Abbeville County School District

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Abbeville County School District

• ESOL Essentials 1

Professional Development Information for
Administrators and Teachers of ELLs
By Carrie G. Fuller ESOL Program Specialist
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Enrollment Services for LEP Students
Information adapted from Dr. Jim Rex letter dated
September 30, 2009
The organizing principle of public education is
that all children have the opportunity to
participate and achieve.
There is public concern relative to enrollment
policies and procedures that may negatively
impact the enrollment and services to children of
immigrant status or English-speaking status.
The concern is that all districts may not reflect
through Board-approved policy a
non-discrimination policy for enrollment that is
in compliance with Plyler v. Doe (1982), Title VI
of the Civil Rights Act (1964), and Section
59-63-40 of the South Carolina Code of Laws.
The South Carolina School Board Association has
offered a template policy that may resolve this
compliance concern and assist our district in
addressing this issue.
http//ed.sc.gov/agency/Accountability/Federal-and
-State-Accountability/old/fp/documents/JimRexMemoS
ept09.doc
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Enrollment Services for LEP Students

• Documentation
• Home Language Survey
• Grade Placement
• Advancement of ESOL Students
• Cessation of Services to ESOL Students

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Enrollment of LEP Students
Documentation

• The state only requires two documents as a
  prerequisite to the enrollment of a child in a
  South Carolina public school.

• Immunization Form
• Birth Certificate (or other proof of age)
• Written Proof of Residency (district
  requirement)

If an enrolling student does not have a Social
Security number, leave the SS field blank. The
Power School System will automatically assign an
identification number to that student.
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Enrollment of LEP Students
Documentation
Immunization Records Pending receipt of the
required record of immunizations, there are
exemptions that will allow the child to attend
school.

• Age-related Exemption
• Catching up Exemption
• Special Exemptions

• Special Exemptions Include
• transfer students waiting arrival of medical
  record
• students who have been unable to secure
  documentation of immunizations already received

There is a time limit of 30 days to begin
immunizations if there is no record for them.
School nurses and office staff can assist parents
that may not be aware of where their child can
receive immunizations and/or may need a listing
of free clinics or health resources available in
the community.
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Enrollment of LEP Students
Home Language Survey

• A Home Language Survey must be administered to
• all students, in order to

• Identify Language Minority Students
• ESOL Program Manual (Page 6)
• 2. Administer Language Assessments
• ESOL Program Manual (Page 6-7)
• 3. Provide Alternative Language Program Services
• ESOL Program Manual (Page 9-10)

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Grade Placement of LEP Students

• Schools must do more than just provide ELLs with
  the same books, facilities, teachers and
  curriculum as other students. (Lau vs. Nichols)

• Initial grade placement should be
  age-appropriate, and an LEP student should be
  advanced along with age-level peers.

• Modifications should be made in instruction and
  grading.

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Grade Placement of LEP Students

• Initial grade placement should be with same-age
  classmates. Placing an LEP student in a lower
  grade is not in compliance with state guidelines.

To ensure proper placement, guidance, and
services to ELL students, form a support team or
ELL Committee

• Committee may consist of
• Regular classroom teachers
• ESOL teachers / staff
• Parents
• Counselors / Special Services

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Grade Placement of LEP Students

• Duties of the committee may include
• Proper grade placement of student
• Monitoring student progress
• Placing student in support programs
• Recommending professional development topics for
  staff parents

Available programs to help LEP students achieve
academically
Classroom teachers should modify instruction and
assignments to meet the academic and language
needs of LEP students. Grades should reflect
these modifications.
1. ESOL Instructional Program 2. Response to
Intervention 3. Before / After School Programs
4. Modifications / Accommodations Plan
http//ed.sc.gov/agency/Accountability/Federal-and
-State-Accountability/old/fp/documents/Individuali
zedModificationsAccomodationsPlan.doc
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Advancement of LEP Students

• An LEP/migrant student should be advanced along
  with age-level peers.

Nonadvancement must be documented with evidence
that indicates the determining factors are other
than English language proficiency.
If the interventions and accommodations are
ineffective and not meeting the specific needs of
the student than they should be reviewed and
changed as necessary to better meet the students
need.
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Advancement of LEP Students

• The National Association of School Psychologists
  states that

• Students who have been retained are
• more likely to
• Participate in unhealthy behaviors
• Have suicidal behaviors

As adults, retained students are more likely to
be Uunemployed, live on welfare, or be in prison
Students retained twice or more almost
guarantees the student will dropout.
Students retained one grade increases the risk
of dropping out by 40 to 50 percent
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Exiting Criteria for ESOL Students

• ESOL students in grades 4 12 may be exited
  from alternative language services when he/she
  makes a Composite Score of 5 on ELDA.

Coding of LEP Students Application of State
Definition of LEP, December 2009
5ELDA 5 Fully Proficient, as measured by the EPT, not necessarily at grade level LEP Mainstream - Monitored regularly by ESOL teacher/ coordinator - LEP services, as needed - Accommod. Provided Title I AYP Title III AMAOs 1, 2 and 3 What Next? K-3 students should be coded ESL 5 until they pass the 3-5 or higher ELDA test with a Composite 5 to exit. Note Proficient is ELDA-FEP 5 Composite Score ALSO NOTE Some students in grades 4 and up could also be ESL 5s based on screener scores before they also score a Composite 5 on ELDA. If they score less than 5 on ELDA, code them to reflect their ELDA composite score. Moves to Title III 1st year exited or ESL 6
Counts LEP for Title I or Title III
Definition
Code Number
Service Term
Once students have exited alternative language
services, they are monitored for at least two
academic years. Alternative language program
services may be reestablished if necessary.
See coding document in entirety at this
web address
http//ed.sc.gov/agency/Accountability/Federal-and
-State-Accountability/old/fp/documents/CodingLepst
udentsAppStateDefinition.doc
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Thank You from the ESOL Department
It is our pleasure to support you in your
efforts to educate and encourage the ELLs in
your school! The programs primary focus is to
help provide an English-rich environment so these
students will become proficient in English as
soon as possible and to help you in creating a
learning environment for our ELLs that
encourages student pride in their cultural
heritage and provide the cognitive and affective
support to help them become contributing members
of society. We hope that this informational
presentation will help you in your efforts in
enrolling, identifying, and serving your ELL
students. If at any time you may need more
information in these areas, please do not
hesitate to talk with your ESOL Teacher Assistant
or Administrative Specialist. Additional
information pertaining to serving our ELLs can be
found in your schools copy of our District ESOL
Program Manual which includes the SDE English
Language Learning Handbook.. Information may
also be found on the SDE website.
http//ed.sc.gov/agency/Accountability/Federal-a
nd-State-Accountability/old/fp/documents/CodingLep
studentsAppStateDefinition.doc
Jean Smith Instruction Coordinator Carrie
Fuller ESOL Program Specialist Donna Aleman
ESOL Teacher Assistant Lyuda Bentsiy ESOL
Teacher Assistant