDENTS UNDERSTAND WHAT THEY READ IN TEXTBOOKS ................................. - 21 WRITING INSTRUCITON FOR ELL STUDENTS ................................................................................... - 22 TEACHING MATH TO ELL STUDENTS ............................................................................................... - 23 -
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TEACHING THE ELL STUDENT IN THE SOCIAL STUDIES CLASSROOM .............................................. - 25 TEACHING THE ELL STUDENT IN THE SCIENCE CLASSROOM .......................................................... - 26 OUTLINES AND NOTES .................................................................................................................... - 28 MODIFIED HOMEWORK .................................................................................................................. - 29 ENL ACCOMMODATIONS/MODIFICATIONS IN ASSESSMENT ......................................................... - 29 WEB RESOURCES TO SUPPORT ELL TEAHCING AND LEARNING ..................................................... - 31 BIBLIOGRAPHY OF REFERENCES...................................................................................................... - 32 ADDITIONAL READING .................................................................................................................... - 32 GLOSSARY OF TERMS AND DEFINITIONS ........................................................................................ - 33 FORMS & FURTHER GUIDANCE....................................................................................................... - 35 HOME LANGUAGE SURVEY (HLS) ........................................................................................................ 37
HOME LANGUAGE SURVEY (HLS) Spanish Version ............................................................................. 38
MSD OF PIKE TOWNSHIP ELL PROGRAM GUIDELINES FOR COMPLETING TESTING/LANGUAGE
ACQUISITION ...................................................................................................................................... 39
ANNUAL PARENT NOTIFICATION ........................................................................................................ 40
FIRST GRANT NEWCOMERS PROGRAM PARENT NOTIFICATION ........................................................ 44
MIDDLE SCHOOL NEWCOMERS PROGRAM PARENT NOTIFICATION.................................................. 46
FLUENT ENGLISH PROFICIENCY (FEP) MONITORING FORM ............................................................... 48
ELL INDIVIDUAL LEARNING PLAN (ILP) ................................................................................................ 50
RETENTION GUIDELINES CHART FOR LIMITED ENGLISH PROFICIENT (LEP) STUDENTS ..................... 54
SPECIAL PROGRAM PLACMENT .......................................................................................................... 55
WHEN ARE SPECIAL EDUCATION REFERRALS APPROPRIATE? ............................................................ 55
ELL INTERVENTIONS CHECKLIST – PHASE I ......................................................................................... 56
ELL INTERVENTIONS CHECKLIST – PHASE II ........................................................................................ 57
ELL INTERVENTIONS CHECKLIST – PHASE III ....................................................................................... 58
STANDARDIZED ASSESSMENT OF LIMITED ENGLISH PROFICIENT (LEP) STUDENTS ........................... 59
ANNUAL ASSESSMENT OF LEP STUDENT LANGUAGE PROFICIENCY PROGRESS- LAS LINKS ............. 60
SUGGESTIONS FOR GRADING OF ELEMENTARY AND MIDDLE ........................................................... 61
SCHOOL ELL STUDENTS ....................................................................................................................... 61
SUGGESTIONS FOR GRADING HIGH SCHOOL ELL STUDENTS ............................................................. 62
TESOL ELL STANDARDS FOR PRE-K – 12 STUDENTS ............................................................................ 63
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INTRODUCTION
The purpose of this handbook is to present the goals and practices of the English Language
Learner (ELL) program in the M.S.D. of Pike Township. In addition, the handbook offers a
general plan for cooperation between building personnel and the ELL staff with regard to the
students in the program. It also includes the Teachers of English to Speakers of Other
Languages (TESOL) (1997) ELL Standards for Pre-K – 12 Students, as well as suggestions for
cross-cultural understanding, classroom work, and grading.
ELL PROGRAM GOALS AND RATIONALE
Our primary goal is to raise the level of English proficiency of all language minority students of
limited English proficiency (also called English Language Learners or ELLs) to that of native
English speakers at their respective grade levels. The immediate goal is basic communication
skills in English for these students. Equally important longer-range goals include increased
success of ELLs in academic area classes, students’ improved social adjustment and crosscultural understanding, and, ultimately, their exit from the program.
ELLs, their families, and building personnel need to be aware that there are two different levels
of language proficiency. The first involves basic interpersonal communication skills used in
everyday, face-to-face situations. Fluency in these skills often takes about two to three years to
develop. The second level, cognitive academic language proficiency, involves literacy and skill
in the use of academic language and of learning strategies in English. These skills can take
some students six to eight years to develop. Without fluency at both skill levels the language
minority student cannot succeed in school without special support from mainstream and ENL
staff.
STANDARDS FOR PRE-K – 12 STUDENTS
The MSD of Pike Township is facing increased linguistic and cultural diversity and has a
population of ELL students who vary greatly in English proficiency
level and academic needs. The national TESOL ELL Standards as
well as the Indiana English Language Proficiency (ELP) Standards
describe the language skills necessary for social and academic
purposes. As ELL students’ progress in language proficiency, the
standards provide a bridge to Indiana Academic Standards in the
content areas, particularly language arts. The ELL program in Pike
Township is designed to help students meet both TESOL ELL
standards and Indiana Academic Standards. This is the responsibility
of everyone involved in the education of ELL students. A copy of the
ELP standards is available on the Indiana Department of Education
website or from your school’s ELL teacher/Instructional Coach. A
copy of the TESOL ELL Standards for Pre-K – 12 students is included
in the Forms section of this handbook (Form K).
IDENTIFICATION, PLACEMENT, AND PROGRAM ENTRY
School personnel will require that a Home Language Survey (Form A) be completed at the time
of enrollment. All students indicating a non-English language background are referred to the
ELL teacher/Instructional Coach in the building.
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GRADE-LEVEL PLACEMENT
Research and experience have indicated that it is best to place incoming ELLs with peers who
are the same age/grade level. There may be exceptions to the above recommendation, as in
the case of students whose education has been interrupted. Grade placement must always be
considered carefully, because the ELL will be greatly influenced by his/her peers.
PLACEMENT CRITERIA
A student may be placed in the ELL program if the following criteria are met:
1. The Home Language Survey indicates a language other than English.
2. Regardless of language proficiency level, when a language minority student is struggling
with language-related problems such as succeeding at work on grade level, the teacher
should consult with the ELL Teacher/Instructional Coach.
3. Parents have the right to decline services. If a parent requests to remove his/her child
from the program, a consultation/conversation explaining the benefits of the program will
take place. If the parent still refuses student participation in the program, then a
Declining Services form will be completed.
4. Testing will be conducted upon enrollment of new students and on an annual basis for
all ELL students in January and February.
PROCEDURES FOLLOWING PLACEMENT TESTING
Once the criteria have been met, the following procedures will be followed:
1. The ELL staff will enter placement scores in Skyward for students who are referred and
tested. The ELL staff will use the guidelines (Form B) detailing how to complete the
Testing/Language Acquisition Record.
2. After initial testing, the ELL teacher/Instructional Coach and the classroom teacher will
collaborate to complete an Individualized Learning Plan (ILP) that is located in Skyward
(Form E) is an example of information an ILP may contain. The ILP for ELL Services
will be implemented by the classroom teachers and supported by the ELL
teacher/Instructional Coach (Form C 1).
3. Annual language proficiency testing for current ELL students will determine whether
students will continue receiving ELL services. These results will be used by the ELL
teacher/Instructional Coach/Classroom teacher to complete the student’s ILP for the
following year.
PROGRAM DESIGN
Pike Township employs certified, preferably ELL-endorsed teachers to provide ELL instructional
coaching and services in the program. The Director of Curriculum and Instruction along with the
Academic Support Specialist oversee the ELL program. The ELL teacher/Instructional Coach
are responsible for training other staff to work with ELL students in the general education
classroom. This professional development is offered through in-services, individual
conferences, e-mail and other written communication, and securing and sharing information on
Department of Education training sessions and consultative services.
Pike Township employs bilingual Spanish-English interpreters to assist students, teachers, and
families with enrollment, access to services, conferences, and other communications between
family and school. As needed, Pike Township contracts with interpreters of other languages to
meet the diverse language needs of the school district.
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In compliance with TESOL standards, accreditation guidelines, and the U. S. Department of
Education Office for Civil Rights (OCR), instruction is provided on basic interpersonal
communication skills, development of language proficiency and learning strategies, listening
and speaking, and reading and writing in content areas. This instruction is provided by ELL staff
which includes ELL teachers/Instructional Coaches, specialists, trained classroom teachers,
teacher assistants, and parent and community volunteers.
All educational personnel must assume responsibility for the education of ELL students.
The amount and time of direct ELL instructional services are based on individual student needs
and grade level (elementary, middle, high school). Research indicates that students who have
a higher degree of oral proficiency but are lacking in academic language skills still require
English language development and support due to increasing academic demands. When small
group instruction occurs, students will be grouped by similar age, grade, and skill levels. This
structure provides stronger language learning than one-on-one instruction because it facilitates
real communication.
The ELL students’ schedules are created in cooperation with classroom teachers, specialists,
and other building personnel. In elementary/middle school, ELL services could include push-in
or pull-out services, sheltered instruction and/or a Newcomers Program.
The Newcomers Program is designed to support students who are in the earliest stages of
language development (Levels 1 and 2). These programs are offered in first grade at Central
Elementary, College Park Elementary, Deer Run Elementary, Eastbrook Elementary and at
Guion Creek Middle School and Pike High School. In high school, students are assigned to ELL
for one period per day or they too can participate in the Newcomer’s Program. In addition,
whenever possible, secondary ELL staff is available for an academic resource period to support
the heavy academic demands the students must meet to learn English. High school ELL
students receive one English credit per semester for ELL. Beginning with the 2004 graduating
class, state regulations provide that students may count no more than four credits in ELL toward
graduation, and these may be applied to either English credit or foreign language credit.
Recognizing that ELL students may continue to need support beyond the four semesters for
which they may receive ELL credit, the ELL staff takes steps to provide support within these
regulations to all students who need it.
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M.S.D. of Pike Township
Newcomer Program Entrance and Exit Criteria
Central Elementary School
College Park Elementary School
Deer Run Elementary School
Eastbrook Elementary School
Guion Creek Middle School
Middle School (Grades 6-8)
Primary (Grade 1)
Program Level
Entrance Criteria
Exit Criteria & Expectations
Students can be described by one or more of the
following:

A recent arrival to U.S.

Less than 1 year in a U.S. school

Oral language score on Pre-LAS, LAS
Links Placement Test or LAS Links is a 1
or 2

Very low levels of literacy or formal
education in any language

Cultural, social, and academic
newcomer
End of year expectations for newcomers
transitioning to 2nd grade:

Able to understand basic instructions

Recognizes and reads common school
and community signs

Able to use basic interpersonal
conversation skills (BICS)

Able to express basic emotions and
needs

Able to say and write most letters of the
alphabet

Able to read single syllable words with
short and long vowel sounds

Uses common verbs appropriately

Able to identify and say numbers from 1
to 100

Understands basic math terminology and
performs appropriate grade level math
tasks

Demonstrates comprehension of stories

Demonstrates understanding of
concepts of print

Demonstrates receptive language skills
be responding to questions and
directions appropriately

Able to understand basic positional
words

Begins to use/understand terms related
to time and calendar

Demonstrates growth toward proficiency
on grade level standards with
appropriate support, modifications, and
accommodations
To exit the Middle School Newcomers Program,
students must:

Achieve an overall score of at least a
high level 2 (for example: student
scores many 3s or higher on some Las
Links portions, but receives an overall
score of 2)

Demonstrate growth toward proficiency
on Acuity Assessments

Demonstrate typical or high growth on
ISTEP+ according to Indiana’s Growth
Model

Demonstrate growth in their general
education math and reading/language
arts classes with appropriate support,
modifications, and accommodations

Demonstrate growth and success in
basic interpersonal conversation skills
(BICS) and cognitive academic
language proficiency (CALP)
Parent/guardian Involvement:

Parents/guardians are provided written
notice that their child will participate in
the Newcomer Program

Parents attend meetings, conferences,
workshops, and work collaboratively with
the newcomer teacher to ensure
success of their child
Student can be described by one or more of the
following:

A recent arrival to U.S.

Less than one year and not more than 18
months in a U.S. school

Overall score on LAS Links Placement
Test or LAS Links is a 1 or 2

Very low levels of literacy or formal
education in any language
Parent/guardian Involvement:

Parents/guardians are provided written
notice that their child will participate in
the Newcomer Program

Parents attend meetings, conferences,
workshops, and work collaboratively with
the newcomer teacher to ensure success
of their child
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ANNUAL STANDARDIZED TESTING
In accordance with the No Child Left Behind Act, English Language Learners must take ISTEP+
and may be given state-specific accommodations (FORM H-1). The only exception is if an ELL
student has been enrolled in a U.S. school for less than one year, then they are exempt from
participating in the English/Language Arts portion of ISTEP+. However, they must still
participate in the math, science, and social students portions. High School students must pass
the Core 40 exams in order to graduate, unless a
waiver is obtained during their senior year. Since
high school students must take and either pass or
obtain a waiver regarding the End of Course
Assessment (ECA), high school students in ELL need
to take the ISTEP+/ECA each time they are eligible
until they pass or are eligible for a waiver during their
senior year. All ELL students are also required to
participate in LAS Links testing each year. The LAS
Links Assessment measures language acquisition
and the overall, composite score determines a
student’s limited English proficiency (LEP) level.
Once a student scores a level 5 for two consecutive years, then they are no longer required to
participate in LAS Links testing.
Regarding NWEA testing, ELL students will participate according to their proficiency level
(Levels 3, 4 and 5 will participate; Levels 1, 2 and 3 may take the Spanish version of math;
Level 1 may participate or be exempt from reading only according to the teacher’s professional
judgment).
SPECIAL PROGRAM PLACEMENTS
Students identified for special programs (High Ability (HA), Vocational Education, Special
Education) must meet all the qualification requirements and guidelines for student selection. To
ensure students the equal opportunity to participate in the HA program, alternative assessments
are given and selection criteria are followed.
Students interested in vocational education opportunities offered at J. Everett Light Career
Center (JEL) will receive enrollment support from Pike’s ELL staff. JEL organizes English
language support for students attending this program. Pike’s ELL staff and JEL will maintain
contact to monitor progress, language concerns, etc. If a non-English-speaking Pike student is
enrolled in JEL, Pike Township will secure a translator for that student.
Special education laws in Indiana require evaluation tests of a language minority student be
administered in the student’s dominant language. Teachers who refer ELL students for a
special education evaluation will contact the ELL staff. Proper procedures will take place to
ensure adequate instructions have been utilized before testing occurs. (FORM G 1-3)
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“There is not 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.”
~statement from the landmark court case Lau v. Nichols
M.S.D of Pike Township Retention Guidelines
For Limited English Proficient (LEP) Students
Retention of LEP students shall not be based solely upon level of English language
proficiency (Section I, Part G, Guidelines to Satisfy Legal Requirements of Lau v. Nichols).
Prior to considering retention of a LEP student, the following points should be addressed in
an Individual Learning Plan (ILP) meeting comprised of the student’s teacher(s), ELL staff
member(s) or designated district language minority contact person, administrator(s), and
the student’s parent(s)/guardian(s). Documentation and results of the ILP meeting must be
kept in the student’s cumulative folder.
1. Has the student’s level of English language proficiency been assessed?
Newly-enrolled students must be assessed for identification as LEP using the LAS Links
Placement assessment within thirty (30) days of enrollment at the beginning of the school
year or within two (2) week during the school year. Each spring, all LEP students must
participate in the LAS Links English proficiency assessment.
2. How long has the student been enrolled in the school corporation?
The ILP committee should consider the length of time the student has been enrolled in
the school corporation in order to determine whether retention is the appropriate choice.
Students should be enrolled in the M.S.D. of Pike Township Schools for more than one
full academic year before considering retention.
3. Has the student’s parent(s)/guardian(s) been contacted if the student is not
performing at grade level?
The student’s parent(s)/guardian(s) should be contacted when a student is not performing
at grade level. All communication should be documented and in the parent(s)/guardian(s)
native language. Documentation may include phone call logs, progress reports, report
cards, conference notes with samples of student work, etc.
4. Has the Individual Learning Plan (ILP) been implemented?
Every LEP student is required to have an ILP for documenting modifications and
adaptations. Teachers are required to have copies of ILPs for any LEP student that they
have and all modifications and adaptations must be followed. The student must have
received classroom modifications and adaptations in the following areas to ensure
meaningful participation: Teacher lesson delivery; assignments; homework; and formal
assessments (quizzes and tests). It is important to ensure that the ILP has been fully
implemented and documentation has been provided for any changes or updates made to
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the student’s ILP. The ILP is intended to be a fluid document that should be re-visited
and updated as new data becomes available but not less than once per school year.
5. How much individual English language development instruction is the student
receiving throughout the school day?
An LEP student should be receiving English language development throughout the
school day via a push-in, pull-out, or an ENL course specifically designed to support
language development. It is recommended that LEP students participate in English
language development for a minimum of one (1) hour daily.
6. Is their sufficient screening and progress monitoring data to show that the student is
below grade level?
There must be a collection of multiple data points showing that an LEP student is
consistently failing to meet grade level expectations on screening and progress
monitoring instruments. Retention decisions for LEP students should not be based on
one specific piece of data.
If the above points have not occurred in a sufficient manner and have not been documented,
retention is not appropriate (see Retention Guidelines chart – Form F). Retention of LEP
students will not facilitate English language acquisition. The process of language acquisition
should occur at all grade levels. The decision to retain a student should be based on several
pieces of criterion to determine if retention is appropriate. For any questions, please contact the
M.S.D. of Pike Township Curriculum and Programs Office at 317-387-2277.
EXIT FROM THE ELL PROGRAM
Data from LAS Links and content-area teacher input are used to determine whether ELL
students should continue or exit from the program.
NOTE: The Indiana Department of Education does not recommend exiting students
(reclassifying as Fluent English Proficiency - FEP) before the fourth grade.
1. Language Proficiency Tests (LAS Links) are administered by a certified teacher.
2. Scores required for exit:
a. Level 5 overall proficiency on LAS Links for two consecutive years.
b. Students successfully complete a two-year formal monitoring period.
3. The final decision on exiting a student will be made by the ELL teacher/Instructional
Coach.
4. All of the above procedures will be documented and kept with the ELL
teacher/Instructional Coach. Scores and final exiting decisions will also appear in the
student’s permanent file.
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MONITORING OF EXITED STUDENTS
After a student is reclassified as FEP, he/she enters a formal monitoring period. During this
monitoring period, academic progress of a student will be monitored each grading
period/trimester by the ELL teacher/Instructional Coach, soliciting input from the mainstream
teacher(s) (See Form D1 & D2: Monitoring) to determine if the student is in fact succeeding in
the assigned instructional program. Review of students’ progress will include but not be limited
to:
1. Grades
2. Teacher observation of daily class performance.
3. ISTEP+ and other scores
MONITORING OF STUDENTS DECLINING ELL PLACEMENT
Parents may decline ELL services for their child. The ELL teacher/Instructional Coach will
communicate with the classroom teachers of LEP students who decline ELL services. For
students declining ELL services, the ELL teacher/Instructional Coach in collaboration with the
classroom teacher creates an ILP with accommodations, etc., for the classroom teacher to
implement. These students will participate in LAS Links testing and will follow the same exiting
procedures as those students receiving ELL services.
After LAS Links testing, the ELL teacher/Instructional Coach will communicate to classroom
teachers the student’s language proficiency level and collaborate to create an ILP with
appropriate modifications and accommodations ( FORMS I &J: Suggestions for Grading).
ELL teachers/Instructional coaches are available to assist classroom teachers in making
accommodations and adaptations in the use of English as the language of instruction. The
need for modification will, of course, decrease as academic English proficiency increases.
THE ELL STAFF AND THE CLASSROOM TEACHER
Regular, ongoing communication is necessary between ELL teacher/Instructional Coach and
classroom teachers for the following purposes:


ELL teachers/Instructional Coaches regularly communicate about students’ activities and
progress in ELL.
General Education teachers need to consult with ELL teachers/Instructional Coaches on
the academic progress of ELL students in their classes.
THE ELL STAFF AND PARENTS
Recognizing that success at school is enhanced by family involvement in a child’s education,
the ELL staff, including Spanish and other translators as needed, implements the following
strategies for an effective partnership with parents:
1. Parent notification of placement into the program is provided within one month of the
beginning of the school year for continuing students or within two weeks of enrollment.
This is in compliance with Title III federal regulations.
2. The ELL teachers/Instructional Coaches and a Spanish interpreter will meet with parents
at Back to School Night and if needed, are available to attend fall and spring
conferences. The purpose of these meetings is:
a. to explain pertinent school and community information.
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b. to address questions about the ELL program.
c. to address any other concerns of the families.
3. The ELL staff, including the classroom teacher, will communicate regularly with parents
regarding the following:
a. The student’s ILP
b. The student’s progress in ELL
c. Recommendations for continuation/exit (FORM L)
d. Cross-cultural programs, meetings, social events, adult classes, etc.
4. The ELL staff will also act as liaisons between parents, school, and home.
5. Specifically, the Spanish interpreter assists with enrollments, written and oral
communications between home and school, emergency situations involving students,
and translation of documents.
SECOND LANGUAGE LEARNING AND THE CLASSROOM TEACHER
The development of second language skills takes place in four areas. Those areas are
listening, speaking, reading and writing. In the normal language development process for the
first-language learners, oral language skills precede the development of reading and writing
skills. The process is the same for second-language learners. Students must have a rich oral
language experience background so when they begin to read they have a meaningful reference
point. Meaningful experiences facilitate comprehension as well as help to maintain and promote
student interest.
While teaching phonics is not a priority, students must be able to hear the differences between
their native language and English before they can be expected to produce sounds. In addition,
they must be able to decipher sound differences in order to begin to understand the new
language. Teachers are encouraged not to rush production or overcorrect errors.
Second language acquisition research has shown that a student acquires language more
effectively when language exposure is meaningful and input is comprehensible for students.
Comprehensible input involves modeling activities and describing them at the same time. All
new subject matter should be introduced by modeling either before the entire class or with the
student on an individual basis. In addition to modeling expected behavior with visual cues, offer
meaningful reference for immediate comprehension of new vocabulary words and experiences.
Repetition of words and phrases that have no meaning for the student is not the recommended
pattern for providing meaningful language experience or developing oral language.
Students who have the advantage of strong literacy skills in their first language bring key
concepts to the classroom with them. The problem here is that the language code system we
have is different from theirs. The key is to reinforce those concepts in the new language by
providing visual context clues to facilitate comprehension and to strengthen vocabulary
development. Conceptual skills transfer to the English language, so that skills do not have to be
re-taught. Language and vocabulary must be taught in order to access the knowledge these
students already possess.
Development of language skills for success in academic content
area courses takes time to develop. Primary goals include
increased meaning and communicative performance for the
subject material being taught. Teachers should incorporate as
many concrete, hands-on, and visual activities as possible to
facilitate comprehension.
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TEACHING READING TO ENGLISH LANGUAGE LEARNERS (ELLS)
Reading with an accent should not be interpreted as reading without comprehension. In fact,
mispronunciation in most cases does not interfere with comprehension on the part of the second
language student. Therefore, it is not helpful to spend a great amount of time correcting
pronunciation errors in reading when it does not interfere with comprehension. One may also
encounter the ELL whose oral reading is flawless because he has figured out the sound/letter
system in English, but he has little or no comprehension of the meaning of what he has read.
 WORK ON ORAL LANGUAGE LEVEL FIRST
Develop storytelling skills with folk tales and myths familiar to the student. Develop a
sense of story sequence and obligatory story elements.
 TEACH VOCABULARY IN CONTEXT
This is not the vocabulary-list approach! Direct experience, or at least paraphrasing of
difficult dictionary definitions into simple words, pictures, gestures, etc., solidifies
understanding of new terms. Vocabulary instruction must be embedded in the content to
ensure meaning.
 LANGUAGE EXPERIENCE
A useful technique after the student has been in an English-speaking environment for
one to six months is to have the student dictate to you his/her story of an experience and
then let the student read it back to you. This becomes the student’s first reading
material. You may then pick out isolated words, structures, etc., from this already known
material to point out phonics, grammar, etc., inductively and concretely.
 PEER TEACHING
Older children or any native speaking peers can be good tutors to work with the ELLs on
sight words/phrases. Just be sure the tutor already knows the concepts orally, or in the
case of older children you may have the peer tutor introduce the concept and the printed
work or phrase simultaneously with pictures, objects, actions and corresponding
vocabulary cards.
 LITERAL AND INTERPRETIVE COMPREHENSION ACTIVITIES
Ask both literal and interpretive comprehension questions to follow up all reading
selections and develop these skills.
 TRAIN STUDENTS TO SKIM: TO LOOK FOR KEY WORDS
Skilled readers don’t have time to read every word to gain meaning. Teach students
techniques of previewing a book to get a background for reading. Ask guiding questions
to get students oriented to what they will be reading.
 EVALUATE STUDENT ERRORS
Be aware that reading miscues provides insight into the strategies a student has learned
to apply to the reading process. The miscues provide the teacher with a great deal of
information about the student’s skill level, the areas that need work, etc.
12
ELL TIPS AND TECHNIQUES
You can help non-English speaking students succeed in your classes:
1. Make sure the new child feels welcome and accepted.
a. Learn to pronounce his name correctly.
b. Learn something about the child’s home culture.
c. Assign a buddy to familiarize the child with routines, and rotate this assignment
often.
d. Be sure to include the child in class activities. No sitting alone in the back!
2. Allow new learners of English to begin the process of acquiring English at the beginning
by developing listening comprehension.
a. Monitor your vocabulary and use of idioms and slang when speaking with new
students.
b. Use contextual clues to clarify meaning: pictures, media, props, blackboard
sketches, manipulatives and facial expressions.
c. Model correct, natural language, but focus on communication and meaning
rather than grammatical form.
d. DON’T FORCE NEW STUDENTS TO SPEAK BEFORE THEY ARE READY!
3. Help student’s master subject matter while they acquire more proficiency in English.
a. Provide opportunities for students to hear and use meaningful language in real
context: art activities, science experiments, games, music, field trips, role playing.
b. Provide for interaction with native speakers through collaborative learning
groups.
c. Encourage participation by asking questions that can be answered at the
student’s level of English, such as yes/no.
d. When a student begins to contribute to class discussions, accept errors in
grammar and pronunciation, but continue to model appropriate language.
e. Frequently check for understanding.
f. Concentrate on building students’ oral English vocabulary as a prelude to reading
with comprehension.
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4. Maintain an encouraging, success-oriented atmosphere.
a. Recognize that standardized tests, most multiple choice, and Scantron tests are
often inappropriate for ELLs.
b. Save early work samples to compare with later ones. Remember to praise
students for success as they learn English.
c. Remember that language minority students differ from one another in interests,
motivation, personality, exposure to English, proficiency levels, and cultural
backgrounds. Those who already have a strong educational foundation in their
home language before entering your classroom are likely to enjoy success.
Other students may require several years to perform up to their academic
potential.
14
ELL INSTRUCTIONAL
RESOURCES &
ADDITIONAL
INFORMAITION
15
THE CLASSROOM TEACHER: KEY TO THE ELL STUDENT’S SUCCESS
Here are some general suggestions for teachers who have ELL students in their classes:
Cross-Cultural Differences
1. People from many cultures place an extremely high value on education and hold
teachers in high regard. They are often accustomed to formal, quiet, entirely teacherdirected classrooms, rote memorization, time-consuming homework, and speaking only
when spoken to. While research does not support these approaches as best
instructional practice, we must help parents to increase their understanding of
educational practices in our culture.
The behavior of the typical “good student” in their cultures may be completely opposite
to our expectations of good behavior. It will take some time for students to feel
comfortable about volunteering answers or asking questions and initiating conversations,
because of both cultural differences and limited English skills. Teachers need to help
put them at ease by starting conversations and by gradually progressing in question
patterns from asking a question requiring a physical response (i.e.: “point to….”) to
yes/no, either/or, questions requiring one-word answers, etc., and delay open-ended
questions beginning with “why”,” etc.
2. If students don’t respond, teachers are often tempted to speak louder, but some
students may interpret this as anger. A better strategy is to repeat more slowly or
paraphrase into simpler language.
3. Habits such as eye contact and gesturing are also culturally connected. Many Asian
students will be offended by being touched on the head. These same students,
particularly the Vietnamese, will speak with head downward, without gesturing or looking
teachers in the eye. We need to accept these cultural differences.
4. Be conscious of some differences in personal space requirements:
a. Asians generally do not stand as close as we do when talking together. They
may also balk at being touched.
b. Latinos stand closer than Americans do when involved in a conversation, and
Arabs stand even closer.
5. Try not to call attention to foreign students’ mispronunciations, incorrect grammar, or
slow speaking. They will improve with time. Give them some extra time to respond
before calling on another student for an answer or supplying it yourself. Regarding
incorrect pronunciation or grammar, it is good to briefly “correct” after the error is made
by simply modeling the correct pronunciation or grammar in your response to the
student. For example, if the ideas in the student’s response were correct but contained
formal errors, you might say, “That’s right,” and then repeat the student’s response with
correct grammar and pronunciation, thus providing a good model. However, don’t
overcorrect to the extent of continually interrupting the student, thereby inhibiting him
from wanting to speak. At this stage we are striving for communication and increased
fluency, not absolute correctness.
6. Tastes and customs regarding food are partially cultural. Be aware of some examples:
a. Vietnamese students may have trouble tolerating regular milk. Try chocolate.
b. Hindu students (most of our Indian students) are vegetarians.
16
c. Muslims and Jews are generally forbidden to eat pork.
7. Although our culture often encourages competition, individualism and personal
achievement, students from some backgrounds may resist these values at first because
they conflict with their own cultural norms. In fact, some have been taught to
“cooperate” to an extent in which Americans would consider cheating. Just be sensitive
in the way you handle these situations at first.
8. Students from the strictest of Muslim cultures are not accustomed to coeducation or
even teachers of the opposite gender. This area of sensitivity is particularly noticeable in
classes like middle and high school physical education. In classes where students might
be paired with a partner, be sure that for these students the partner is of the same
gender.
9. In many cultures, custom dictates that all conferences, questions, and phone calls
involve the father rather than the mother, as a manner of respect. Therefore, don’t be
surprised if the mother is not communicative, even if she is present and can speak
English.
10. Culturally, it is important for Asian students to “save face” and be polite at almost any
cost. Therefore, you may get a “yes” answer or simply a smile to the question, “Do you
understand?”, when the answer should be “no.” To avoid this, try the questioning
techniques mentioned previously (physical response, etc.).
11. Explain unfamiliar holidays and other uniquely American customs (Use pictures, role
plays, ask the ELL teacher’s help, etc.)
12. Ask the child to share some of his cultural heritage with your class, but be prepared for
him to refuse at first. But keep trying, and enlist parents and ELL teachers.
USING VISUAL CLUES DURING INSTRUCTION
Information is retained more effectively when students can use as many senses as possible to
receive the information. Visual cues are especially helpful for ELL learners. As they say, a
picture is worth a thousand words. Visual clues allow students to connect language to pictures,
making that language more accessible in the future. The following are some examples of using
visual clues during instruction:

Give students plenty of visuals (photos/pictures, illustrations, drawings, and prints),
multimedia (video) and realia (real objects) to explain, visualize, clarify and/or classify
content. These transcend language barriers.

Write key words on the board and use visual and other non-verbal cues, wherever possible,
to present key ideas. Concrete objects, charts, maps, pictures, photos, gestures, facial
expressions form an important complement to oral explanations for ELL students.

Use semantic webbing within the content of the main idea or topic --following discussion or
reading, students can construct web strands and supports by putting key words or phrases in
boxes which are connected to illustrate relationships, thereby greatly aiding in
comprehension.
17

Use audiotape texts to combine aural and visual cues. Teachers can create audiotapes of
their own selected texts.

Use inquiry instruction at the start of a lesson: copy a drawing, photo, artifact, map, etc. onto
a transparency (or other medium that is easily seen by all students); uncover part of
transparency while continuously questioning students about the meaning and analysis of it.
Continue to question students and accept all plausible answers from them until you have
completely uncovered the transparency.
USE OF GRAPHIC ORGANIZERS FOR COMPREHENDING TEXT
Graphic organizers can be used before, during, and after reading:
1. Given before reading and already filled out so that the ELL student has visual reinforcement on what
they are reading.
2. Given to the student to fill out during reading.
3. Given to the student after reading and discussion to reinforce ideas.
SELECT WORD CHOICE: MAKING WRITTEN LANGUAGE
COMPREHENSIBLE
A great deal of the learning that goes on in school is done by means of written sheets containing
tasks for students to perform and questions for them to answer. Sometimes the wording of the
task or question is deliberately made obscure in order to challenge the student to think about
what is required. In most cases, however, it is intended that student should spend his time
thinking about how to do something rather than puzzling over what the teacher wants of him. In
such cases, it is essential that the wording of the task or question is as clear and unambiguous
as possible. The following are a few tips on how to make the language of your questions and
tasks more easily understood by ENL students:
Try to use the shorter, more common word in favor of its less frequent equivalent. For
example, buy is better than purchase, begin is better than commence, look at the diagram on
page 3 is easier than focus your attention on the diagram on the adjacent page, etc. (The
exception to this rule is when the object is to introduce or develop vocabulary that is an integral
part of the knowledge of the subject.)
Be aware of the difficulties caused by including a plethora of multi-cultural names in
worksheet questions. ENL students may not immediately recognize words such as Ranjeep,
Beatrix, Seamus, Carmelita, and attempt to find them in their dictionary. Better is the simple: A
girl buys 2 meters of rail track .., etc.
Try to avoid worksheet or test questions that assume a cultural knowledge that the ENL
students are unlikely to have. A mathematics question about the batting average of a baseball
player may cause unnecessary difficulties to a student who has never seen the game played
and knows nothing about its rules.
Be aware of the difficulty of idioms or phrasal verbs. Such expressions are often
impenetrable to non-native speakers, who may know the meanings of the individual words but
who are not familiar with the overall sense. For example, the following (apocryphal) extracts
from history examinations would certainly not be immediately comprehensible to most ENL
18
students: Explain how Grant was able to wipe the floor with Lee at the battle of Antietam? Why
did Britain blow hot and cold for so long on the invitation to join the Common Market?
Remember that ENL students are often helped by the direct repetition of a noun rather
than by its omission or its replacement with a pronoun - even if this doesn't necessarily make for
good English style. For example, the second version of the mathematics problem below is
probably more easily understood than the first: Alex has 4 friends. He wants to buy each of
them 6 cookies. How many does he need to buy in all? Alex has 4 friends. He wants to buy
each friend 6 cookies. How many cookies does he need to buy in all?
Avoid using different nouns (synonyms or hyponyms) to refer to the same thing. In the
following science text, the ENL student may not immediately understand that prey is a hyponym
of penguin and refers to it. It is preferable in tests, therefore, to choose one noun and stick with
it. (I.e. The killer whale tosses the penguin into the air and generally torments its prey before
eating it.)
Take care with vague or ambiguous instruction words. They can often be replaced by direct
questions. For example, the first instruction below may have the ENL student reaching for the
dictionary, whereas the second is immediately clear: Determine the probability of throwing a 6.
What is the probability of throwing a 6?
Do not include extraneous information in worksheets or tests. The bold words in the
following questions are unnecessary. ENL students may not know this until they have wasted
time looking them up in their dictionary: Mary bought a turquoise snowboard in a garage sale
for $37.50 and promptly resold it for $41.30. What was her profit? A cactus has prickly spines
on its stem. What particular function do you think these fulfill?
Be aware of the difficulties of semi-technical vocabulary. This term refers to non-subjectspecific vocabulary that occurs across all disciplines: e.g. duration, eventually, similarity,
furthermore, rate, etc. ENL students often fail to comprehend texts fully because they don't
know the meanings of such words. If a worksheet contains semi-technical words that are critical
to an understanding of the main ideas or task, it would be helpful to explain their meanings in
advance.
Typical teacher talk modifications:

Phonological:
exaggerated articulation
extended pauses
slower rate of speech
less reduction of vowels and consonant clusters
more standard "literary" pronunciation

Lexis:
more basic vocabulary
fewer colloquial expressions
fewer indefinite pronouns
fewer contractions
stylistically neutral
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
Syntactic:
fewer subordinate clauses
fewer words per clause
shorter length of utterance
higher proportion of simple present tense
higher proportion of well-formed sentences
delivery rate one-half to one-third slower

Discourse:
more first person reference
fewer functions per time unit
more teacher-initiated moves
more conversational frames
more self-repetitions
more verbalization per function
To summarize briefly, the speech that teachers use with their students is shorter, simpler, and
more carefully pronounced than typical speech.
MODIFIED READING: HELPING ELL STUDENTS UNDERSTAND WRITTEN
TEXTS
The task of teaching ELL students to read is difficult due to the complexity of learning to read
and write in a language one does not understand completely. The following are some of the
factors that make texts difficult for ELL students to understand:
Illegibility: Information poorly handwritten, copied, badly set-out, or written in a very small font
Unfamiliar Words: Many unknown or unfamiliar words to ELL students
Lack of Background Knowledge: Missing background knowledge or prior experience
Difficult Concepts: Complex concepts or theories new to students
Complex Syntax: Long sentences containing subordinate or embedded clauses
Nominalization: Generally, in academic text, it is the use of a noun in combination with an
"empty" verb. (i.e. “Consideration should be given in your answer to the effect of heat loss . . .”
instead of “In your answer, you should consider the effect of heat loss…”)
Complex Noun Groups: A noun that is pre-modified by an adjective with several nouns and
post-modified by a phrase that omits the relative pronoun and copula (link between subject and
predicate). (I.e. He invented a rudimentary binary data-transmission system intended to be
operable over distances of more than 10 meters.)
Advanced cohesion: The way writers link phrases, clauses, and sentences into a coherent
whole. (i.e. “John bought a red pencil and Mary bought a blue pencil” instead of “John bought a
red pencil and Mary a blue one.”)
20
HOW TO HELP STUDENTS UNDERSTAND WHAT THEY READ IN TEXTBOOKS
Graphic Organizers/Outlines: http://education.alberta.ca/media/507659/ELLkto9gi.pdf
Leveled Study Guide: Brief summaries of the text along with more manageable questions and
tasks
Highlighted Text: Overriding ideas, key concepts, topic sentences, important vocabulary, and
summary statements highlighted (by the teacher) prior to the students using the book
Audible Text: Key parts (highlighted text) or entire text recorded for students to listen/ follow
along
Adapted Text: Rewritten text organized in small sequential steps
Jigsaw Text Reading: A cooperative learning strategy where students form “expert” groups to
read and discuss the text
Marginal Notes: Notes for understanding content, key concepts, key vocabulary, and/ or
definitions written alongside the page students are reading (similar to teachers’ guides)
Native Language Texts: A student’s native language text used to supplement a textbook or
clarify key concepts
(The SIOP Model, p.38-41, Appendix 5)
Additional Strategies . . .

Make sure that students understand why they are reading the text and what they will
have to do afterwards. ELL students often believe they need to understand every word of a
text, whereas in many cases, they can fulfill task requirements by scanning or skimming
through the passage. Having a clear reading purpose helps them to focus more efficiently
on the information they need to extract.

Ensure that students have the necessary background information before they are
asked to read long texts. It is most important that they have a chance to focus on the topic
and activate their existing knowledge of it before being confronted with the text.

Encourage students to read up about the topic beforehand, or discuss it at home with
their parents, in their own language.

Have students predict the information they will find out in the text.

Ask students to write questions that they would like to have answered by the text.

Introduce key vocabulary words for the text.

Have students predict the vocabulary they will meet in the text.
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
Remind students to look at headings, diagrams, illustrations and captions for
meaning.

Tell students to note parts of the text that they have difficulty understanding. (They
can ask you or another student to explain it to them later.)
WRITING INSTRUCITON FOR ELL STUDENTS
Writing is the most difficult language skill for ELL students to master. Here are some of the
challenges these students face in a writing class.
Challenges ELL Students May Experience
 ELL students have a limited vocabulary. They repeat the same words and phrases again
and again. Content is restricted to known vocabulary.
 ELL students are reluctant to use invented spelling and content is restricted to words
they can only spell.
 Verb tenses are inaccurate. Students will usually write in the present tense.
 The chaotic structure/ grammar of students' composition is difficult to understand.
 When ELL students read their writing aloud, they have no sense of what sounds correct.
 In many cultures, students are not encouraged to express their opinions. Students may
have little experience with creative writing to bring from their native language.
Tips to Help ELL Students Write and Promote Thinking in English
 Teach nonfiction reading-writing first. This type of instruction gives ELL students
language chunks that they can use in their writing.
 More time should be spent in the pre-writing stage. It is better for ELL students to
develop a topic orally with a small group rather than to allow them to choose their own
subjects.
 Chart facts about a nonfiction topic. Strengthen the link between oral and written
language. Have students read the facts from the chart aloud.
 Use graphic organizers to introduce the skill of arranging information for writing. Have
students learn to write from this organizer.
 Use sentences on your organizer rather than phrases. Students sometimes find it
difficult to go from notes to comprehensible sentences.
 Don't expect students who are not fluent in English to self-edit. They will not usually find
their mistakes. Teachers will have to be more hands-on with the writing of their nonnative speakers. Conferring with ELL students frequently will be the most effective way
to grow them as writers.
 When students read their writing aloud, they have no sense of what sounds right and
what doesn't. Working in pairs to edit work is good practice for social skills but it probably
won't improve the beginner's writing. Specifically model good writing from texts at the
learner's English language level. (For example, to demonstrate a specific skill such as
writing a good opening paragraph, have students examine opening paragraphs in books
on the same topic.)
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TEACHING MATH TO ELL STUDENTS
By employing the following strategies and techniques, you can help your ELL students increase
their knowledge and understanding of math topics.
Use Small Groups
The use of pairs or small groups is an instructional strategy that can be very effective for ELL
students. By grouping students, you can:
 Encourage communication and interaction in a non-threatening and more relaxed setting.
 Help students feel more comfortable to ask questions or seek explanations.
 Promote a positive support system for your ELL students.
 Manage large classes with diverse student needs more effectively.
Vary Math Instruction and Provide Interesting Problems
As a math teacher of ELL students, it is important to utilize multiple instructional approaches
and to consider the individual learning styles of your students. This will help you better meet the
varied needs of your students. Try one or more of the following instructional strategies.
 Manipulatives and models. Where appropriate, use models or manipulatives to
demonstrate concepts and/or processes. Allow ELL students to use them as to
demonstrate their learning.
 Think-Alouds. Use a "think-aloud" technique to narrate the problem-solving process
(including algorithms).
 Informal language. To increase understanding, use informal language as you
demonstrate the various thought processes and steps to follow in solving a problem.
 Clarity checks. Be sure to check for understanding of the task and processes involved
before students get started working on the assignment. ELL students often do not seek
clarification for fear of calling attention to themselves.
 Context. Present activities that involve application problems in contextualized situations.
These activities should encourage critical thinking and reasoning along with basic skills
development and practice. Engaging your ELL students in this way is important because
it makes learning relevant to the real-life experiences of your students. Sports,
entertainment, and games can be good themes to do this.
 Diagrams and Graphs. Encourage the use of diagrams and other visual aids to help
your ELL students develop concepts and understanding. For written and verbal
communication, increase your focus on reasoning and decrease the focus on language.
This emphasis can help to encourage your ELL students to expand their mathematical
abilities without getting bogged down with issues related to language acquisition.
 Assignments. Consider limiting the number of problems you assign to ELLs to avoid
overwhelming them. Focus on fewer problems that get at essential concepts and skills.
Teach Math Vocabulary
Math classes can present extra challenges for ELL students because they must learn the
specific content vocabulary and expressions, along with their second language acquisition. Help
your ELL students by directly teaching math vocabulary. Consider the following:
 Topical Terms. Identify and teach specific vocabulary that must be understood for each
assigned activity.
 Common Math Terms. Teach the meanings of common math terms that have other
definitions outside of the context of math-for example root, face, mean, and prime.
 Solutions. Create a plan for how you will help ELL students acquire the language of
mathematics.
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


Visual Aids. Consider using visual aids, multiple examples, and student explanations as
possible techniques to help your ELL students grasp unfamiliar math terms.
Note Cards. Encourage your ELL students to keep note cards to record math terms and
vocabulary in their own words, sometimes with the use of their native language. Remind
your ELL students to reference these note cards and to add to them as their
understanding grows.
Math Journals. Use journals to practice and strengthen new language skills and math
terms in a non-threatening manner. Some ELL students may feel comfortable using their
native language in their journals as a way to help solidify their understanding of math
concepts.
Monitor Your Interactions with ELL Students
To help your ELL students follow lectures and understand class discussions, you will need to be
aware of your speech and consider simplifying it when you can. Some ways to do this include:
Effective Communication Strategies for Teachers







Pause frequently.
Paraphrase often.
Emphasize key ideas and vocabulary through intonation.
Write key terms and concepts on the board.
Use pronouns clearly.
Shorten sentences.
Increases wait time for students to answer and process information.
Use Prior Learning as a Starting Point
It is essential that you take into account the ELLs unique experiences, prior learning, and
individual strengths to develop appropriate instructional strategies. Other cultures have different
approaches to mathematics that even the ELL may be unaware of.
Mathematical Concepts That May Differ or Be Difficult
Measurement Measurement may be especially challenging for ELL students, as their prior
instruction most likely covered the metric system.
Fractions
Fractions may be unfamiliar to ELLs. Some ELL students may have come from
an educational environment where decimals received more emphasis than
fractions.
Geometry
The discipline of Geometry in particular has many terms that may cause
difficulties in understanding.
Algorithms
In some cases, algorithms may have been learned differently. Some ELL
students may be used to algorithms that are different from traditional algorithms
taught in your curriculum. Allow students the opportunity to share their
algorithms. Use this as a learning opportunity by comparing algorithms and
analyzing similarities and differences.
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Value Student Backgrounds to Improve Performance
Be aware of and draw from your ELL students' prior knowledge. You should:
 Make sure ELL students know that their experiences and culture are valued. This will
help their attitudes and increase their motivation.
 Focus on meaning. When your ELL students share answers and present ideas,
remember to focus on the meaning they are conveying, not on their grammar and usage.
 Be flexible with student use of native language. You may want to have your ELL students
record answers or solution steps in their own native language. You can have their work
translated, if desired. This will help ELL students focus on the concepts and reasoning
involved, without being slowed or hindered by their developing language skills.
Multi-Stepped Problem Lesson Idea
Present a multi-stepped problem to your class. Have your students identify the steps that they
would need to undertake to solve the problem, but just identify the steps; do not have your
students solve the problem. This will help ELL students practice their language skills by
reading and interpreting problems. This exercise can be used frequently as a quick warm-up
activity.
TEACHING THE ELL STUDENT IN THE SOCIAL STUDIES CLASSROOM
Social studies and U.S. history provide the biggest challenge to ELLs in their content classes.
They have very limited background knowledge to activate. ELLs lack prior knowledge of the
U.S. and U.S. history, geography, and current events. Many students will memorize information
for a test, but it has no relevance for them, so the information is quickly forgotten.
ELL Student Difficulties when Studying Social Studies
 Use of higher level thinking skills for reading and writing
 Lack of familiarity with historical terms, government processes, and vocabulary
 Text contains complex sentences, passive voice, and extensive use of pronouns
 ELL students may not be used to expressing their personal opinions.
 Nationalistic and cultural focus of maps
 Concepts which do not exist in all cultures are difficult for ELL students to understand. This
includes privacy, democratic processes, rights of citizens, free will. (For example, ELL
students might have no concept of movement within the structure of a society. They might
seldom be asked to contribute an alternate condition in other countries.)
Social Studies Modifications
A major approach of modifying content for ELL students is to cover depth over breadth with
curriculum. Research indicates students comprehend and learn more by exploring a topic in
depth over time than having spent minimal coverage of it. A curriculum that emphasizes
superficial coverage of many topics does not give students the chance to fully comprehend
important ideas or develop the thinking skill required for advanced study (Anstrom, 1999).
Focus instruction on concepts in content and the depth of a topic.

Utilize student's background knowledge and experience during a lesson. A learning situation
is meaningful only if the learner can relate the new learning task to what they already know
(Anstrom, 1999).
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














Use graphic organizers to help students visualize and classify content.
Use semantic webbing within the context of the main idea or topic --following discussion or
reading, students can construct web strands and supports by putting key words or phrases
in boxes which are connected to illustrate relationships, thereby greatly aiding in
comprehension (Reilly, 1988).
Use peer tutors in the classroom to help get across key concepts.
Introduce key vocabulary at beginning of lesson or topic.
Post vocabulary and/or word banks in the classroom for student reference.
Read aloud texts and literature relating to Social Studies topic.
Give or allow ELL students to copy the teacher's lecture/ instructional notes.
Model activity/and or homework assignment in a way you want it completed.
Give students a language experience by allowing them to role-play or recall aspects from
their own experience that might relate to the Social Studies topic.
Use cloze sentence prompts or sentence frames for main idea comprehension (Echevaria,
1999). Example: For parades, knights wore ________. This was good because _________.
For tournaments, knights wore ________________. This was good because
____________. The concept is the same for all students, but language complexity is
reduced for English learners.
Use inquiry instruction at the start of a lesson: copy a drawing, photo, artifact, or map onto a
transparency; uncover part of transparency while continuously questioning students about
the meaning and analysis of it. Continue to question students and accept all plausible
answers from them until you have completely uncovered transparency.
Make content culturally relevant to ELL students.
Have students trace maps and then label individual parts of the map. (i.e. cities, states,
countries, rivers, mountains)
Have students copy a chart, make a graph or draw a picture, timeline or diagram.
Check content comprehension by asking "yes/no" question
TEACHING THE ELL STUDENT IN THE SCIENCE CLASSROOM
Below are some strategies to consider when lesson planning . . .
Utilize and share lecture outlines. Outlines can help ELLs remain focused and in step with
the lesson. (This is especially important when English Learners are beginning because they
are linking their own knowledge and cognates to the English language.)
Communicate using many formats. Graphs, charts, pictures, and figures that do not rely
primarily on written or spoken language to convey information can be extremely helpful.
Layout of visual aids should be clear and uncluttered.
Focus on key science terms. Use short, less complex sentences to teach and reinforce
important vocabulary before, during, and after the lesson. (Word walls can help.)
Make use of students' background knowledge of science concepts. Attempt to
discover what ELLs already know about a given topic and build upon it.
Have students identify familiar terminology. Many science terms are used internationally.
Ask students to inform you when they recognize this type of vocabulary.
26
Assign group projects to help ELLs master concepts. Project work provides
opportunities for exchanging ideas, researching, writing, and presenting. Using a variety of
skills can increase understanding and retention.
Establish consistent science classroom routines. When specific activities proceed in
similar ways each time they occur, students are freed to concentrate on content rather than
trying to determine what will happen next.
Increase peer interaction. Compose lab groups with care. A student who is learning
English might benefit from being partnered only with strong English speakers. Based on the
skill and confidence of the individual student, adding someone to the group who could assist
with translation might be appropriate. (This is not necessarily people that speak their own
language.)
Develop meaningful, relevant tasks in which students utilize science tools. Hands-on
activities provide a forum for success for all students, regardless of language ability.
(projects)
Consider your seating plan. Students with limited English proficiency might benefit from
sitting closest to the instructor, to a student who might assist with translation, or to a
particular classroom resource.
View lab time as an opportunity for one-on-one communication. As you move about the
room, speak individually with students. Ask questions about what they are doing and
learning in the lab activity and devote time to listening to their responses. (Speaking to ELLs
is the best way for them to learn. Don’t feed them answers; patiently wait for them to
respond.)
Increase opportunities for informal dialogue. The more opportunities an ELL has for
informal conversation, the more quickly he will master the language.
Allow adequate wait time. While the correct answer to a question may quickly occur to an
ELL, translating thoughts to English and formulating a reply will take longer. Be patient.
Resist the temptation to finish a sentence or supply a word for a student who is making an
earnest attempt.
Model science language. When a student uses a term incorrectly, incorporate it into a
sentence to demonstrate appropriate usage. Provide positive reinforcement when a term is
used correctly.
Use normal volume and pace of speech. Speaking loudly does not increase
comprehension for ELL. Measure speech, particularly when introducing new vocabulary or
concepts. (Speaking loudly makes anyone turn off, especially English learners.)
Do not insist that ELLs speak in front of the class. A student will speak up in class when
he or she is ready. Allow for other modes of participation. (Allow them to discover their own
time to speak. Making someone speak in front of people and the perceived possibility of
judgment can cause him/her to shut down for a very long time.)
27
OUTLINES AND NOTES
ELL students may not be able to process oral information quickly enough to understand fully or
to make their own meaningful notes. Providing teacher written notes, summaries, instructions,
and pre-reading can highlight key ideas and new words. Here are some examples.
Pre-prepared Outlines:
Teacher-prepared outlines equip students with a form for note-taking while reading dense
portion of text, thus providing scaffold support. These are especially helpful if major concepts,
such as the Roman numeral level of the outline, are already completed. The students can then
add other information to the outline as they read. For some students, an outline that is entirely
completed may be helpful to use as a guide to reading and understanding the text. Here is an
example of a scaffold outline for a reading on the circulatory system in biology textbook.
The Circulatory System
I.
Major Organs
A. Heart
1. Pumps blood through the body
2. ________________________
B. ____________________________
1. _________________________
2. _________________________
II.
Major Vessels
A. Artery
1. Moves blood away from heart
2. ___________________________
B. Vein
1. _____________________________
2. _____________________________
C. ________________________________
1. Connects arteries and veins
2. _________________________
28
Leveled Study Guides



Students Who Can Easily Read the Material: These guides enrich the material and
include challenging tasks and questions.
Students Who Can Read But Have Difficulty Comprehending: These guides give
definitions and hints to decipher meaning with less challenging questions and tasks.
Students Struggling Very Much with English: These guides contain brief summaries of
the text with easy questions and tasks.
MODIFIED HOMEWORK
ENL students experience greater success when class-work and homework are modified to fit
their capabilities. Modifying class-work or homework tasks to fit ENL students' capabilities does
not mean expecting less from them. It means giving them realistic tasks to complete that
increase their chances for success. Some strategies can be:











Adapt the homework to the students’ skill levels.
Explain how to do the homework, provide examples and write directions on the board.
Have students start the assignment in class, check that they understand, and provide
additional one-on-one assistance if needed.
Allow students to work together on homework.
Reduce assignments or assign homework in small units.
Explain homework clearly.
Simplify complex tasks.
Give students extra time to do work or complete projects.
Ignore spelling or grammar errors except for when explicitly taught.
Allow alternative response formats.
It is helpful to show the students the criteria by which the task will be assessed. Give
students model answers or allow them to analyze the shortcomings of less than
perfect work (done, for example, by students in the previous year's
class) will also help them to understand exactly what they have to
do and the form in which it should be done.
ENL ACCOMMODATIONS/MODIFICATIONS IN ASSESSMENT
Depending upon the ENL student's level, you might choose one of the following types of
assessment:
29
(Early beginners and beginners) Pictures, drawings, and short verbal explanations
work best.
Alternate:
•
•
•
•
•
•
Label a picture or diagram
Draw a picture that demonstrates a key idea
Explain an idea orally
Answer a few questions orally
Draw lines between vocabulary terms and pictures
Allow students to submit a project in lieu of an in-class test. The project might take a week or
more for the student to complete.
(high beginners and intermediate students) Develop a short assessment that
evaluates only the essential ideas and core vocabulary that the ENL student is required to learn.
Simplified:
•
•
•
•
True/false
Multiple choices with two or three answers
Matching with a limited number of choices
Word banks provided
(high beginners, intermediate students, and advanced students)Use the same test that
you've prepared for regular education students, but shorten it and focus on essential ideas and
core vocabulary.
Modified:
•
•
•
•
•
•
•
•
Cross out half the questions
Require students to complete only certain portions of the test
Provide a word bank (write it on the test)
Allow students to choose to answer 5 of 10 questions
Provide multiple choice answers for questions that would normally require students to create
an answer
Turn short answer into multiple choice or a math problem
Shorten the length of the required answer
For multiple choice, cross out one or two of the incorrect answers
Use the same test as used for regular education students, but also allow ENL
accommodations such as extended time and the use of bilingual translators/dictionaries.)
(Accommodated:
30
WEB RESOURCES TO SUPPORT ELL TEAHCING AND LEARNING
Resources on Language
For stages of second language acquisition see
http://www.everythingELL.net/inservices/language_stages.php
To understand Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language
Proficiency (CALP) see http://www.everythingELL.net/inservices/bics_calp.php
For background on scaffolding for ELLs, see http://www.pgcps.org/~rosa/esoln/scaffoldingfeb09.pdf
Resources for Parents and Teachers
NCELA’s publication If Your Child Learns in Two Languages in English and six other languages, available
from http://www.ncela.gwu.edu/faqs/view/12
A wealth of resources, in English and Spanish, for educators and families of ELLs are available at
http://www.colorincolorado.org
The Indiana Partnerships Center (IPC) receives Federal Funds to support family involvement in education and
is Indiana’s Parent Information and Resource Center (PIRC). There resources for parents and teachers on the
site. The IPC is located right here in Indianapolis: http://fscp.org/
Resources for the Classroom
Sponsored by the Screen Actors Guild, real actors read aloud stories to students via video:
http://www.storylineonline.net/
http://bogglesworldELL.com/ is a great resource for ELL students with lesson plan ideas, reproducibles,
discussion ideas to build BICs and CALP. Great for newcomers!!
National Geographic has lots of resources for science and social studies and there is a “little kids” section for
younger students: http://kids.nationalgeographic.com/kids/
This site is great for teaching about biomes of the world in science and geography with great picture supports
http://www.mbgnet.net/
Everything ELL website is a wonderful resource with articles and information for reaching the needs of English
learners and is full of links, activities and lesson ideas for students: http://www.everythingELL.net/
http://atozteacherstuff.com/ - Lesson plans, activities, articles, links, web quests, and other resources.
For web quests go to: http://questgarden.com/
Ben’s Guide to the U.S. Government is great for teaching students in grades K -12 about the U.S. government
with age-appropriate information, games, links, activities, maps, resources, etc. It also includes resources,
information for teachers as well as information for parents: http://bensguide.gpo.gov/
The Longman Dictionary of Contemporary English offers easy to understand meanings of English words and is
a quick and easy way to look up any English word while working on the web: http://www.ldoceonline.com/
http://www.thegateway.org/ The Gateway has been serving teachers continuously since 1996 which makes it
one of the oldest publically accessible U.S. repositories of education resources on the Web. The Gateway
contains a variety of educational resource types from activities and lesson plans to online projects to
assessment items.
31
BIBLIOGRAPHY OF REFERENCES
Accommodations and modifications for ELL students. (n.d.). Retrieved from
http://www.scsk12.org/SCS/subject-areas/ELL/PDFs/SCS-Accom-ELL-St-checklist.pdf
Baker, Ebe, Jagears, and Schupbach. (2003) ELL modifications. Retrieved from
http://www.fayar.net/ELL/modtext.html
Chandron, C. (1988). Second language classrooms: Research in teaching and learning.
Cambridge: Cambridge University Press.
DeVoe, B. (2009). Modifying for ELL students. Retrieved from
http://bcsd.k12.ny.us/academics/ELL/ELL_modifications.html#alternate
Echevarria, J., Vogt, M. E., & Short, D. (2008). Making content comprehensible for English
learners: The SIOP Model (3rd ed.). Boston: Allyn & Bacon.
Echevarria, J., Vogt, M., & Short, D.J. (2010). Making content comprehensible for secondary
English learners: The SIOP Model. Boston: Pearson.
English as a second language: Guide to implementation kindergarten to grade 9. (2007)
Edmonton, Alberta: Alberta Education
English language learners in math. (2011). Retrieved from
http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-math
http://ELL.fis.edu/teachers/support/commun.htm
Hayes, J. (2009). Challenges for ELLs in content area learning. Retrieved from
http://www.everythingELL.net/inservices/challenges_ELLs_content_area_l_65322.php
Haynes, J. (2010). Tips for teaching ELLs to write. Retrieved from
http://www.everythingELL.net/inservices/tips_teaching_ells_write_10803.php
More advice about teaching ELL students. (2011). Retrieved from
http://ELL.fis.edu/teachers/support/faq1.htm#35
Teaching science to english language learners. (2011) Retrieved from
http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-science
ADDITIONAL READING
“12 Steps to Better Writing for ELLs”
http://edge.ascd.org/_12-Steps-to-Better-Writing-for-ELLs/blog/2192375/127586.html
“Teach Diverse Learners: Writing”
http://www.alliance.brown.edu/tdl/elemlit/writing.shtml#strat7
“Writing Strategies for ELLs”
http://www.colorincolorado.org/educators/teaching/writing_ells
“Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School
Classrooms” By Michelle Yvonne Szpara; Iftikhar Ahmad
Long Island University, C.W. Post Campus www.usca.edu/essays/vol162006/ahmad.pdf
32
GLOSSARY OF TERMS AND DEFINITIONS
Bilingual/Bicultural Program – a program which utilizes the student’s native language and cultural
factors in instructing, maintaining, and further developing all the necessary skills in the student’s native
language and culture while introducing, maintaining, and developing all necessary skills in the secondary
language and culture
ELD (English Language Development) – refers to the instructional practices and processes of assisting
English language learners in the acquisition of the English language
ELL (English Language Learner) – refers to any student who may or may not be receiving English
language development (ELD) services but those who are continuing to acquire the English language. The
M.S.D. of Pike Township refers to its programming for Limited English Proficient students as The English
Language Learner (ELL) Program.
ELP (English Language Proficiency) – a language minority student’s English language proficiency level
is determined by assessing his or her listening, speaking, reading, writing, and comprehension with a
formal ELP instrument. English Language Proficiency levels range from Beginner (level 1) to Fluent
English Proficient (Level 5). In Indiana, the LAS Links Assessment is the formal ELP instrument. Indiana
has ELP standards with specific performance indicators for for each level of English Language
Proficiency.
ENL (English as a New Language) – a term used by the Indiana Professional Standards Board for the
purposes of license description and teacher dispositions
ELL (English as a Second Language) – a term that is the most commonly used to describe English
language acquisition programming
ESOL (English to Speakers of Other Languages) – a term that has been used interchangeably with
ELL to describe teachers of students acquiring the English language
FEP (Fluent English Proficient) – a student is considered Fluent English Proficient if he/she is able to
demonstrate “near native” or “native like” English abilities as determined by and English language
proficiency (ELP) instrument which measures competence in speaking, listening, reading, and writing. In
Indiana, the LAS Links Assessment is the formal ELP instrument.
HLS (Home Language Survey) – a form that is completed by all families as part of the initial enrollment
process in an Indiana school for the purpose of documenting the language history of the enrolling student
INTESOL (International Teachers of English to Speakers of Other Languages) – the local/state
affiliate of the Teachers of English to Speakers of Other languages professional organization
LAS Links (Language Assessment Scale) – the formal English language proficiency instrument used in
Indiana (and other states) that measures a language minority student’s competence in speaking,
listening, reading, and writing. The LAS Links placement assessment is administered upon enrollment.
Then LAS Links is administered yearly to determine a child’s proficiency level in English and to ensure
adequate growth in English language acquisition until the student is determined to be FEP (Level 5) for
two consecutive years according to LAS Links assessment results.
LEP (Limited English Proficient) – students are considered to be Limited English Proficient if he/she
has limited (or non-existent) English language abilities as determined by and English language
proficiency assessment in the areas of listening, speaking, reading, and writing AND the student’s
academic performance is not at grade level.
33
LMS (Language Minority Student) – a student for whom at least one of the following statements are
true:
 The student’s first acquired (learned) language is other than English regardless of which is
dominant;
 The language most often spoken by the student is other than English; or
 The language most often spoken in the student’s home is other than English.
Migrant Student – a student who moves with his/her family frequently each year and whose family’s
source of income is generated from short term, seasonal jobs related to food processing, crop harvesting,
or fishing.
Sheltered Instruction – Instruction using the English language which has been adapted and is designed
to provide access for English Learners to grade-level content standards, vocabulary, and concepts while
they continue to improve their English language proficiency
SIOP® Model – the acronym for the Sheltered Instruction Observation Protocol Model that is an
empirically validated approach for implementing effective sheltered content instruction for students who
are acquiring English as a second (or multiple) language
TESOL (Teachers of English to Speakers of Other Languages) – an international organization
designed to promote English language learning throughout the world
34
FORMS
&
FURTHER
GUIDANCE
35
FORMS
FORM
FORM NAME
A
INDIANA DEPARTMENT OF EDUCATION -HOME
LANGUAGE SURVEY – bilingual
B
GUIDELINES FOR COMPLETING TESTING/LANGUAGE
ACQUISITION RECORDS
PERMISSION FORM & PARENT NOTIFICATION – bilingual
ELEMENTARYSTUDENTS
MIDDLE SCHOOL STUDENTS
HIGH SCHOOL STUDENTS
SHELTERED FIRST GRADE PARENT LETTER – bilingual
MIDDLE SCHOOL NEWCOMERS PROGRAM PARENT
LETTER - bilingual
MONITORING OF ELL STUDENTS
EXIT FROM SERVICES, AYP, MONITORING GUIDELINES
INDIVIDUALIZED LEARNING PLAN FOR ELL STUDENTS –
bilingual
RETENTION GUIDELINES CHART
SPECIAL EDUCATION REFERRAL & EVALUATION
GUIDELINE
PHASE I
PHASE II
PHASE III
STANDARDIZED ASSESSMENT OF LEP STUDENT
LANGUAGE PROFICIENCY
ANNUAL ASSESSMENT OF LEP STUDENT LANGUAGE
PROFICIENCY PROGRESS – LAS LINKS
ELEMENTARY & MIDDLE SCHOOL GRADING
SUGGESTIONS
HIGH SCHOOL GRADING SUGGESTIONS
TESOL ELL STANDARDS
FLUENT ENGLISH PROFICIENT PARENT NOTIFICATION bilingual
C1
C2
C3
C4
C5
D1
D2
E
F
G
G1
G2
G3
H1
H2
I
J
K
L
36
FORM A - English
HOME LANGUAGE SURVEY (HLS)
The Civil Rights Act of 1964, Title VI, Language Minority Compliance Procedures, requires school districts and charter
schools to determine the language(s) spoken in each student’s home in order to identify their specific language needs.
This information is essential in order for schools to provide meaningful instruction for all students as outlined Plyler v.
Doe, 457 U.S. 202 (1982).
The purpose of this survey is to determine the primary or home language of the student. The HLS must be given to all
students enrolled in the school district / charter school. The HLS is administered one time, upon initial enrollment, and
remains in the student's cumulative file.
Please note that the answers to the survey below are student-specific. If a language other than English is recorded for
ANY of the survey questions below, the LAS Links placement test will be administered to determine whether or not
the student will qualify for additional English language development support.
Please answer the following questions regarding the language spoken by the student:
1. What is the native language of the student?
_________________________________
2. What language(s) is spoken most often by the student?
_________________________________
3. What language(s) is spoken by the student in the home?
_________________________________
Student Name:__________________________________________________________________________
Parent/Guardian Name:___________________________________________________________________
Parent/Guardian
Signature:__________________________________________Date:__________________
By signing here, you certify that responses to the three questions above are specific to your student. You understand that if a language other
than English has been identified, your student will be tested to determine if they qualify for English language development services, to help them
become fluent in English. If entered into the English language development program, your student will be entitled to services as an English learner
and will be tested annually to determine their English language proficiency.
For School Use Only:
School personnel who administered and explained the HLS and the placement of a student into an English language
development program if a language other than English was indicated:
Name:_________________________________________________ Date:___________________________
37
FORM A-SPANISH
HOME LANGUAGE SURVEY (HLS) Spanish Version
El Titulo VI, del Acta de los Derechos Civiles de 1964 Procedimientos y Cumplimiento del Lenguaje de Minorías,
contiene requisitos legales que guían a las escuelas para determinar el idioma o idiomas que se hablan en el hogar de
cada estudiante. Esta información es esencial para que las escuelas puedan ofrecer instrucción significativa a todos los
estudiantes como se requiere por Plyler v. Doe, 457 U.S. 202 (1982).
Esta encuesta del idioma que se habla en casa (HLS) establece el idioma principal de su hijo/a. Tiene que darse esta
encuesta (HLS) a todos los estudiantes en el distrito escolar / escuela semi-autónoma. Esta encuesta (HLS) es
administrada una vez, durante la matrícula inicial, y se queda en el archivo escolar acumulativo del estudiante.
Las respuestas de la encuesta son relacionadas con su hijo/a. Si se ha identificado que el idioma no es inglés a
cualquiera de las tres preguntas, la escuela administrará la Prueba del Desarrollo del Inglés (LAS Links) para determinar
si su hijo/a calificará para el programa de Desarrollo del idioma Inglés.
Respuesta las preguntas acerca del idioma(s) de su estudiante por favor:
1. ¿Cual es el idioma o el dialecto nativo de su hijo/hija?
________________________________
2. ¿Cual idioma(s) es hablado más por su hijo/hija?
_________________________________
3. ¿Cual idioma habla su hijo/hija en casa con más frecuencia?
______________________________
Nombre Legal del Estudiante:
_______________________________________________________________________________________
Nombre del Padre, Madre o Guardián:
_______________________________________________________________________________________
Firma del Padre, Madre o Guardián: _________________________________Fecha:__________________
Al firmar aquí, usted certifica que las respuestas a las tres preguntas mencionadas arriba son relacionadas con su hijo/a. Usted entiende que si se
ha identificado que el idioma no es ingles, su hijo/a tendrá un examen para determinar si él o ella califica para el programa de Desarrollo del
idioma Inglés, para ayudarlo/a a que sea fluente en Inglés. Todos los estudiantes en el programa de Desarrollo del idioma Inglés tienen el
derecho a servicios que lo ayudaran a aprender el idioma Inglés y tendrá un examen cada año para determinar el nivel de inglés.
For School Use Only:
School personnel who administered and explained the HLS and the placement of a student into an English language
development program if a language other than English was indicated:
Name:_________________________________________________ Date:___________________________
38
FORM B
MSD of Pike Township
ELL PROGRAM
GUIDELINES FOR COMPLETING TESTING/LANGUAGE ACQUISITION
RECORDS
HOW TO COMPLETE THE RECORD
1. Enter placement based on LAS Links placement test.
2. Enter program description if student qualifies for ELL.
3. Upon attaining an overall score of level 5 on the LAS Links English Proficiency Assessment
twice consecutively a student begins a formal two-year monitoring period. Complete
monitoring form (Form D1) each grading period/trimester for two years, and note date that
monitoring is successfully completed.
39
FORM C-1- English
METROPOLITAN SCHOOL DISTRICT OF PIKE TOWNSHIP
Office of Curriculum and Instruction
Administrative Services Center
6901 Zionsville Road, Indianapolis, Indiana 46268-2467
Phone: 317-387-2216
Fax: 317-297-7896
www.pike.k12.in.us
Annual Parent Notification
Last Name
First Name
School
Grade
[Insert Date]
Dear Parent/Legal Guardian:
We are sending this letter to inform you of your child’s identification as an English learner (EL) and of his/her
placement into an English language development program for the [insert year] school year. We are following
federal law as required of all school corporations:
(1) To identify limited English proficient (LEP) students;
(2) To assess students’ progress in learning English; and
(3) To provide students with services to increase their English proficiency and academic achievement
To identify students that are ELs and the educational services they will need, we use the Home Language
Survey (HLS) and LAS Links Assessment. The LAS Links Assessment measures students’ English abilities
in listening, speaking, reading, and writing. Your child’s overall English language proficiency score on
his/her LAS Links Assessment was:
Level 1
Beginner
Level 2
Early Intermediate
Level 3
Intermediate
Level 4
Advanced
Your child will participate in a program to help him/her attain English proficiency in listening, speaking,
reading and writing, succeed in academics and meet graduation requirements. The following table identifies
the method(s) of instruction that will be used with your child: [Put “x” in placement for this child; Delete
programs that you do not use/offer]
40
Name
Sheltered English/
Content-Based English
Structured Immersion
Pull-out English
Language Development
(ELD)
Push-in English
Language Development
(ELD)
Transitional Bilingual
Education
Other
Not Applicable
Description
Placement
The goal is proficiency in English while focusing on learning content knowledge and skills in
an all-English setting. Instruction is provided in English only and is adapted to a student’s
proficiency in English. Instruction is supported by visual aids and support (as available) in
the student’s native language.
The goal is fluency in English and typically serves only Els in the classroom. All instruction is
in English but has been adjusted to the student’s proficiency level so that subject matter is
comprehensible.
The goal is to develop fluency in English. Students leave the mainstream classroom part of
the day to receive ELD instruction.
The goal is to develop fluency in English. Students are served in the mainstream classroom,
receiving instruction in English and native language support if needed.
The goal is to develop English proficiency skills as soon as possible, without delaying learning
of academic core content. Instruction begins in the student’s native language but rapidly
moves to English. Students are typically transitioned into mainstream classrooms with their
English-speaking peers as soon as possible.
[Insert description, including content, instructional goals, and the use of English in
instruction]
Written confirmation has been received from the parent indicating the parent wishes to
deny English language development instruction for their child
*Descriptors taken from: http://www.ncela.gwu.edu/files/uploads/5/Language_Instruction_Educational_Programs.pdf
In order to exit the English language development program your child must obtain two overall consecutive
level 5’s (Fluent) on the LAS Links Assessment. After exiting from the program, your child’s academic
progress will continue to be monitored for two years. While the rate of attaining English language proficiency
varies greatly from student to student, research has shown that it typically takes 3-7 years to attain English
proficiency and exit from English language development services. Indiana’s expected rate of graduation is
currently 96%.
If your child has been identified with a disability in which they also require an Individual Education Plan
(IEP), the English language development program will be used in coordination with your child’s existing IEP.
As a parent, you have the right to:
(1) Remove your child from the English language development program; and
(2) Decline your child’s participation in the program or choose another program or method of
instruction
If you decide to not have your child participate in the English language development program, he/she will still
be required to complete the LAS Links Assessment under federal law. If you have any questions about the
placement of your child for this school year, please contact Tracy Bunting, Academic Support Specialist at
317-387-2277 or tlbunting@pike.k12.in.us.
Sincerely,
[Insert Principal’s Name, Title]
41
FORM C-1- Spanish
METROPOLITAN SCHOOL DISTRICT OF PIKE TOWNSHIP
Administrative Services Center
6901 Zionsville Road, Indianapolis, Indiana 46268-2467
Phone: 317-387-2216
Fax: 317-297-7896
www.pike.k12.in.us
Aviso Anual para los Padres
Apellido
Nombre
Escuela
Grado
[Insert Date]
Estimado Padre/Tutor Legal:
Enviamos esta notificación para informarle que su hijo ha sido identificado como un estudiante Aprendiz del
idioma Inglés (English Learner) y acerca de su designación en un programa para el mejor desarrollo de sus
habilidades en el idioma inglés durante el año escolar [insert year]. Esto es de acuerdo con la ley federal, la
cual requiere que toda corporación escolar:
(1) Identifique los estudiantes de Competencia Limitada en Inglés (Limited English Proficient – LEP);
(2) Evalúe el progreso de los estudiantes que están aprendiendo inglés; y
(3) Proporcione servicios a los estudiantes para incrementar su capacidad en el idioma inglés y su
logro académico.
Para identificar los estudiantes que son Aprendices de Inglés (English Learners) y los servicios educativos que
necesitan, utilizamos la Encuesta de Idioma Familiar (Home Language Survey) y la evaluación LAS Links.
LAS Links, evalúa las habilidades del estudiante en escuchar, hablar, leer y escribir inglés. La calificación
en conjunto de su hijo/hija en la evaluación LAS Links fue:
Nivel 1
Principiante
Nivel 2
Intermedio Básico
Nivel 3
Intermedio
Nivel 4
Avanzado
Su hijo/hija participará en un programa para ayudarlo/la a obtener las habilidades en escuchar, hablar, leer y
escribir inglés, y así alcanzar el éxito académico y cumplir los requisitos para graduarse. La siguiente tabla
identifica los métodos de instrucción a ser utilizados con su hijo: [Put “x” in placement for this child; Delete
programs that you do not use/offer]
Nombre
Descripción
Inglés Amparado/
Inglés Basado en Tema
(Sheltered English/
Content-Based English)
La meta es lograr las habilidades en inglés mientras se enfoca en aprender otros temas y
aptitudes en un ambiente totalmente en inglés. La Enseñanza es proporcionada totalmente
en inglés y es adaptada a las habilidades del estudiante en inglés. La enseñanza utiliza el
respaldo de medios visuales y ayudas (que hayan disponibles) en la lengua nativa del
estudiante.
42
Colocación
Inmersión Estructurada
(Structured Immersion)
Desarrollo de Inglés
por Extracción
(Pull-out English
Language Development
(ELD))
Desarrollo de Inglés
por Introducción
(Push-in English
Language Development
(ELD))
Educación Bilingüe
Transicional
(Transitional Bilingual
Education)
Otro
No Aplica
La meta es lograr fluidez en inglés y típicamente sirve solamente a Aprendices de Inglés en el
salón de clase. La enseñanza es toda en inglés pero ha sido ajustada al nivel de habilidades
en inglés del estudiante para hacer la materia de estudio comprensible.
La meta es desarrollar fluidez en inglés. Los estudiantes salen del salón principal de clase
durante parte del día para recibir instrucción mediante (English Language Development).
La meta es desarrollar fluidez en inglés. Los estudiantes se quedan en el salón principal de
clase, recibiendo instrucción en inglés y soporte en su idioma nativo si es necesario.
La meta es desarrollar la habilidad en inglés lo más rápido posible, sin retrasar el aprendizaje
del contenido académico de las materias esenciales. La enseñanza empieza en la lengua
nativa del estudiante, pero rápidamente se cambia por inglés. Típicamente, los estudiantes
se cambian al salón principal de clase con sus compañeros del idioma inglés lo más rápido
posible.
[Insert description, including content, instructional goals, and the use of English in
instruction]
El padre ha indicado, por comunicación escrita, que no desea que su hijo reciba instrucción
para el desarrollo del idioma inglés.
*Descripciones traducidas de inglés, tomadas de: http://www.ncela.gwu.edu/files/uploads/5/Language_Instruction_Educational_Programs.pdf
Para salir del programa de desarrollo del idioma inglés, su hijo debe obtener por dos años consecutivos una
calificación de nivel “5” en el examen LAS Links. Después de salir del programa, el progreso académico de
su hijo continuará a siendo monitoreado por dos años más. Si bien el ritmo de adquirir habilidades en inglés
varía para cada estudiante, ciertas investigaciones han demostrado que un estudiante típicamente requiere de 3
a 7 años para lograr la habilidad completa en inglés y después salir de los servicios de desarrollo de idioma
inglés. La proporción prevista de estudiantes para graduarse in Indiana, es actualmente del 96%.
Si su hijo/hija ha sido identificado/a con alguna discapacidad documentada que requiere un Plan de Educación
Individual (Individual Education Plan), el programa de desarrollo del idioma inglés será coordinado con su
Plan de Educación Individual ya existente.
Como padre, usted tiene derecho de:
(1) Sacar a su hijo /a del programa de desarrollo del idioma inglés; y
(2) Negar la participación de su hijo/a en el programa o elegir otro programa o método de instrucción.
Si usted decide no dejar que su hijo participe en el programa de desarrollo del idioma inglés, aun así, se
requiere que él/ella complete el examen LAS Links, bajo ley federal. Si usted tiene alguna pregunta sobre la
designación de su hijo en este año escolar, por favor contacte a Tracy Bunting, Academic Support Especialista
en 317-387-2277 o tlbunting@pike.k12.in.us.
Atentamente,
[Insert Principal’s Name, Title]
43
First Grade Newcomers Program Parent Notification
C-2 English
Insert School Letterhead
Insert Date
Dear Parent:
Your child has been selected to be a part of a Sheltered First Grade Classroom at [insert school name]!
Students were selected based on the following data: LAS Links scores, NWEA scores, Running Records,
Report Cards and teacher input. This exciting opportunity is designed to support students who are in the
earliest stages of English language development. This classroom is comprised of beginning language learners
who are taught by a trained bilingual teacher, [Insert teacher name]. [Insert teacher name] will integrate rich
language experiences within all subjects so that the students learn the English language while also learning the
appropriate first grade level academic standards. Students who have participated in Sheltered First Grade
Classrooms have shown significant growth in English language acquisition as well as growth in all academic
areas.
In addition to the wonderful learning opportunities your child will experience in this classroom, you will find
that there will be tremendous home language support for parents to strengthen communication between your
home, the school and teacher.
If you have any questions about this program, feel free to contact [insert school name] and speak with either
[insert principal name], the principal, [insert assistant principal name], the Assistant Principal, or [insert
teacher name], the sheltered first grade teacher.
Sincerely,
Building Principal
Building Name
44
First Grade Newcomers Program Parent Notification
C-2 SPANISH
Insert School Letterhead
Insert Date
Estimados Padres:
¡Su hijo/a ha sido seleccionado para ser parte de una Clase Asistida de Primer Grado en [ingrese el nombre de
la escuela]! Para seleccionar a los alumnos nos basamos en los siguientes datos: puntajes de LAS Links,
NWEA, Nivel de Lectura, Boletas de Calificaciones e informe del docente. Esta oportunidad emocionante
está diseñada para apoyar a los estudiantes que están en las primeras etapas del desarrollo del idioma inglés.
Esta clase está compuesta de alumnos principiantes en el aprendizaje del idioma, los cuales reciben
enseñanza de un capacitado docente bilingüe, [Ingrese el nombre del docente]. [Ingrese el nombre del docente]
integrará experiencias ricas en lenguaje en todas las asignaturas para que los estudiantes aprendan el idioma
inglés mientras aprenden al mismo tiempo los estándares académicos correspondiente al primer grado. Los
estudiantes que participaron en una clase asistida en el primer grado han mostrado crecimiento significativo,
tanto en la adquisición del idioma inglés, como también todas las áreas académicas.
Además de las maravillosas oportunidades de aprendizaje que su hijo experimentará en la clase, descubrirá
que habrá tremendo apoyo del idioma en casa para fortalecer la comunicación entre su hogar, la escuela y el
docente.
Si tiene alguna pregunta sobre este programa, no dude en comunicarse con [nombre de la escuela] y hablar con
[nombre del director/a], el director/a, [vice-director], vice-director/a o [nombre del docente], el docente de la
clase asistida de primer grado.
Atentamente,
Building Principal
Building Name
45
Middle School Newcomers Program Parent Notification
C-3 English
Insert School Letterhead
Insert Date
Dear Parent:
Your child has been selected to be a part of the Newcomers Program at [Insert school name]. Students were
selected based on the following data: LAS Links scores, Acuity scores, classroom assessment scores, Report
Cards and teacher input. This exciting opportunity is designed to support students who are in the earliest
stages of English language development. This classroom is comprised of beginning language learners who are
taught by a trained bilingual teacher, [Insert teacher name]. [Insert teacher name] will integrate rich language
experiences throughout the content areas so that the students learn the English language while also learning
the appropriate grade level academic standards. Students who have participated in the middles school
Newcomers Program have shown significant growth in English language acquisition as well as growth in all
academic areas.
In addition to the wonderful learning opportunities your child will experience in this classroom, you will find
that there will be tremendous home language support for parents to strengthen communication between your
home, the school and teacher.
If you have any questions about this program, feel free to contact [insert school name] and speak with either
[insert principal name], the principal, [insert assistant principal name], the Assistant Principal, or [insert
teacher name], the Newcomer Program grade teacher.
Sincerely,
Building Principal
Building Name
46
Middle School Newcomers Program Parent Notification
C-3 Spanish
Insert School Letterhead
Insert Date
Estimados Padres
Su hijo(a) ha sido seleccionado para formar parte de una Clase Asistida en la Escuela Secundaria [Insert
school name]. La selección fue en base a los siguientes datos: puntajes de LAS Links, escala Acuity,
evaluaciones en clase, informe del docente y libreta de calificaciones. Esta fantástica oportunidad está
diseñada para apoyar a los alumnos que están en las primeras etapas de desarrollo del idioma inglés. La clase
está compuesta por estudiantes principiantes en el aprendizaje del idioma a cargo de un docente capacitado,
bilingüe, [Insert teacher name]. [Insert teacher name] integrará experiencias ricas del idioma en todas las
asignaturas de modo que el alumno aprenda el idioma inglés mientras que a su vez aprende los temas
académicos correspondientes al nivel del grado. Los estudiantes que han participado en este Programa
Asistido han mostrado crecimiento significativo en la adquisición del idioma inglés como así también en las
áreas académicas.
Además de las oportunidades maravillosas de aprendizaje que su hijo(a) experimentará en esta clase, usted
descubrirá que habrá un tremendo apoyo al idioma materno para que los padres fortalezcan la comunicación
entre la casa, la escuela y el docente.
Si tiene alguna pregunta sobre el programa, no dude en contactarse con [insert school name] y hablar con
[insert principal name], la directora, [insert assistant principal name], el vice-director, o [insert teacher name],
el professor del Programa Asistido.
Atentamente,
Building Principal
Building Name
47
FORM D 1
M.S.D. of Pike Township
English Language Learners Program
Fluent English Proficiency (FEP) Monitoring Form
Must be completed each grading period
Date:
Grade:
STN:
School Year:
Student Name:
Student ID:
Teacher(s):
School:
Monitoring Period:



Year One
Year Two
Final Monitoring*
*Check box if two full years of
monitoring FEP student are complete
Teacher comments/concerns:
Student Performance (attach grade/progress report):
Assessment Scores:
Assessment
ISTEP+
NWEA/ACUITY
IREAD 3 (grade 3 only)
Date Taken
English
Math
Other Comments/Conference Request: (classroom
Social Studies
Science
teacher(s), ELL Staff, administrators, Instructional Coach, etc.)
Signatures:
Teacher(s):
Date
ELL Staff:
Instructional Coach:
Administrator:
48
FORM D 2
49
FORM E – FRONT
School Year:
MSD of Pike Township
ELL Individual Learning Plan (ILP)
It is the policy of the MSD of Pike Township and the Indiana Department of Education to establish an Individualized Learning Plan (ILP) for all English
Language Learners. This ILP is a document that indicates appropriate classroom and testing modifications and adaptations corresponding to the
student’s language level. It is to be properly implemented by the Classroom Teacher(s) and the ELL teacher/Instructional Coach in compliance with
Title III Law.
Name: ___________________________________
Grade: _______
Teacher: ___________________________
Native Country: ______________________ Native Language: _______________________ Birth date: __________
LEP Level 1-4
Speaking:
Listening:
Reading:
Writing:
Comprehension:
Overall:
ELL Instruction:
Push-In: the student remains in the regular classroom all/most of the day (the ELL
teacher/Instructional Coach and the general education teacher co-teach and modify the
content material using ELL instructional strategies)
Pull-Out: the student is pulled out weekly or by request for additional help/tutoring
ELL Course: the student attends a separate ELL class for credit toward graduation
Newcomers Class: Student is in a class that consists of level 1 peers for the entire day or
class period
ELL Class: the student is pulled out at a special time each day for a formal ELL class period
Consultation/Monitoring: The student does not require daily direct instruction. The ELL
teacher/Instructional Coach and the general education teacher will communicate regularly regarding
appropriate modifications/adaptations and ongoing academic progress in the absence of daily ELL
instructional services.
Parent Denial: The parent has denied ELL services. The student may not receive direct services
from the ELL staff, take an ELL class, nor use the ELL Resource Room. However, he/she will still
receive in-class accommodations, provided by the general education teacher, and testing
accommodations. Record of parent denial is in the student’s ELL folder.
Special Education/ELL: The student is also a special education student. Please also refer to the
student’s IEP for accommodations regarding special needs.
Testing Accommodations:
By law, accommodations may be offered to all students whose English Proficiency level is 1-4. Level 5’s do not
receive any accommodations regardless of their academic need or performance (unless otherwise noted by an
IEP). These accommodations refer to any standardized test or formal building level test such as ISTEP, GQE,
NWEA, and classroom assessments.
○
○
○
○
○
○
○
○
○
Extended time
Use of approved bilingual word-to-word dictionary
Provide additional breaks during testing and breaks between tests
Tested individually or in a small group
Directions read aloud (in English)
Test questions are read aloud to student
Math, Social Studies and Science test items and answer options are read verbatim (in English) to student
Tests administered by familiar test administrator
Tests administered in several sessions
50
FORM E - BACKSIDE
Classroom Modifications
By law, modifications must be offered to all students whose English proficiency level is a 1-4. Classroom teachers may use professional discretion in
determining which modifications are most appropriate for specific learning tasks.
Please check all that apply:
Check
all that
apply
Instructional Modifications
NO MODIFICATIONS NEEDED
Small group instruction/test administration
Additional time given for assignments and
tests
Test questions are read aloud to the
student (except for reading
comprehension questions)
Bilingual resources utilized (including
word-to-word dictionaries)
Alternatives to traditional grading
Reading level and/or load adjusted
Writing level and/or load adjusted
Homework level and/or load adjusted
Adjusted quizzes, tests, texts,
assignments and homework
Modified lesson delivery
Directions are read aloud and/or written or
drawn in sequential steps
Student receives written copy of notes
with key concepts highlighted
Communicate and collaborate with ELL
teacher/ Instructional Coach
Use of the ELL Resource Period (High
School)
Selective word choice in oral/written
instructions
Student keeps vocabulary notebook
How this modification will be implemented in the mainstream
classroom(s)
Student’s prior academic performance and/or level of English proficiency
indicate that no instructional modifications are necessary at this time.
Utilize volunteers, instructional assistants, peers, etc.
Shorten/simplify assignments and tests to allow for completion within time
allotted
Frequency depends on teacher discretion and/or by student request
Allow student to utilize dictionaries, thesauruses, labeled diagrams, electronic
translators, native language texts from books or internet (only approved word
to word dictionaries are allowed on ISTEP)
Use portfolios, projects, presentations, etc. to determine traditional letter
grades; grade should be based on modified work at student’s language
proficiency level, effort, student improvement, and progress; student cannot
fail due to a language barrier
Provide texts at student’s “just right” level based on a Fountas and Pinnell
Running Record, Analytical Reading Inventory or other reading assessment;
utilize peer partners for cooperative reading; eliminate or simplify story
problems/formulas; convert story problems to simple equations; provide
books on tape; etc.
Ignore errors not explicitly taught in lesson; reduce amount of
sentences/paragraphs expected; allow student to orally retell or summarize a
lesson or story, or to retell it with pictures
Limit homework assignments to practice of essential content skills only
Revise/simplify wording and format to address essential content skills only
and/or reduce number of items given
Provide visual aids during oral instruction (maps, charts, graphics, bullet
points, PowerPoint, multi-media); role play; pre-teach content vocabulary and
concepts
Give student lists of clearly defined steps, simplify wording of each step, draw
pictures of each step
Utilize fill-in-the-blank notes, word banks, empty outlines, labeled pictures,
key vocabulary lists, study guides for tests
Identify and report recurrent difficulties to ELL Teacher/ Instructional Coach
and collaborate with him/her to make decisions at grade level or content area
meetings
Students may attend the ELL Resource Period, with permission from the
classroom teacher, in order to receive assistance with assignments or
assessments
Use simplified or selective word choice to make communication as clear as
possible with the student
Utilize a student vocabulary notebook in which they can keep new and/or
important vocabulary words specific to each content area
Other:
Grading Guidelines:
Please circle all that apply:
Grade-Level Standards
Satisfactory/Unsatisfactory
Credit/No Credit (HS)
Teacher Signature __________________________________________________
Date _____________
ELL Teacher/Instructional Coach _______________________________________
Date _____________
51
Año escolar ___________
FORM E FRONT - SPANISH
MSD del Municipio Pike
Plan de Aprendizaje Individualizado de ELL (ILP)
La política del MSD del Municipio Pike y del Departamento de Educación de Indiana es establecer un Plan de Aprendizaje Individualizado (ILP) para
todos los aprendices del idioma inglés. Este ILP es un documento que indica las clases adecuadas, modificaciones de los exámenes y las
adaptaciones correspondientes al nivel del idioma del alumno. La misma debe ser propiamente implementada por los docentes de las clases y el
Docente/Preparador Instructivo de ELL (inglés como nuevo idioma) en cumplimiento con la ley de Título III.
Nombre _________________________________________________Grado_______Docente ____________
País natal __________________ Idioma nativo _________________ Fecha de Nacimiento __________
Nivel 1-4 de LEP
Hablar ____ Escuchar ____ Lectura _____ Escritura _____ Comprensión ____En general________
Clases de ELL:
___ Dentro de la clase: el alumno permanece dentro de la clase regular, todo/la mayor parte del
día (el docente/preparador instructivo de ELL y el profesor de educación general co-enseñan
y modifican el material de contenido usando estrategias instructivas de ELL)
___ Fuera de la clase: al alumno se lo saca semanalmente o a pedido para brindarle ayuda
adicional o clases de apoyo.
___ Curso de ELL: El alumno asiste a una clase separada de ELL para obtener créditos hacia su
graduación.
___ Clase del Recién Llegado: El alumno está en una clase que consiste en niños de 1º
Grado, durante todo el día o período de clase.
___ Clases de ELL: Al alumno se lo saca en un horario especial, todos los días para un periodo
de clase de ELL.
___ Consulta/monitoreo: El alumno no requiere instrucción directa, diaria. El docente/preparador
instructivo de ELL y el maestro de educación general, comunicarán regularmente respecto a las
modificaciones/adaptaciones y progreso académico en curso, en la ausencia de los servicios de ELL.
___ Denegación del padre: El padre rechaza los servicios de ELL. El alumno no podrá recibir
servicios directos del personal de ELL, tomar una clase de ELL, o usar la sala de recursos de ELL. Sin
embargo, la maestra de educación general, aún le otorgará las comodidades tanto en clase como en
los exámenes. La constancia del rechazo del padre se encontrará en la carpeta del alumno.
___ Educación Especial/ELL: El alumno también es un alumno de educación especial. Por favor,
remitirse al IEP (Programa de Educación Individual) con respecto a acomodos por necesidad especial
Acomodos en el examen:
Por ley, se ofrecerá acomodos a todo estudiante cuyo nivel de dominio de inglés sea de 1-4. Los del nivel 5,
no reciben ningún acomodo a pesar de sus necesidades académicas o desempeño (a menos que un IEP
notifique lo contrario). Estos acomodos se aplican a cualquier examen estandarizado o prueba de nivelación
formal del establecimiento, tales como ISTEP, GQE, NWEA y evaluaciones de la clase.
○
○
○
○
○
○
○
○
○
Tiempo prolongado
Uso de diccionario bilingüe aprobado
Provisión de pausas durante el examen y descansos entre pruebas
Examen individual o en un grupo pequeño
Direcciones leídas en voz alta (en inglés)
Las preguntas del examen se leen en voz alta al alumno
Se leerá al alumno (en inglés), los puntos del examen de matemáticas, estudios sociales y ciencia y las opciones de respuestas.
La prueba es administrada por un administrador familiar.
Examen administrado en varias sesiones.
52
Modificaciones en la clase—
FORM E BACKSIDE-SPANISH
Por ley, se debe ofrecer modificaciones a todo estudiante cuyo nivel de dominio de inglés se encuentre entre el 1-4. Los maestros de las clases
deben usar criterio profesional para determinar qué modificación es más adecuada para tareas específicas de aprendizaje.
Marque lo que corresponda:
Marque lo
que
corresponda
Modificaciones de enseñanza
Cómo se implementará esta modificación en una clase convencional.
NO HACE FALTA MODIFICACIONES
El rendimiento académico previo del alumno o el nivel de dominio del inglés
indica que por ahora no hacen falta modificaciones instructivas.
Administración de enseñanza/pruebas en
pequeños grupos.
Utiliza voluntarios, asistentes de enseñanza, compañeros, etc.
Tiempo extra para las tareas y pruebas
Acorta/simplifica las tareas y pruebas permitiendo completarse dentro del
tiempo asignado.
Las preguntas de las pruebas son leídas
en voz alta al alumno (excepto en
preguntas de lectura y comprensión)
La frecuencia queda a criterio del maestro o a pedido del alumno.
Recursos bilingües utilizados (incluyendo
diccionarios)
Alternativas a calificaciones tradicionales
Nivel de lectura y adaptación de la
cantidad del mismo.
Nivel de escritura y adaptación de la
cantidad del mismo.
Tareas para la casa y cantidad adaptada
Adaptación de las preguntas, pruebas,
textos, deberes y tareas p/la casa.
Presentación modificada de la lección
Las direcciones se leen en voz alta y por
escritas o en dibujos/ pasos secuenciales
El alumno recibe copia por escrita de las
notas c/los conceptos claves
remarcados
Comunica y colabora con el docente/
preparador instructivo de ELL.
Uso del Período de Recurso de ELL
(High School)
Elección de palabras selectivas en clases
orales o escritas
El alumno lleva un cuaderno de
vocabulario
Permite a los alumnos a utilizar diccionarios, tesauros, diagramas con
nombre, traductores electrónicos, textos en sus idiomas nativos de libros o
internet (Durante la prueba ISTEP, solo se permitirá diccionarios
aprobados)
Uso de carteras, proyectos, presentaciones, etc. para determinar las
calificaciones tradicionales con letras; la calificación debe basarse en el
trabajo modificado de acuerdo al nivel de dominio del idioma del
estudiante, el esfuerzo, mejora y progreso del alumno; no se puede
reprobar al estudiante a causa de la barrera del idioma.
Provee textos al nivel “exacto” del alumno, basado en un Inventario de
Lectura Analítica, Fountas y Pinnell, u otra evaluación de lectura; utiliza
lectura conjunta entre compañeros; elimina o simplifica problemas
razonados/formulas; convierte el problema razonado a una ecuación
simple; provee libros o cintas; etc.
Hace caso omiso de los errores no enseñados en la lección; reduce el
tiempo esperado en las oraciones/párrafos; permite que el alumno relate o
resuma, oralmente, una lección, cuento o lo relate con dibujos.
Limita las tareas p/la casa a cambio de las aptitudes de contenido esencial,
únicamente.
Revisa y simplifica la redacción y formato para tratar con las aptitudes de
contenido esencial, únicamente y reduce la cantidad de puntos dados.
Provee ayuda visual durante la enseñanza oral (mapas, diagramas,
gráficos, viñetas, PowerPoint, multi-media); actuación; introduce
vocabulario del contenido y conceptos.
Da al alumno listas de pasos claramente definidos, simplifica el formato de
cada paso, traza dibujos de cada paso.
Usa notas, llene el blanco, bancos de palabras, bosquejos vacíos, dibujos
con nombres, listado de vocabulario clave, guía de estudio p/las pruebas.
Identifica e informa dificultades recurrentes a los maestros/profesores de
ELL y colabora con ellos para tomar decisiones en el grado o en reuniones
según el contenido académico.
Los alumnos podrán asistir al Período de Recurso de ELL, con el permiso
del profesor de la clase, para ayuda con las tareas o evaluaciones.
Usa elección de palabras simplificadas para hacer que la comunicación sea
lo más clara posible, con el alumno.
Usa un cuaderno de vocabulario en el cual llevan palabras importantes del
vocabulario específicas para cada contenido académico.
Normas de calificación:
Circule lo que corresponda:
Estándares del grado
Satisfactorio/No satisfactorio
Crédito/Sin Crédito (HS)
Firma del maestro/profesor __________________________________________________
Fecha __________
Docente/Preparador Instructivo de ELL _______________________________________________
Fecha ____________
53
FORM F
RETENTION GUIDELINES CHART
FOR LIMITED ENGLISH PROFICIENT (LEP) STUDENTS
1. English
NO
proficiency
assessment
+
2. Length of
NO
enrollment
DO
+
CONSIDER
RETENTION
Retention can be
considered in
consultation with
ELL staff
if the points have
been addressed and
student still is not
successful.
YES
NOT
3. Parents
notification
documented
+
NO
4. Classroom
NO
RETAIN
modifications
implemented
+
N
If all of the
points have not
been addressed,
student should
not be retained.
5. Minimum
recommended
amount of English
language
development
NO
+
6. Sufficient
screening and
progress
monitoring
NO
Refer to Retention Guidelines for Limited English Proficiency (LEP) Students for more information
related to each point. For more information contact The M.S.D of Pike Township Curriculum and
Programs Office at 317-387-2277.
54
FORM G
Special Program Placements
Students identified for special programs (Title I, Gifted and Talented, Special Education)
must meet all guidelines for those programs as to qualifications and student selection procedures.
NOTE: Article 7 requires that all educational evaluation tests be conducted in the child’s native
language. School CORE teams who are considering LEP students for Special Education are asked
to follow the established three-phase process for placement.
When are Special Education Referrals Appropriate?
First, there is a “pre-referral process” including screening and intervention to identify problems
experienced by students in the regular classroom, identifying the source of the problems
(student, teacher, curriculum, environment, etc.) and taking steps to resolve the problems in the
context of the regular classroom. This process seeks to eliminate unnecessary and inappropriate
referrals to special education.
A referral to special education should only happen after all other avenues have been explored,
and you can conclude that the child’s needs cannot be met by the regular education program.
It is recommended that the child be an ELL level 4 before a referral to special education is
considered. If there is a student who is not at this level, but there is sufficient progress monitoring
data that rules out language learning as a cause of the educational struggle and supports the
need of an evaluation for a suspected disability, please contact your school psychologist for review
& guidance on how to proceed.
All referrals of LEP students to special education should include the results of tests in the child’s
native language and in English to provide evidence that the difficulties are present in both
languages.
In searching for a bilingual evaluator or interpreter for assessment purposes, the candidate
must be a non-biased party who is fluent in the native language of the student. Ideally, the
interpreter/translator should be from the same language, country, and cultural background of the
student to avoid linguistic and cultural miscues.
55
FORM G 1
MSD of Pike Township
Referral and Evaluation of Language Minority Students for Special Education
Services
ELL Interventions Checklist – Phase I
YES
1.
Has the Home Language Survey (HLS) been administered to the student?
(Attach a copy of the completed HLS)
2.
If the HLS indicates a language other than English, has an assessment of the student’s
English proficiency been administered for reading, writing, speaking and listening?
3.
Following the English proficiency assessment, has the student been identified as
Limited English proficient (LEP)? If yes, circle the student’s level: 1 2 3 4 5
4.
Has an Individual Learning Plan (ILP) been developed based upon language proficiency
level and have appropriate instructional accommodations been identified and implemented
for at least one school year? (Attach a copy of the ILP)
5.
Has classroom instruction been adapted to accommodate the needs of the LEP student?
6.
Have realistic goals and expectations been identified? What are they? (Attach)
7.
Have student work samples been kept in the student’s assessment file?
(Attach samples of the student’s work in reading, writing and math)
8.
What objective measures have been used to monitor student performance/progress?
(Attach documentation of the student’s performance on the objective measures that
include Indiana’s English Language Proficiency Standards and the LAS links assessment data)
9.
Have alternative grading strategies been implemented? (Highlight each strategy used)
o Pass/fail option
o Contracts with student
o Allow student to have exam read to him/her
o Allow student to create pictorial representation of content
o Allow student to express acquired information with semantic maps
o Permit extended time on homework and tests
o Develop student portfolio to detail student’s progress
o Grade on mastery of concepts, not use of English
o Provide simplified test format based on student’s personal goals
o Develop/utilize a proficiency chart to document student’s achievements
o Other (Please Specify) _____________________________________
NO
10. Has the student been in United States schools for over one calendar year?
Or, if preschool age, has the child been involved in a preschool program in the United States
for over one calendar year?
11. Has a formal, specific intervention plan been developed and implemented for at least 20 days
in addition to the ILP? (Attach a copy and show results of the plan)
If you answered “NO” to any of the above questions, please contact your building principal. If you answered
yes to all of the above questions, proceed to Phase II.
56
FORM G 2
MSD of Pike Township
Referral and Evaluation of Language Minority Students for Special Education
Services
ELL Interventions Checklist – Phase II
YES
NO
1. Has Phase I been fully implemented? (Attach the Phase I checklist and all attachments)
2. Gather background information about the student in the following areas
and list responses below.
Length of stay in the United States
o
o
How long has the student been in the United States? _____
How long has the student been enrolled in United States schools? _____
How long has the student been in your school corporation? _____
o
Reason for leaving native country
o
o
Has the student left their native country for political reasons? _____
Has the student left their native country for economic reasons? _____
Medical History
o
o
o
Has the student suffered from physical ailments, such as vision or hearing? _____
Has the student suffered from dental problems? _____
List the name of the person who gathered the information for this section _______________________________
3. Understanding language and culture implications, have the instructors done the following:
Culture
o
o
Has the teacher studied cultural specifics of student’s culture and made
culture and learning style adaptations?
Has the classroom teacher been provided with the necessary guidance
and resources make these adaptations?
Language
o
o
Does the teacher understand/utilize the principles of second language acquisition?
Has the dominant language been identified through the Home Language Survey ?
Social Adaptation
o
o
o
Has the teacher considered the student’s interactions with his/her age peers
according to the LEP student’s own cultural standards?
Has the teacher considered the student’s interactions with instructional and school
staff according to his/her own cultural standards?
Has the teacher considered the student’s interactions within his/her family
according to the student’s own cultural standards?
4. Has an Individual Learning Plan (ILP) been reviewed and revised based on instructional
adaptations?
o Have parents been included in the process of the ILP and its implications?
o
o
Have parents been encouraged to strengthen dominant language skills in the home?
Have parents been advised in dominant language in oral and written forms?
If you answered NO to any of the above questions, please call Tracy Bunting at 317-387-2277. If you
answered “YES” to all of the above questions and have attached the requested documentation, submit the
checklists to your building principal. CORE team will review the documentation. If the referral warrants, the
evaluation process may begin. Parent permission for evaluation should be secured.
57
FORM G 3
MSD of Pike Township
Referral and Evaluation of Language Minority Students for Special Education
Services
ELL Interventions Checklist – Phase III
Referral
1. Have Phase I and Phase II been fully implemented? (Attach Phase I and Phase II checklists
YES
NO
and all requested documentation)
2. Has a formal referral been made by the teacher?
o
o
Have the appropriate professionals received general education intervention
documents and student work samples?
Has information pertinent to the referral been obtained from ELL staff and
included in the referral information?
Consent
3. Have parents been informed in their dominant language regarding the consent?
o
o
o
Is a written explanation for special education clearly detailed?
If the parents are not literate in their native language, has the referral been
explained and understood?
After parents fully understand the referral, have they signed a consent form for
the special education evaluation?
Evaluation
4. Has the student been observed in multiple settings?
5. Have special education evaluations been conducted in the student’s most dominant language?
o
Has a team of professionals discussed the most appropriate testing methodology?
(Team includes ELL provider, school psychologist, child’s teacher and when appropriate, the parent)
o
o
o
If the evaluating professional was not bilingual, was the interpreter fully bilingual and
bicultural in the student’s dominant language?
If the student was evaluated in a language other than English, were the interpretation
of the evaluation results done by a person who was fully bilingual and bicultural in the
student’s most dominant language?
If an interpreter was used, was he/she an objective party?
(e.g., not a family member or friend)
6. Has a school representative or ELL provider who understands the process of second language
acquisition been included in the interpretation of the evaluation results?
Case Conference Committee
7. Will the case conference committee include an ELL provider or a representative of the school
who understands the process of second language acquisition?
8. Will the case conference committee include someone who is capable of translating the
discussion and information for the parent in the family’s native language?
If you answered “YES” to all of these questions, then the case conference committee is ready to convene to discuss
eligibility and educational programming.
If you have any questions about developing and IEP for limited English proficient students or if you answered “NO” to
any of the above questions, please call Tracy Bunting at 317-387-2277.
58
FORM H 1
Standardized Assessment of
Limited English Proficient (LEP) Students
Annual Spring ISTEP+ Administration
 All LEP students will participate in ISTEP+ for the 2013-14 school year. There is currently
not an approved alternative assessment for LEP students.
 Accommodations for eligible LEP students (Levels 1-4) for 2013-14 include:
o Word to word dictionaries (if the student is literate in his/her native language
o Reading of test directions to the students by teacher
o Reading of test questions except those that measure Reading Comprehension
o Math and Science test items and answer options are read verbatim (in English) to
student
o Extended time
o Small group administration
o Familiar teacher administration
 Level 5 students or Fluent English Proficient (FEP) students are not eligible for any
accommodations.
 Eligibility for accommodations is determined by:
o Notation in student’s ILP
o Language Proficiency level of 1,2,3, or 4
 Additional information is available in the 2012-13 ISTEP+ Program Manual which may be
found at the ISTEP+ Info Center website:
http://www.doe.in.gov/sites/default/files/assessment/appendix-c-accommodationsguidance.pdf
59
FORM H 2
Annual Assessment of LEP Student Language Proficiency
Progress
Language Assessment Scale (LAS Links)
The Language Assessment Scale (LAS Links) has been selected as the state approved instrument to
measure the annual growth of LEP students in the English language domains of listening, speaking,
reading, writing and comprehension. The testing logistics are very similar to ISTEP+.
 The statewide administration must include:
o All limited English proficient (LEP) students in grades K-12
o Students who exited from LEP status in the past two years
 The test formats include multiple-choice and performance-based questions to address a wide range
of language skills. Test items include language from subjects such as math, science and technology,
and social studies
 The LAS Links is divided into Grade Bands:
Primary
K-1
Early Elementary
2-3
Elementary
4-5
Middle Grades
6-8
High School
9-12
 The LAS Links assessment will be administered annually by an ELL Teacher/Instructional Coach and
School Administrators
 Student testing will occur during the testing window (January-February 2014)
 The results will be used to determine placement level in the ELL program. The results will not be used
to determine grades and they do not take the place of ISTEP+.
*Test administration criteria is subject to change as required by the Department of Language Minority
and Migrant Programs.
If you have any questions or comments, please contact the Curriculum and Programs Department at
317-387-2277.
60
FORM I
SUGGESTIONS FOR GRADING OF ELEMENTARY AND MIDDLE
SCHOOL ELL STUDENTS
1. All student work will be modified based on his/her language proficiency level.
Classroom teachers should use the student’s ILP and Indiana’s LEP standards to
determine appropriate modification.
2. Students should not fail on the basis of lack of language proficiency alone.
3. The classroom teacher and the ELL teacher/Instructional Coach can work
together to develop ways of testing progress.
4. One possibility for middle school would be contracts for limited-English proficient
students. For example, at the beginning of a grading period, a student might
contract to do all homework assignments and take tests based on a reduced
amount of content (perhaps from a book written in simpler language than the test
in use). If the student fulfilled his part of this agreement, he would receive a
passing grade of at least a “C”. Subject area teachers, perhaps with suggestions
from the ELL teacher/Instructional Coach at first, would decide on the terms of
the contracts.
5. Please consult the student’s ELL Individualized Learning Plan (ILP) for the
student’s language proficiency, goals for the student’s progress toward mastery
of ELP standards, type and amount of ELL Services to be provided, adaptations
and modifications to be made in the regular classroom, and other recommendations.
61
FORM J
SUGGESTIONS FOR GRADING HIGH SCHOOL ELL STUDENTS
1. In high school, credit is an important issue. High school scheduling is such that a limited English
proficient student is placed in mainstream classes from the beginning. Therefore, he is expected
to learn language and content at the same time. This may often require adjustments to the
classroom teacher’s usual grading procedure.
a. If a classroom teacher feels that it is impossible to issue a normal report card grade to an
ELL student with very limited English proficiency, a narrative progress report could be
substituted for a nine week grade, and a grade of “ incomplete” could be entered on a
progress report or a nine week report card.
b. For credit, semester grades are necessary. Students should not fail on the basis of lack
of language proficiency alone. The Township does not have a Pass/Fail option.
Therefore, we suggest that an ELL student who is making substantial effort be
considered for a passing grade on the basis of progress during the semester. The ELL
teacher can discuss realistic expectations of progress for an individual student with the
classroom teacher. Particular consideration should be given to the following:
i. Effort
ii. Cooperation
iii. Class assignments and homework. Students should be expected to attempt the
work, but it may not be realistic to expect the same quantity and/or quality of
work as one does of a native speaker.
c.
A practical way to implement “b” above might be a contract system for the limited English
proficient student. For example, at the beginning of a grading period, a student might
contract for a passing grade by agreeing to do all assigned homework and take tests
based on a reduced amount of content (perhaps from a book written in simpler language
than the text in use). If the student fulfilled his part of the agreement, he would receive a
passing grade of at least a “C”. Subject area teachers, perhaps with suggestions from
the ELL teacher at first, would decide on the terms of the contract. If a student did not
live up to the terms of the contract, it would be important to notify the ELL teacher.
2. When applicable the classroom teacher and the ELL teacher can work together to develop ways
of testing progress.
3. If the student is to be given the same tests as all other students but has trouble with reading, it
may be advisable to make arrangements to have the ELL teacher read the test to the student.
This is to avoid testing the student’s reading skill instead of his knowledge of subject matter.
4. ELL students will have Individual Learning Plans, similar in purpose to the Special Education IEP,
in their permanent record which may specify some or all of the above modifications, and perhaps
others, to be followed by classroom teachers.
5. In the case of ELL students enrolling after missing more than five blocks of each class of a
semester, and no transfer grades, arrangements for placements and evaluation will be made on
an individual basis.
62
FORM K
TESOL ELL STANDARDS FOR PRE-K – 12 STUDENTS
Goal 1: To Use English to Communicate in Social Settings
Standard 1: Students will use English to participate in social interactions.
Standard 2: Students will interact in, through, and with spoken and written English for
personal expression and enjoyment.
Standard 3: Students will use learning strategies to extend their communicative
competence.
Goal 2: To Use English to Achieve Academically in All Content Areas
Standard 1: Students will use English to interact in the classroom.
Standard 2: Students will use English to obtain, process, construct, and provide
subject matter information in spoken and written form.
Standard 3: Students will learn appropriate learning strategies to construct and apply
academic language.
Goal 3: To Use English in Socially and Culturally Appropriate Ways
Standard 1: Students will use the appropriate language variety, register, and genre
according to audience, purpose, and setting.
Standard 2: Students will use nonverbal communication appropriate to audience,
purpose, and setting.
Standard 3: Students will use appropriate learning strategies to extend their
sociolinguistic and socio-cultural competence.
Copyright 1997 TESOL. From ELL Standards, pp. 9-10. Used with
permission.
63
Fluent English Proficient Parent Notification
FORM L-ENGLISH
School Letter Head
[Insert Date]
Dear Parent/Guardian,
Last spring, your child participated in Indiana’s limited English proficiency test called LAS Links.
This test was a combination of reading, writing, speaking, and listening in order to measure your
child’s proficiency of the English language. Any student that currently participates in Pike
Township’s English Language Learner (ELL) program or has participated in the past two years
was required to take the LAS Links.
Your child’s score report is included with this letter. The report provided proficiency scores in
the areas of speaking, listening, reading, writing, and overall. It also includes proficiency scores
for comprehension and oral skills. The proficiency levels represent
1 (beginning)
2 (early intermediate)
3 (intermediate)
4 (proficient)
5 (above proficient)
These scores represent the levels at which your child is learning and understanding the English
language.
The LAS Links will be given each spring as a requirement of the Indiana Department of
Education. Your child was assessed for English proficiency using the LAS Links and scored a
level of 5 two years in a row:
Level 5: Students performing at this level of English Language Proficiency communicate
effectively with various audiences on a wide range of familiar and new topics to meet social and
academic demands. Students speak, understand, read, write and comprehend in English
without difficulty and display academic achievement comparable to native English speaking
peers.
Your child has been identified as fluent English proficient (FEP) and he/she will be monitored for
two years to track academic progress and determine if re-entry into the program is needed at
any time.
If you have any questions about your child’s score report, please contact your child’s teacher or
the school’s Instructional Coach.
Sincerely,
[Insert Principal’s Name]
[Insert Building Name]
64
FLUENT ENGLISH PROFICIENT PARENT NOTIFICATION
FORM L-SPANISH
School Letter head
[Insert Date]
Estimado Padre/Representante Legal,
En la primavera pasada, su hijo/a participó en la evaluación nueva de habilidad limitada de
inglés de Indiana llamada LAS Links/ELLabones LAS. Esta evaluación fue una combinación de
lectura, escritura, oral y auditiva para medir la habilidad del idioma inglés de su hijo/a. A cada
estudiante que actualmente participa en el programa de Inglés como un Idioma Nuevo de Pike
Township (ELL por sus siglas en inglés para English Language Leaner) o ha participado en los
últimos dos años se le pidió que tomara LAS Links.
El reporte de la puntuación de su hijo/a está incluido con esta carta. El reporte proporcionó
puntuaciones de aptitud en las áreas oral, auditiva, lectura, escritura y en general. También
incluye puntuaciones de habilidad en comprensión y destreza oral. Los niveles de aptitud
representan
1 (principiante)
2 (pre - intermedio)
3 (intermedio)
4 (competente)
5 (superior)
Estas puntuaciones representan los niveles en los que su hijo/a está aprendiendo y
entendiendo el idioma inglés.
La evaluación ELLabones LAS será impartida cada primavera como un requisito del
Departamento de Educación de Indiana. Su hijo/a fue evaluado para ver la habilidad de inglés
usando ELLabones LAS/ LAS Links y puntuó a nivel 5 dos años seguidos:
Nivel 5: Los estudiantes que se desempeñan en este nivel de dominio del idioma inglés, se
comunican efectivamente con diversas audiencias en una escala amplia de temas nuevos y
familiares para suplir las exigencias académicas y sociales. Los estudiantes hablan, entienden,
leen, escriben y comprenden el inglés sin dificultad y demuestran competencia académica
comparable a compañeros nativos, de habla inglesa.
Su hijo/a ha sido identificado como muy competente hablando inglés con soltura (FEP
por sus siglas en inglés para fluent English proficient) y él/ella será supervisado durante
dos años para registrar el progreso académico y determinar si es necesario en cualquier
momento que reingrese en el programa.
Si usted tiene alguna pregunta sobre el reporte de puntuación de su hijo/a, por favor contacte a
sus maestros de ELL.
Sinceramente,
[Insert Principal’s Name]
[Insert Building Name]
65
MSD OF PIKE TOWNSHIP
6901 ZIONSVILLE ROAD
INDIANAPOLIS, IN 46268
317-293-0393
WWW.PIKE.K12.IN.US
Updated: 7/2013