Bulletin part 1 of 3rev - Bilingual Education and World ...bilingual.dadeschools.net/BEWL/pdf/Bulletin_pt1.pdf · (Formerly known as Bulletin 1-C) 2 ... Assignment of LEP Students

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DIVISION OF BILINGUAL EDUCATION AND WORLD LANGUAGES

PROCEDURES MANUAL 2005

(Formerly known as Bulletin 1-C)

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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Mr. Frank J. Bolaños, Chair

Dr. Robert B. Ingram, Vice Chair

Mr. Agustin J. Barrera

Ms. Evelyn Langlieb Greer

Ms. Perla Tabares Hantman

Dr. Martin Karp

Ms. Ana Rivas Logan

Dr. Marta Pérez

Dr. Solomon C. Stinson

Mr. Adam C. Rosen Student Advisor

Dr. Rudolph F. Crew Superintendent of Schools

Dr. Sonia E. Diaz, Deputy Superintendent Curriculum and Instruction

Dr. Lourdes C. Rovira, Assistant Superintendent Curriculum Development and Instructional Support

Dr. Joanne H. Urrutia, Administrative Director Division of Bilingual Education and World Language

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TABLE OF CONTENTS PART ONE – OVERVIEW OF INSTRUCTIONAL PROGRAMS .............................................................1

Goals ..........................................................................................................................................1 Board Guidelines .......................................................................................................................1 Program Categories....................................................................................................................2 Program Definition ....................................................................................................................6

PART TWO – PROGRAMS FOR LIMITED ENGLISH PROFICIENT STUDENTS (LEP)........................8 Introduction......................................................................................................................................8 Special Instruction in English ..........................................................................................................8 English for Speakers of Other Languages (ESOL)..........................................................................8

Program Definition ....................................................................................................................8 Requirement Status ....................................................................................................................9 Program Goal .............................................................................................................................9 ESOL Functional Levels..........................................................................................................11 Time for Instruction .................................................................................................................12 Program Organization and Delivery at the Elementary Level.................................................12

Course Code for ESOL and ESOL Related Codes ........................................................................13 Sample Organizational Patterns for Elementary Level..................................................................13

Program Organization and Delivery at the Secondary Level ..................................................14 Language Arts Courses for LEP Students in Grades 6-8...............................................................14 English Courses for LEP Students in Grades 9-12 ........................................................................15 Entry Procedures............................................................................................................................17 Aural/Oral ......................................................................................................................................17 Reading/Writing (grade 4 and above)............................................................................................18 Procedures for Exiting Students from LEP Services .....................................................................19 Aural/Oral ......................................................................................................................................19 Reading/Writing (grade 4 and above)............................................................................................19 Inconsistent Data – Role of LEP Committee.................................................................................20 Adjustment of LEP Students Entry Date: Interrupted Instruction .................................................20 Academic Assessment and Grade/Course Placement....................................................................21

Equal Access to all Areas and Instructional Levels.................................................................21 LEP Committee..................................................................................................................22

When to Convene the LEP Committee..........................................................................................22 Recordkeeping ...............................................................................................................................23 Assignment of Students in ESOL Beyond the Recommended Three Years .................................23 Assignment of LEP Students to Exceptional Student Education...................................................24 Post Program Review/Monitoring Requirements ..........................................................................24 Reclassification Procedure.............................................................................................................25 Academic Improvement Plan/Individual Student Success Plan (AIP/ ISSP) for LEP Students ................................................................................................................25 Monitoring LEP Students Academic Progress Flowchart .............................................................27 Promotion, Retention, and Graduation ..........................................................................................28

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Grading ..........................................................................................................................................28 Florida Comprehensive Assessment Test (FCAT) ........................................................................30 FCAT Testing Requirements and Exemptions for LEP Students With Disabilities .....................30 Parental Rights Regarding the FCAT for LEP Students With Disabilities ...................................32

Articulation ..............................................................................................................................33 Staffing.....................................................................................................................................33 Recordkeeping .........................................................................................................................34 Curriculum Content in English Utilizing ESOL Strategies .....................................................34 Basic Skills in the Home Language .........................................................................................35

Program Definition ........................................................................................................................35 Curriculum Content in the Home Language (CCHL)....................................................................35 Bilingual Curriculum Content (BCC)/Home Language Assistance Program (HLAP) .................35

Requirement Status ..................................................................................................................36 Program Goal ...........................................................................................................................36 Objectives ................................................................................................................................36 Time for Instruction .................................................................................................................36

Organization...................................................................................................................................37 Sample Organizational Patterns for Elementary Level..................................................................37 Implementation Models for Secondary Level................................................................................38

Entry/Exit Procedures ..............................................................................................................38 Multilingual Team .........................................................................................................................39

Grading and Promotion............................................................................................................39 Articulation ..............................................................................................................................41 Staffing.....................................................................................................................................42 Recordkeeping .........................................................................................................................43 Elementary Haitian Creole for Haitian Creole Speakers .........................................................43 Program Definition ..................................................................................................................43 Requirement Status ..................................................................................................................43 Program Goal and Objectives ..................................................................................................44 Time for Instruction .................................................................................................................45 Organization.............................................................................................................................45 Entry/Exit Procedures ..............................................................................................................45 Grading ....................................................................................................................................46 Articulation ..............................................................................................................................46 Staffing.....................................................................................................................................47 Recordkeeping .........................................................................................................................47

ESOL Self-Contained Classes .......................................................................................................47 Purpose and Nature of Self-Containing .........................................................................................47 Potential for Maximum Impact Through Self-Containing ............................................................49 Advantages of the Self-Contained Instructional Model.................................................................49 Allocation/Staffing.........................................................................................................................50 Time for Instruction .......................................................................................................................50 Organization...................................................................................................................................51 Recommended Models for Self-Contained Settings......................................................................51

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Use of the Monolingual English Speaking Teacher During Instruction in and Through the Home Language………………………………………………………………52

Project New Beginning ..................................................................................................................55 Program Definition ........................................................................................................................55 Requirement Status ........................................................................................................................55 Entry/Exit Procedures ....................................................................................................................55 Program Goals ...............................................................................................................................56 Time for Instruction .......................................................................................................................57 Organization...................................................................................................................................57 Staffing...........................................................................................................................................58 Exceptional Student Education (ESE) ..........................................................................................58 Eligibility Determination of LEP students for ESE Program ........................................................58 Initial Identification and Language Placement Procedures ...........................................................59 Prekindergarten – Exceptional Students ........................................................................................59 K-12 Exceptional Students ............................................................................................................59 Assessment of Language Proficiency/Dominance for Deaf and Hard of Hearing Students……. 60 Assignment to Programs Providing Understandable Instruction and Services .............................60 Models of Organization for Program Delivery..............................................................................60 Procedures for Resolution of Inconsistent Assessment Data – ESE in grades PreK-12………....61 Post Program Review/Monitoring .................................................................................................62 Procedures to Monitor Programs for LEP Exceptional Students...................................................62 Procedures to Coordinate and Monitor Collection of and Accuracy of Student Database Related to LEP Exceptional Students .................................................62 Procedures for Parental Involvement.............................................................................................63 PART THREE – PROGRAMS FOR STUDENTS CLASSIFIED AS INDEPENDENT IN ENGLISH ............64 Introduction....................................................................................................................................64 Elementary Programs.....................................................................................................................64 World Languages – Spanish ..........................................................................................................64 Requirement Status ........................................................................................................................65 Program Goal .................................................................................................................................65 Objectives ......................................................................................................................................66 Time for Instruction .......................................................................................................................66 Organization...................................................................................................................................67

Entry/Exit Procedures ...........................................................................................................67 Grading and Promotion.........................................................................................................67 Articulation ...........................................................................................................................68 Staffing..................................................................................................................................68 Sample Letter of Permission ................................................................................................70

Elementary Spanish for Spanish Speakers (Spanish-S).................................................................76 Program Definition ............................................................................................................76 Requirement Status ............................................................................................................76 Program Goals and Objectives...........................................................................................76 Time for Instruction ...........................................................................................................77 Organization.......................................................................................................................78

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Entry/Exit Procedures ........................................................................................................78 Grading and Promotion......................................................................................................79 Articulation ........................................................................................................................80 Staffing...............................................................................................................................80

Secondary Foreign Languages Program ........................................................................................80 Program Definition ............................................................................................................81 Requirement Status ............................................................................................................82 Program Goals ...................................................................................................................82

Objectives/Expectancies ................................................................................................................83 Time for Instruction ...........................................................................................................83 Organization.......................................................................................................................83 Secondary Foreign Language Courses...............................................................................83

Placement/Articulation Procedures................................................................................................84 Staffing...............................................................................................................................84

Recordkeeping ...............................................................................................................................84 Middle School Suggested Course Sequence and Student Placement World Languages and Spanish-S.....................................................................................................................85 Senior High School Suggested Course Sequence and Student Placement World Languages and Spanish-S ..................................................................................................85

PART FOUR – SPECIAL ORGANIZATIONS FOR PROGRAM DELIVERY ..........................................86 Introduction....................................................................................................................................86 Elementary Bilingual School Organization (BISO) ......................................................................86 Organizational Definition ..............................................................................................................86 Requirements Status.......................................................................................................................86 Organizational Goal and Objectives ..............................................................................................87 Time of Instruction ........................................................................................................................87 Organization...................................................................................................................................87 Patterns of Organization ................................................................................................................88 Entry/Exit Procedures ....................................................................................................................88 Grading and Promotion..................................................................................................................88 Staffing...........................................................................................................................................89 Articulation ....................................................................................................................................90 Recordkeeping ...............................................................................................................................90 Procedures to be Followed in Classification of a Bilingual School Organization............................................................................................91 Procedures to be Followed in De-Classification of a Bilingual School Organization............................................................................................91 Extended Foreign Language Program ...........................................................................................92 Organizational Definition ..............................................................................................................92 Requirements Status.......................................................................................................................92 Organizational Goal and Objectives ..............................................................................................92 Time of Instruction ........................................................................................................................92 Organization...................................................................................................................................92 Elementary School Instructional Models.......................................................................................93

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Middle School Instructional Models..............................................................................................94 Senior High School Instructional Models......................................................................................95 Entry/Exit Procedures ....................................................................................................................95 Grading and Promotion..................................................................................................................96 Staffing...........................................................................................................................................96 Recordkeeping ...............................................................................................................................96 Resources .......................................................................................................................................96 Procedures to be followed for initiation of EFL program..............................................................97 Procedures to be followed fro termination of EFL program..........................................................97 International Studies Program........................................................................................................97 APPENDICES...................................................................................................................................98 Appendix A –School Board Rule 6Gx13- 6A-1.131 .....................................................................98 Appendix B – School Board Rule 6A-1.09432 ..........................................................................101 Appendix C – School Board Rule 6Gx13- 5B-1.04 ....................................................................102 Appendix D – Florida Board of Education Rules 6A-6.0900 through 6A-6.0909 and 6A-6.09091.......................................................................................................................104 Appendix E –Florida Board of Education Rule 6A-1.0955.........................................................123 Appendix F –Florida Board of Education Rule 1003.56 ..........................................................128 Appendix G –Grade Placement for Foreign Born Students.........................................................130 Appendix H –Grading of Limited English Proficient Students ...................................................132 Appendix I – Test Accommodations for Limited English Proficient Students (LEP) .......................................................................................................136 Appendix J –World Languages – Spanish Pilot Program ...........................................................138 Appendix K –Bilingual School Organization Program (BISO) .................................................139 Appendix L –S. 1008.22 – Student Assessment Program for Public Schools ............................142 Appendix M – Senate Bill 364 ....................................................................................................147 Appendix N –SB 1008.25 – Third Grade Reading Progression Statutory Authority ................150 Appendix O – Notice to Parents/Guardians of LEP Students......................................................151

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Part One

Overview of

Instructional Programs

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PART ONE

OVERVIEW OF INSTRUCTIONAL PROGRAMS GOALS The Division of Bilingual Education and World Languages encompasses those programs whose ultimate goal is to produce students who can communicate orally and in writing in English and in another language with proficiency commensurate with their experiential and educational level, age, and interests, and who can interact effectively with groups using those languages. Each program is designed to support one or more of the following three major goals: Goal I All students who are of limited English proficiency shall participate in a program of

English for Speakers of Other Languages (ESOL) which is designed to enable such students to communicate and function successfully in their English-speaking environment.

Goal II All students shall have the opportunity and shall be strongly urged to participate in

programs designed to enable students to communicate and function successfully in an environment where Spanish or a language other than English is used.

Goal III All students shall have the opportunity and shall be strongly urged to participate in

programs using English, Spanish and/or other world languages as the medium of instruction to the extent that such participation is consistent with the learning needs of the students and the interests of the students and parent(s)/guardian(s).

Board Guidelines In support of the above goals established by Miami-Dade County School Board Rule 6Gx13- 6A-1.131 (see Appendix A, page 100), the following guidelines determine the basic directions for programs of Bilingual Education and World Languages:

1. Special instruction in English receives emphasis at both the elementary and secondary levels. Such emphasis reflects the School Board’s position that developing competency in English is of the highest priority for students of limited English proficiency.

2. The programs implemented for limited English proficient (LEP) students meet

requirements of Florida Statutes, Florida Board of Education Rules (see Appendix D, page 107), the understandings between Miami-Dade County Public Schools (M-DCPS) and the Office for Civil Rights (OCR) Region IV, and the League of United Latin American Citizens (LULAC) et al. v. State Board of Education (SBE) Consent Decree.

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These include the use in elementary and secondary schools of the students’ home language as a medium of instruction as may be necessary to help ensure maintenance of academic achievement while the student is learning English.

3. A concerted effort is made to reduce fragmentation of the curriculum for elementary

students of limited English proficiency, particularly in those schools which have high concentrations of such students at the same grade level.

4. The use of second language techniques with LEP students when providing instruction

in social sciences, science, mathematics, and computer literacy in English is required at all grade levels.

5. Programs in Spanish are offered in all elementary schools at grade levels authorized by

the School Board. World Languages – Spanish is provided for students learning Spanish as a new language. Spanish for Spanish Speakers is provided for students who already have fluency in the language and wish to develop skills in Spanish. A Spanish language origin student who is classified as limited English proficient will, on becoming independent in English, continue in Spanish for Spanish Speakers if he/she meets minimum program requirements, but may be withdrawn on parent/guardian request. Haitian Creole Language Arts is offered at the elementary level to all Haitian origin students who are limited English proficient.

6. In secondary schools, foreign language offerings consist of programs in a wide range of

languages, such as French, German, Haitian Creole, Hebrew, Italian, Latin, Russian, Japanese, Portuguese, and Spanish. In the case of Spanish, two distinct types of programs are offered: (1) Spanish as a Foreign Language (Spanish FL) for students who are not fluent in Spanish, and (2) Spanish for Spanish Speakers (Spanish-S) for students who are native speakers of the language or other students whose proficiency in Spanish allows them to profit from the program. All modern language courses emphasize functional communication skills within contexts appropriate to the culture(s).

Program Categories Programs of Bilingual Education and World Languages fall into two general categories: (1) Programs for students classified as LEP; and (2) Programs for students classified as independent in English. Characteristics of the specific programs falling under each of these categories are set forth in this Procedures Manual. Summaries of charts for elementary and secondary programs are provided on pages 3-5.

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Special Instruction - In English

ESOL CCHL CCE/ESOL HLA

Curriculum Content in

English Using ESOL Techniques

English for Speakers of Other Languages (Provided in one of two ways) Home Language

Arts (i.e., Spanish-S, Haitian Creole)

Curriculum Content in the

Home Language(1) ESOL

Self-Contained Resource Teacher Pull-out/Inclusion

Program delivered by special

Program 6600 allocations



Program delivered

by regular or Program 6601

teachers

Program delivered by

special Program 6601/6630 allocations


Program 6610/ 6630 allocations ll i

Students’ assignment is

automatic based on ESOL Level


automatic based

on ESOL Level


automatic based

on ESOL Level


automatic


automatic based on ESOL Level

Teacher continues

techniques as long as students are classified as

LEP

Students’ exitbased on

progress in subjects in

English, or LEP Committee

recommendations

Students’ exit based on tested

progress in learning the

English language



English language

Students’ exit based on skill

development in English, or LEP

Committee recommendations

Time for Instruction

Utilized as

appropriate for ESOL

Levels I-IV


45 minutes daily as minimum(2)


150 minutes weekly as

minimum(2)


All ESOL Levels: 2 hours daily


All ESOL Levels:

2 hours daily

ELEMENTARY PROGRAMS FOR STUDENTS OF LIMITED ENGLISH PROFICIENCY

(1) For ESOL Levels I and II, time for Curriculum Content in the Home Language will range from 30% to 50% of the instructional time provided in that subject.

(2) Exclusive of passing time.

Basic Skills in the Home Language

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Special Instruction in English Basic Skills in the Home Language

HLAPHLA CCE/ESOL ESOL BCC

Curriculum Content in English

using ESOL techniques

English for Speakers of Other

Languages (Departmentalized)

Bilingual

Curriculum Content (4)

Home Language Assistance Program (5)

Home Language Arts

(Spanish for Spanish

Speakers, Haitian Creole)

Program supported by special


Program 6634 delivered by

tutor in students’ home language

Program delivered by regular foreign language teachers

Program supported

in part by Program 6630 allocation(s)

supplements

Program delivered by regular subject

area teachers

Students’ assignment

based on grade Level(1)

and ESOL Level(2)

Services provided as needed

Course selected by students based on interest/need

Courses offered to ESOL

Levels I and II

Students’ participation is

automatic



English language

Participation continues as long

as students are classified as LEP

Continuation based on student achievement and

interest

Use of home language phased out as students gain English proficiency

Teacher continues techniques as long as students are classified

as LEP


All ESOL Levels: 2 periods daily or

weekly equivalent(3)


Based on

individual needs regardless of ESOL Level


All Levels:

One period daily or weekly equivalent


Based on Student

Progression Plan (3)


Utilized as appropriate for ESOL Levels I-IV and time equal to Non-

LEP students

SECONDARY PROGRAMS FOR STUDENTS OF LIMITED ENGLISH PROFICIENCY

(1) For senior high school, English Through ESOL; for middle school, M/J Language Arts Through ESOL. (2) For senior high school Developmental Language Arts Through ESOL; for middle school, M/J Developmental Language

Arts Through ESOL. (3) See current Student Progression Plan. (4) Program offered where administratively feasible and supported in part by special Program 6630 allocations/supplements.

Courses taught bilingually are identified by the same code numbers as when they are taught exclusively in English (must be hard coded line 130).

(5) May be delivered by teacher and/or paraprofessional.

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Elementary Programs Secondary Programs

Secondary FL Spanish S

Spanish S World Languages -Spanish

World Languages - Spanish(1)

Grades 2-5/6

French, German, Hebrew, Italian, Japanese, Latin, Portuguese, and

Spanish FL.

Secondary Spanish for

Spanish Speakers

Elementary Spanish for

Spanish Speakers (K-5/6)


Program 6620 Allocations (2)

Program delivered by regular

foreign language teachers

Program delivered by regular

foreign language teachers


Program 6610 Allocations(2)

Assignment on parental request

for program



Automatic assignment:

parent may withdraw student

Continuation based on student

achievement and interest









minimum (3)


All Levels:

One period daily


All Levels:

One period daily



minimum (3)

PROGRAMS FOR STUDENTS WHO ARE INDEPENDENT IN ENGLISH

(1) The World Languages - Spanish program is offered in grades K-5/6 in elementary schools which have participated as pilot school centers (see Appendix J, page 146).

(2) To facilitate program delivery in a given elementary school some cross programming might be necessary, especially between Programs 6610 and 6620.

(3) Exclusive of passing time.

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Program Definitions The programs offered to meet the linguistic and educational needs of students who are LEP and those who are independent in English in Miami-Dade County Public Schools are: English for Speakers of Other Languages (ESOL) This is a required program for students whose home language is other than English and who are classified as less than independent in English. It is a language arts/reading program which includes listening comprehension, oral expression, pronunciation, reading, and writing, as it supports the skills and concepts presented in the regular English curriculum. Curriculum Content in the Home Language (CCHL); Bilingual Curriculum Content (BCC) In elementary schools, CCHL is designed to provide, in a language other than English, selected basic skills and concepts which are generally offered only in English. Such instruction in the home language implements in each curriculum area (i.e., social sciences, science, mathematics, and computer literacy) the same instructional objectives as are implemented in the regular curriculum in English, and is offered to LEP students. The proportion of time in which the language other than English is used as a medium of instruction will depend on the student’s growth of proficiency in English and/or the student’s purpose in participating in the program, not to exceed 50% of the instructional time. In secondary schools, a parallel program of BCC is offered in which the use of the home language is phased out as students gain English proficiency. Home Language Assistance Program At the secondary level, in schools with 15 or more students who speak the same home language, the Home Language Assistance Program provides assistance on an as needed basis, in the basic subject areas of mathematics, science, social sciences, and computer literacy to all LEP students, regardless of their language proficiency. Personnel is allocated to each qualifying school which may include full-time, hourly, extra teaching period supplement (ETPS) teachers, and/or full-time or part-time paraprofessionals. The use of required and voluntary in the above program definitions refers to student participation only. Each school is obligated to offer programs consistent with and supportive of the goals established by School Board rule.

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Spanish for Spanish Speakers (Spanish-S) This is a full Language Arts program which enables students of Spanish language origin, and others whose proficiency in Spanish allows them to benefit from the program, to become functionally literate in Spanish by reinforcing and acquiring skills in listening, speaking, viewing, reading, and writing. The program stresses critical and creative thinking and is designed to be relevant to all students. It provides for the needs of students with a wide range of abilities and interests. It is comprehensive, sequential, and spiral, and is designed to develop functional proficiencies in all language skills. The program is planned to be relevant to all students and to reflect present day Hispanic societies and cultural values. Participation in this program is voluntary at all levels. Although the development of literacy skills forms a major portion of the program, significant attention is also devoted to growth in the language in order to extend the language of the home and neighborhood to a level of maximum usefulness in the world of work. World Languages–Spanish This program emphasizes oral use of the language in everyday childhood experiences. At all levels, learners develop skills within contexts which build understanding of Hispanic cultures. These skills reinforce development of cognitive and affective skills. Reading and writing are introduced as students gain mastery over the sounds, structures, and vocabulary in the instructional program. Reading and writing serve not only to reinforce control over the oral language, but also to develop literacy skills. Participation in this program is voluntary at all levels. Secondary Foreign Languages (Secondary FL) The Secondary Foreign Language Program provides the students with the opportunity to initiate, or in some cases continue, a sequence of one or more foreign languages, such as French, German, Hebrew, Italian, Japanese, Latin, Portuguese, Spanish FL, or Spanish-S. Within the continuum of course offerings, the program strives for functional use of the language while realizing three main objectives: (1) the development of communication and learning skills, (2) the development of cultural awareness, and (3) the extension of future academic/career opportunities. Most courses emphasize listening comprehension and oral communication skills and introduce reading and writing sequentially. The degree of functional competency depends not only upon the length and quality of the instruction but also upon the effort and time the student brings to the learning process. Honors courses are provided for those with more than utilitarian aims.

Part Two

Programs for

Limited English Proficient Students

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PART TWO

PROGRAMS FOR LIMITED ENGLISH PROFICIENT STUDENTS (LEP)

Introduction Students with a home language other than English have educational needs that are somewhat different from those of native English-speaking students. It is important that their special needs be identified and that the necessary provisions be made for meeting them at their instructional and psychological level. The first educational need of these students is the acquisition of oral and written communication skills in English that will enable them to function in school and in the community. This includes developing competency both in the type of English needed for social interaction and the type of English needed for successful participation in the formal curriculum. Programs for students classified as LEP fall into two categories. The first category, Special Instruction in English, includes those programs in which English is the object and/or medium of instruction. The second category, Basic Skills in the Home Language, includes those programs in which a language other than English is used as the object and/or medium of instruction. Special Instruction in English Special Instruction in English refers to that part of the curriculum which is taught in such a way as to provide comprehensible instruction in the development of communication skills in English, utilizing materials and/or methods designed for learning English as a new language. Special Instruction in English consists of two major dimensions: (1) the program of English for Speakers of Other Languages (ESOL), and (2) Curriculum Content in English utilizing ESOL techniques (CCE/ESOL). ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) Program Definition ESOL is a required language arts/reading program which includes listening comprehension, oral expression, pronunciation, reading, and writing, as it supports the skills and concepts presented in the regular English curriculum. This program is offered for LEP students as an alternate to the regular English language arts program. ESOL students are to use the same materials as students in the general education curriculum. When deemed necessary, additional supplementary recommended textbooks may be used for ESOL instruction.

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Requirement Status All students who are classified as LEP are required to participate in an ESOL program. All schools with students classified as LEP must provide an appropriate ESOL program to meet the specific needs of such students in language learning and in cultural integration to comply with the requirements of the LULAC Consent Decree, Florida Statute, and corresponding Florida Board of Education Rules on LEP student services, as well as current M-DCPS/Office of Civil Rights Understandings and M-DCPS Board Rule relative to programs and services for LEP students. Program Goal The goal of the ESOL program is to: (1) ensure that all students entering M-DCPS with little or no ability to understand, speak, read, and write English can communicate orally and in writing and function in English in a regular class, within the limits of their psychological, intellectual, and social development, and (2) prepare these students to compete with their English-speaking peers in all academic areas. In general, the other-than-English language origin students present the same range of academic problems as English language origin students. In addition, at any given point LEP students reflect a range of differences in growth of receptive use of language – listening and reading, and of productive use of language – speaking and writing. LEP students are classified into four language proficiency levels: ESOL Levels I, II, III, and IV. Once students achieve an independent level of language proficiency, they exit the ESOL program and are classified as Level V. Upon reaching ESOL Level V, a student’s progress is monitored for two additional years to verify satisfactory integration into the mainstream academic program. In general, novice students (Level I) demonstrate such limited control of English that linguistically they cannot participate meaningfully in subject areas such as mathematics, social sciences, and science when English is the sole medium of instruction. The use of the home language in addition to English is most important in providing understandable instruction for students at this level. Intermediate students (Levels II and III) demonstrate limitations in control of English which indicate that they will be at a serious linguistic disadvantage in subject areas such as mathematics, social sciences, and science when English is the sole medium of instruction. For these students, the judicious use of the home language represents a valuable resource in ensuring equal educational opportunity. For students who have reached the advanced level (Level IV), the home language will be useful from time to time but is less critical than it is for students with lower levels of English proficiency.

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Independent students (Level V) demonstrate a level of control of English which indicates that linguistically they can participate successfully without special assistance in subject areas such as mathematics, social sciences, and science when English is the sole medium of instruction. A summary of the five ESOL functional levels appears on page 11. Such levels represent a conti-nuum through which students progress at a rate in direct relationship to their age or developmental stage, their intellectual ability, their grade, interests, and effort.

ESOL FUNCTIONAL LEVELS

ESOL LEVEL UNDERSTANDING SPOKEN LANGUAGE

USING GRAMMATICAL STRUCTURE

PRONUNCIATION VOCABULARY READING

LEVEL I (Novice)

Demonstrates very little understanding; speaker must translate constantly. Teacher must resort to home language in explaining concepts.

Uses limited verbal expression–grammatically incorrect. Cannot communicate meaning orally or in writing.

Demonstrates limited oral expression – constant distortion of words and intonation. Cannot be understood.

Uses extremely limited vocabulary; unable to participate in class discussion.

Reads with understanding simple short English sentences on familiar matters, with familiar vocabulary and spelling patterns as applicable to age and grade level.

LEVEL II (Intermediate A)

Demonstrates limited understanding; speaker must always choose words carefully and/or restate ideas even in familiar classroom situations.

Makes errors in most frequent and useful significant* grammatical structures. Incomplete, incorrect expression of concepts taught.

Makes frequent significant distortions of words and intonation. Very difficult to understand in class.

Always gropes for high frequency words and almost always has to rephrase to be understood. Resistant, “garbled” participation in class discussion.

Reads with understanding simple short sentences with a greater number of con-ceptually related words within the spelling patterns taught, as applicable to age and grade level.

LEVEL III (Intermediate B)

Demonstrates fair under-standing; speaker must often choose words carefully and/or restate ideas within familiar school and other related contexts.

Makes many significant grammatical errors of inter-ference which create confusion in understanding by the listener and expressing concepts and ideas.

Makes significant distortions of words and intonation that interfere with clear expression of ideas. Can be understood with help.

Often gropes for high frequency of words and often has to rephrase to be understood in relation to concepts under discussion.

Reads with understanding longer selections containing high frequency, contextually relevant words, as applicable in age and grade level.

LEVEL IV (Advance)

Demonstrates extensive understanding; speaker has to restate ideas only occasionally to clarify concepts.

Makes occasional significant grammatical errors of interference, but can be understood in relation to relevant matters (e.g., school subjects).

Makes occasional significant distortions of words and intonation, but can be understood in relation to relevant matters.

Rarely gropes for high frequency words; occasionally has to rephrase to be understood in relation to new concepts, but generally understood in familiar situations.

Reads with understanding longer selections containing high frequency, contextually relevant words, as applicable to age and grade level.

LEVEL V (Independent)

Understands nearly everything a native speaker of comparable age, interests, and intelligence understands; needs occasional clarification.

Makes few grammatical errors; can rephrase to make clear in relation to relevant matters.

Makes minor, non-significant distortions of pronunciation and intonation; can communicate clearly within relevant contexts.

Uses comparable to that of native speakers of same age, interests and intelligence level within school and other limited, relevant contexts.

Reads with understanding comparable to that of native speaker of the same age, interests, and intelligence level.

* The term significant refers to items having implications for communicating meaning.

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Time for Instruction The time LEP students are required to participate in ESOL instruction must be equal to the time non-ESOL students are required to participate in the regular English language arts/reading program. A parent’s request for withdrawal from basic ESOL cannot be granted when the child has not met exit criteria. However, the LEP Committee may recommend a different delivery model which meets the ESOL requirements. The principal of the school is responsible for ensuring that eligible students receive the required program. The schedule of ESOL instruction at the secondary school level requires two periods of ESOL daily, or ten periods weekly, for students classified at all ESOL levels. Individual schools, particularly those with few LEP students in membership, may choose to implement alternative types of programs, if such programs are consistent with the understanding between M-DCPS and the Office for Civil Rights, they are approved by the Region Centers and Curriculum and Instruction, and they meet the requirements of the LULAC Consent Decree and Florida Board of Education rules. Program Organization and Delivery at the Elementary Level A primary consideration for organizing instruction in ESOL is that the program is part of the total school curriculum, and that it is a basic skills, language arts/reading program that meets the special needs of a significant portion of the school membership. Therefore, organization of instruction in ESOL becomes essentially a matter of grouping and scheduling so that students with similar levels of English proficiency can, with the least amount of effort on all sides, and within the least amount of time, become functional in English. Consequently, size of student membership becomes the guiding criterion in organizing instruction. ESOL instruction is delivered through various staffing patterns, such as: (1) a pull-out model in which LEP students leave their regular classroom to receive instruction from a specially allocated ESOL-endorsed teacher; (2) a self-contained model in which the LEP students stay in the regular classroom and the ESOL-endorsed classroom teacher provides all the basic instruction in English; and (3) an inclusion model in which LEP students remain in the classroom and a specially allocated ESOL-endorsed teacher provides ESOL/language arts/reading instruction. Sample of organizational patterns for elementary schools are provided on page 13. The organizational patterns suggested represent an attempt to provide effective instruction in oral and written communication skills and in subject area content in English to LEP students within varying situations. The selection of appropriate patterns at the various grade levels should be based, as a minimum, on the number of students of the same level of English proficiency within the same grade level or appropriate combination of grade levels and the qualifications of the available staff. Alternative patterns will emerge at different school sites to reflect the unique characteristics of each school

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and the strengths of its faculty. If numbers require a combination of ESOL Levels, it is recommended to schedule groups of ESOL Levels I and II or groups of ESOL Levels III and IV. If grade combinations are necessary, it is recommended to combine two contiguous grades, excluding Kindergarten.

COURSE CODE FOR ESOL AND ESOL RELATED ELEMENTARY CODES

Grade Course # Subject Hours Weekly

K-5 5010010 ESOL 10 for the full 2 hours

K-5 5010010

0000005

ESOL

Reading

5

5

K-5 0000004 CCHL 3.75

6 1002000

1002180

M/J Language Arts Through ESOL

M/J Developmental Language Arts Through ESOL

5

5

SAMPLE ORGANIZATIONAL PATTERNS FOR ELEMENTARY LEVEL

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES

CURRICULUM CONTENT IN ENGLISH USING ESOL TECHNIQUES

Resource Teacher Classroom Teacher Program Delivered by Classroom Teachers

Models Pull-out – refers to a model where the specially allocated ESOL teacher provides specialized English language instruction at a location other than the students’ classroom. Inclusion – refers to a model where the specially allocated ESOL teacher comes into the students’ classroom to provide them with specialized English language instruction.

Models Self-contained – refers to an organizational model where only students who are learning English are grouped and receive specialized English language instruction from the ESOL- endorsed homeroom teacher. Mainstream – refers to a model where the students who are learning English are together with students who are fluent in English. The teacher adapts the instruction using specific strategies.

Teachers providing content area instruction (i.e., social sciences, science, mathematics) must present the skills and concepts using ESOL techniques. Schools with low density of LEP students (10 or less) should group them in one classroom at any given grade level in order to facilitate instruction.

A specially allocated ESOL teacher provides one hour of the two hours ESOL/language arts/ reading block to small groups of homogeneous LEP students, and the ESOL-endorsed classroom teacher provides the other hour, ensuring that all the components of the language arts/reading block are being taught.

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Program Organization and Delivery at the Secondary Level A primary consideration for organizing instruction in ESOL is that the program is part of the total school curriculum, and that it is a basic skills, language arts/reading program that meets the special needs of a significant portion of the school membership. Therefore, organization of instruction in ESOL becomes essentially a matter of grouping and scheduling so that students with similar levels of English proficiency can, with the least amount of effort on all sides, and within the least amount of time, become functional in English. Consequently, size of student membership becomes the guiding criterion in organizing instruction. At the secondary level, ESOL instruction is delivered by specially allocated and certified ESOL teachers, or by regularly allocated and endorsed language arts/English teachers assigned to teach one or more sections of ESOL (see pages 15-17). In secondary schools in which the number of LEP students is not sufficient to warrant the organization of an entire class, the pattern of curriculum content in English utilizing ESOL strategies as described on page 15 is recommended. Regardless of the delivery model implemented, the instructional services delivered to LEP students are equal in scope, sequence, and quality to those provided to non-LEP students. Miami-Dade County Public Schools’ Comprehensive Reading Plan (CRP) outlines an intensive reading class for secondary students who scored below a Level 3 in the Reading portion of the FCAT. LEP students are provided specialized reading instruction as part of the Developmental Language Arts Through ESOL courses. Therefore, LEP students are NOT to be included in the intensive reading classes designed for standard curriculum students. Language Arts Courses for LEP Students in Grades 6-8 In support of the district CRP, the Student Progression Plan, and in an effort to narrow the achievement gap of the school system’s language minority population, all LEP students in middle schools are enrolled in two (2) language arts/ESOL courses. M/J Language Arts Through ESOL, Grades 6-8 All LEP students must be scheduled for one period of daily instruction in language arts through ESOL which counts as an English credit as described in the Florida Department of Education (FDOE) Course Code Directory. These courses mirror the course descriptions of language arts 1-3 and are taught using ESOL strategies. Students in Language Arts Through ESOL courses must be grouped by grade level according to Florida Department of Education state guidelines. If LEP student enrollment is low, only two consecutive grade levels may be scheduled together. If a school does not have sufficient LEP students to form grade-level Language Arts Through ESOL classes, such students will be scheduled with other students in the appropriate grade-level language arts class. The teacher will be ESOL endorsed and employ ESOL strategies. Regardless of the delivery model implemented, the instructional services delivered to LEP students are equal in time, scope, sequence, and quality to those provided to non-LEP students. Breaking this rule is denying equal access to LEP students and is in direct violation of the LULAC Consent Decree (see Table I).

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Table I

Grade Level Courses (Assigned by Grade Level)

Course # Grade Level M/J Language Art Through ESOL English Credit

100200002 100201002 100202002

6 7 8

M/J Language Arts 1 Through ESOL M/J Language Arts 2 Through ESOL M/J Language Arts 3 Through ESOL

1.0 1.0 1.0

M/J Developmental Language Arts Through ESOL, Grades 6-8 In addition, one period of daily instruction in ESOL, which counts as an elective credit as described in the FDOE Course Code Directory, is intended to address the linguistic needs of LEP students and, as such, students should be grouped by language proficiency level regardless of grade level (see Table II).

Table II LANGUAGE PROFICIENCY LEVEL COURSES (Assigned by ESOL Level)

These courses are authorized for the 2004-2005 school year. Refer to the Course Code Directory for

ESOL elective course information beginning with the 2004-2005 school year. Course title Elective Credit ESOL Level I

Course # 1002180L1 M/J Developmental Language Arts Through ESOL 1.0

Course title Elective Credit ESOL Level II Course #

1002180L2 M/J Developmental Language Arts Through ESOL 1.0

Course title Elective Credit ESOL Level III Course #

1002180L3 M/J Developmental Language Arts Through ESOL 1.0

Course title Elective Credit ESOL Level IV Course #

1002180L4 M/J Developmental Language Arts Through ESOL 1.0 English Courses for LEP Students in Grades 9-12 As in the case of middle schools, all LEP students in senior high schools are enrolled in two (2) ESOL courses: English Through ESOL and Developmental Language Arts Through ESOL (see Tables III and IV). English Through ESOL, Grades 9-12 All LEP students must be scheduled for one period of daily instruction in English Through ESOL which counts as an English credit as described in the FDOE Course Code Directory. These courses mirror the course descriptions for English I-IV and are taught using ESOL strategies.

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Students in English Through ESOL courses must be grouped by grade level according to state guidelines. If LEP student enrollment is low, only two consecutive grade levels may be scheduled together. If a school does not have sufficient LEP students to form grade-level English Through ESOL classes, such students will be scheduled with other students in the appropriate grade-level English classes. The teacher will be endorsed and employ ESOL strategies. Regardless of the delivery model implemented, the instructional services delivered to LEP students are equal in time, scope, sequence, and quality to those provided to non-LEP students. Breaking this rule is denying equal access to LEP students and is in direct violation of the LULAC Consent Decree (see Table III).

Table III GRADE LEVEL COURSES (Assigned by Grade Level)

Course # Grade Level English Through ESOL English Credit

100230002 100231002 100232002 100252002

9 10 11 12

English I Through ESOL English II Through ESOL English III Through ESOL English IV Through ESOL

1.0 1.0 1.0 1.0

Teachers who teach the courses identified in Tables I-IV to LEP students must have appropriate certification and ESOL endorsement. Required ESOL Elective Courses for LEP Students in Grades 9-12

In addition, one period of daily instruction in ESOL, which counts as an elective credit as described in the FDOE Course Code Directory, is intended to address the linguistic needs of LEP students and, as such, students should be grouped by language proficiency levels regardless of grade level (see Table IV).

Table IV LANGUAGE PROFICIENCY LEVEL COURSES (Assigned by ESOL Level)

These courses are authorized for the 2004-2005 school year. Refer to the Course Code Directory for

ESOL elective course information beginning with the 2004-2005 school year. Course title Elective Credit ESOL Level I

Course # 1002380L1 Developmental Language Arts Through ESOL 1.0

Course title Elective Credit ESOL Level II Course #

1002380L2 Developmental Language Arts Through ESOL 1.0

Course title Elective Credit ESOL Level III Course #

1002380L3 Developmental Language Arts Through ESOL 1.0

Course title Elective Credit ESOL Level IV Course #

1002380L4 Developmental Language Arts Through ESOL 1.0 Teachers who teach the courses identified in Tables I-IV to LEP students must have appropriate certification and ESOL endorsement.

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Entry Procedures Registration of Students Potential LEP students initially entering M-DCPS register at the school based on the actual residence of the parent or legal guardian in the attendance area of the school as approved by the Board. Home Language Survey Upon initial enrollment into a Miami-Dade County Public School, each student is surveyed at the time of registration by being asked the following questions in the Home Language Survey: a. Is a language other than English used in the home? b. Did the student have a first language other than English? c. Does the student most frequently speak a language other than English? Procedure to Collect and Retain the Information Responses to these questions are recorded on the Home Language Survey, which is placed in the student’s cumulative folder. The Home Language Survey is provided to schools in English, Spanish, and Haitian Creole. Translations of the three questions are also available in thirteen other anguages (i.e., Arabic, Chinese, Farsi, French, German, Italian, Japanese, Korean, Portuguese, Russian, Tagalog, Urdu, and Vietnamese). Information on the Home Language Survey, parent/guardian language, the student language, and the national origin of each student is also recorded in the district’s automated student data base. As part of the student’s educational records, this information is maintained in accordance with Florida Board of Education Rule 6A-1.0955, Education Records of Pupils and Adult Students. (See Appendix E, page 131) Assessment Procedures/Steps to Determine Eligibility for Appropriate Services Each student for whom there is a “Yes” response to any of the questions in the Home Language Survey is assessed to determine if he or she is LEP in listening comprehension, speaking, reading, and/or writing. These assessments occur at the school site as part of the registration process. Assessment results as well as program information is documented on the Individual LEP Student Plan if the student is determined to be LEP.

Aural/Oral. The basic instrument for assessing English listening and speaking skills of general education students in grades K-12 is the Miami-Dade County Oral Language Proficiency Scale-Revised (M-DCOLPS-R), Interview With Guidelines. Use of any other instrument or procedure to assess level of listening/speaking proficiency in English requires specific approval of Curriculum and Instruction and the FDOE prior to its implementation.

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Levels on the M-DCOLPS-R are interpreted as follows, with any student with a Level IV or lower determined to be LEP:

ESOL Level Description

I ......................................................Novice......................................... (requires ESOL) II ............................................ Low Intermediate ................................ (requires ESOL) III ...........................................High Intermediate................................ (requires ESOL) IV ................................................ Advanced ...................................... (requires ESOL) V................................................... Independent ......................... (may not require ESOL)

Assessment for listening/speaking proficiency is completed immediately. The principal of the school is responsible for ensuring that all students are tested and receive appropriate instruction while finalizing assessment. At the school site, language assessment is conducted by ESOL endorsed teachers who have been trained in the administration of the test.

If the student is enrolled in grades K-3 and scores a level V, he/she is considered English proficient and is enrolled in the standard curriculum. If the student is enrolled in grades 4-12 and scores a level V refer to page 19 under the section: Reading/Writing (grade 4 and above).

Reading/Writing (grade 4 and above). A student who is determined to be a Full English Speaker (FES) through aural/oral testing (i.e., scored Independent –Level V on the M-DCOLPS-R) and who is enrolled in grades 4-12 must be further assessed by a standardized norm-referenced test (NRT) in English reading and writing immediately in order to confirm the student’s status and placement. This assessment must occur before formalizing the student’s schedule.

The instrument for assessing grades 4-12 English reading/writing skills is the Metropolitan Achievement Test (MAT) (current edition). However, if the student enters M-DCPS with official results of an approved standardized achievement test from another county/state administered within the last 12 months, such student should not be tested with the MAT. The Division of Bilingual Education and World Languages must be contacted and provided with the appropriate information so that the student’s LEP data base can be adjusted. Use of any other instrument or procedure to assess reading/writing in English at initial entry requires specific approval of Curriculum and Instruction, and the FDOE prior to their implementation.

A student who scores at or above the 33rd percentile in both reading and writing on an approved standardized NRT is determined not to be LEP and requires no further assessment in order to be placed in the regular education program. Such a student may, however, be referred to a LEP Committee at any time his/her progress in the regular program is determined to be inappropriate.

A student who scores at or below the 32nd percentile in both reading and writing on an approved standardized NRT is determined to be LEP and provided with appropriate services. However, such a student may be referred to a LEP Committee to confirm his/her LEP status.

A student who scores at or below the 32nd percentile in either reading or writing on an

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approved standardized NRT is referred to a LEP Committee to confirm his/her LEP status and to determine the provision of appropriate services.

Notice to Parents/Guardians of LEP Students

Once the appropriate assessment has been completed and it has been determined that a student is LEP, parent(s)/guardian(s) are notified in writing as to the services their child is receiving. Every effort is made to provide this notice in the parent/guardian’s home language (see form letter, Appendix P, page 167). A copy of the Notice to Parents/Guardians of LEP students is kept in the LEP student folder. Furthermore, at the beginning of each school year parents/guardians are notified of their child’s updated ESOL level and model of instruction while the student is LEP. A copy of each notice is kept in the LEP student folder.

Procedures for Exiting Students From LEP Services The basis of a student’s exit from the ESOL program may fall in any of three categories: “A,” based on aural/oral assessment; “R” based on reading/writing assessment; and “L,” based on the recommendation of a LEP Committee. The procedure for each category is provided below.

Aural/Oral. LEP students who in the teacher’s judgment, based on academic performance, are prepared to exit the ESOL program are assessed in listening and speaking skills using the M-DCOLPS-R. Students who score Independent are classified as Level V.

Grades K-3

Students in grades K-3 are exited from LEP services based on the M-DCOLPS-R classification and the basis of exit is “A” (aural/oral).

Grades 4-12

For students in grades 4-12 who are classified as Level V on the M-DCOLPS-R, a review of the reading and writing scores in the appropriate subtests of the Florida Comprehensive Assessment Test Norm-Referenced Test (FCAT NRT) and the MAT are required before exiting the student.

Reading/Writing (grade 4 and above)

The results of both the M-DCOLPS-R and the approved standardized NRT reading and writing subtests must be considered prior to exiting grades 4-12 students from the ESOL program.

As the FCAT NRT does not presently provide a language or written language norm-referenced test score, students will need to be administered the Language subtest of the MAT in order to obtain a language score. Either the FCAT NRT Reading score or the MAT Reading Comprehension score may be used to provide the reading score. The following tables should serve as guideline:

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Norm reference tests to be used for language mechanics and writing

Grade Level Reading Writing

4-10 FCAT NRT Reading, if applicable* MAT Language subtest

11-12 Grade 10 Spring FCAT NRT Reading, if applicable*

MAT Language subtest

* MAT Reading Comprehension scores are used for students who do not have FCAT NRT scores.

Students who did not participate in the prior Spring FCAT NRT administration and/or who do not have valid test scores on the FCAT NRT Reading subtest will be administered the appropriate subtest(s) of the MAT, according to testing guidelines and procedures specified by the Office of Assessment and Data Analysis. Use of any other instrument or procedures to assess reading/writing proficiency in English requires specific approval of Curriculum and Instruction, and the FDOE prior to their implementation.

A student who obtains a Level V status on the M-DCOLPS-R and who has FCAT/MAT scores at or above the 33rd percentile in both reading and writing is determined no longer to be LEP and exited from LEP services with a basis of exit “R” (Reading/Writing). A student who obtains a Level V status on the M-DCOLPS-R and who has FCAT/MAT scores at or below the 32nd percentile in either reading or writing is referred to the LEP Committee for reconciliation of inconsistent assessment data. A student who obtains a Level V on the M-DCOLPS-R and who has FCAT/MAT scores at or below the 32nd percentile in both reading and writing is considered LEP. However, such a student may be referred to a LEP Committee to confirm his/her LEP status.

Inconsistent Test Data For students in grades 4-12 with inconsistent test data (e.g., Level V in the M-DCOLPS-R and at or below the 32nd percentile in Reading and Writing), a LEP Committee is convened for the purpose of analyzing all available academic information and determining the most appropriate educational placement (see page 23). To this end, the LEP Committee may use any recommended assessment instrument or other pertinent information to ensure that the student is placed in the instructional program or combination of instructional programs that best meet his/her academic needs. The documentation of the assessment used and the justification for such action is maintained in the student’s individual LEP plan. If the LEP Committee’s decision is to exit the student from the ESOL program, then the basis of exit is “L” (LEP Committee). Students who had entered the ESOL program based on LEP Committee recommendation (Basis of Entry “L”) can only be exited from the program through LEP Committee recommendation (Basis of Exit “L”). Adjustment of LEP Students Entry Date: Interrupted Instruction The Florida Department of Education (FDOE) guidelines related to LEP students’ entry date into the ESOL program allow for the LEP entry date to be updated when a LEP student re-enters the school district after leaving the state or the country for a period of thirty (30) or more consecutive calendar days. This new entry date is used to determine the length of time in the

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ESOL program and must reflect any extended interruption of ESOL instructional services. Re-entering students must be assessed to determine English language proficiency level. Students who have been inactive for less than 30 days do not need to be reassessed. Students who have been inactive for more than 30 days but less than 4 months, must be assessed using the Idea Proficiency Test (IPT). The M-DCOLPS-R must be used for all students who have been inactive for more than 4 months. Academic Assessment and Grade/Course Placement Programmatic assessment of new LEP students is initiated at the registration site, with staff seeking to document the prior school experiences of each new student processed, using school records, transcripts, and other evidence of educational experiences to determine a recommended grade level placement. Students who have educational records from their country of origin must be placed in grade level/courses based on the records. Students who do not have documentation of educational records are placed according to age. Adjustments to this placement may be made in accordance with applicable Florida Board of Education rules and Miami-Dade County School Board Rule 6Gx13-5B-1.04, M-DCPS Student Progression Plan, by the school principal, (for Student Progression Plan requirements see Appendix C, page 105). For students with educational records, any adjustment resulting in lowering of grade level placement must be thoroughly documented by home language assessment data (e.g., tests, class work) and submitted for district review to Curriculum and Instruction. Parent(s)/guardian(s) must be informed prior to the grade level adjustment. Upon identification/admission of a LEP student at a school site, the principal of the school or his/her designee takes appropriate steps, in cooperation with the faculty, to verify the student’s academic level in each of the basic subject areas of social sciences, science, mathematics, and computer literacy. The principal uses testing, faculty interviews, or other appropriate professional procedures for the verification process, and uses that information in planning and providing appropriate instruction to such students. Special care is exercised to ensure that a student’s limitation in ability to communicate in English is not a factor in determining level of knowledge/skills in the basic subject areas. Assessment in the home language is conducted within available resources. Equal Access to all Areas and Instructional Levels M-DCPS guidelines for placement of foreign born students indicate that the principal of the school takes appropriate steps, in cooperation with the faculty, to verify student’s level of learning in each of the grade level appropriate courses. The principal uses testing, faculty interviews, or other adequate professional procedures for the verification process. The M-DCPS Curriculum and Instruction monitors to ensure that the requirements of the LULAC Consent Decree, Florida Board of Education rules, and M-DCPS guidelines are appropriately followed. Instructional Supervisors for basic subject areas and for Bilingual Education assist schools in ensuring that LEP students are appropriately assigned to grade and class level. Special attention is given to the placement of high-performing LEP students in honors, college preparatory, and advanced placement courses. Monitoring of this activity is the responsibility of the respective Region Center, and the Division of Bilingual Education and World Languages.

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Program goals and objectives for LEP students in the basic subject areas of social sciences, science, mathematics, and computer literacy are the same as the program goals and objectives for all students, expressed in terms of student outcomes. They are established by the Florida Department of Education Curriculum Frameworks and by the M-DCPS Competency-Based Curriculum, (CBC). The content of the curriculum for LEP students in each of the basic subject areas is the same as that provided for non-LEP students. It is the delivery mode, not the content, which is modified to meet the needs of LEP students. Teachers of social sciences, sciences, mathematics, and computer literacy are certified in their assigned subject areas and receive special training in second language methodology and strategies. LEP Committee A LEP Committee is defined as a school-based permanent committee. The main function of the committee is to resolve any issue that affects the instructional program of a LEP student. It is composed of an administrator or designee, the ESOL teacher, the home language teacher (if any), the classroom/subject area teacher(s) plus guidance counselors, school social worker, school psychologists or other educators as appropriate for the situation. The parent(s)/guardian(s) is invited to attend the LEP Committee meeting and schools must keep a copy of parent’s/guardian’s invitation letter in the LEP student folder. The school principal must take whatever action is necessary to ensure that the parent(s)/guardian(s) understands the proceedings of the meeting, which may include arranging for an interpreter for parent(s)/guardian(s) whose home language is other than English. The LEP Committee takes the preference of the parent(s)/guardian(s) into account in making its decision. However, final determination of LEP status is the responsibility of the educational professionals of the LEP Committee. When a student has been determined to be LEP based on the result of the M-DCOLPS-R, the LEP Committee cannot override the results. When to Convene the LEP Committee A LEP Committee may be convened but not limited to the following: 1. For the purpose of analyzing all available academic information and determining the most

appropriate educational placement of students in grades 4-12 with inconsistent test data either at entry or exit assessment (a student who scores a Level V on the M-DCOLPS-R but scores at or below the 32nd percentile in either reading or writing or both subtests of the FCAT/MAT). At least two of the following criteria should also be part of such determination:

C Extent and nature of prior educational and social experiences; and/or

C Student interview; and/or

C Written recommendations and observations by current and previous instructional and

supportive services staff; and/or

C Level of mastery of basic competencies or skills in English and/or home language according to appropriate local, state, and national criterion-referenced standards; and/or

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C Grades from the current or previous years; and/or

C Test results other than those from the assessment of listening/speaking, including but not limited to, assessment of reading/writing.

2. For students who have not achieved an independent classification on the M-DCOLPS-R after

six semesters of participation in the ESOL program in order to review the student’s English language needs and to determine the most appropriate intervention plan.

3. When a decline of 1.0 in a student’s overall grade point average is indicated on the LEP Post

Program Review Student Profile during the two-year period following the ESOL exit date. In addition, a LEP Committee may convene when a student shows a decline in three or more indicators (for a list of indicators, see page 24).

4. When a parent(s)/guardian(s) of a LEP student requests that there be no participation in

Home Language Arts instruction (elementary students). 5. To review the academic progress of LEP students at all grade levels and to make

recommendations for retention-promotion and/or alternative program placement (see flowchart, page 27).

6. To review the mandatory retention of third grade LEP students with more than two years in

an ESOL program. (Comment: Committee can review and make recommendations but may not override mandatory retention.)

7. When an Academic Improvement Plan/Individual Student Success Plan (AIP/ISSP) has been

initiated and implemented and the LEP student fails to respond to a change in intervention and/or strategies.

8. Any time there is a need to request assistance from the CST/SST, in order to analyze all

available information and ensure that the request for assistance is warranted. The LEP Committee may request a Language Proficiency Dominance Assessment to be conducted by a Bilingual Assessor after obtaining consent for evaluation (see flowchart, page 27).

Recordkeeping LEP Committee recommendations must be documented on the Individual LEP Student Plan and a copy of parent’s/guardian’s invitation letter is kept in the LEP student folder. Assignment of Students in ESOL Beyond the Recommended Three Years The English language needs of students who have not achieved an independent classification after three years or six semesters of instruction in English for Speakers of Other Languages (ESOL) are reviewed by the LEP Committee to determine the most appropriate intervention plan to meet the needs of the students. A computerized report is sent to each school four times a year, in January, March, May, and October, listing the students whose progress needs to be reviewed. The committee considers, but is not limited to, the following options:

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1. Assignment to ESOL for a fourth year, after which, if the student has not achieved an

independent classification, a request for assistance from the CST/SST is initiated. 2. A request for assistance from the CST/SST is initiated for the purpose of generating

alternative intervention strategies including a request for Language Proficiency/Dominance Assessment to be conducted by a Bilingual Assessor.

Assignment of LEP Students to Exceptional Student Education Under no circumstances are students of limited English proficiency to be placed into an exceptional student education program without a Multidisciplinary Team Evaluation. The evaluation specialist (e.g., school psychologist) must speak the language of the student or he/she must be assisted in the evaluation by a person who speaks the language of the student. LEP students who are having significant academic and/or behavioral difficulties are referred to a LEP Committee which will initiate a request for assistance from the CST/SST following procedures established in the current Special Programs and Procedures for Exceptional Student Education and the District LEP Plan. For such students, language dominance assessment is required. Post Program Review/Monitoring Requirements Monitoring of post program progress of students who have been exited from the ESOL program is carried out both at the school level and at the district level. This review is to ensure that once the students have been exited they continue to achieve adequate progress in the regular English curriculum. Each school must establish a procedure to ensure that all former LEP students are monitored. This takes place at the end of the student’s first nine week reporting period, first semester, first year, and second year after exiting. These dates are found in the “I” Screen of the ISIS file. In order to assist schools with the review process, the Information Technology Services (ITS) provides each school with a Post Program Review Report and a LEP Post Program Review Student Profile. These reports, which are produced at the end of each marking period, identify the students who have exited, indicate the review cycle and provide additional monitoring information. Result of these reviews must be recorded in the Post Program Review section of the Individual LEP Student Plan. The Post Program Review Report generates a list by schools of former LEP students who have been identified for mandated progress reviews. The number on the far right side of the report indicates if it is the first, second, third, or fourth review for that student. The LEP Post Program Review Student Profile compares the previous two grading periods in regard to the following indicators: overall grade point average absences

conduct negative report card comments effort Student Case Management referrals

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These reports assist schools in determining if a student’s progress is deteriorating. A LEP Committee convenes when a decline of 1.0 in a student’s overall grade point average as indicated on the LEP Post Program Review Student Profile during the two-year period following the ESOL exit date. In addition, a LEP Committee may convene when a student shows a decline in three or more indicators. Other information such as standardized test scores, teacher observations, counselor referrals, and/or parent(s)/guardian(s) requests may also assist the schools in determining an identified student’s progress and the need for convening the LEP Committee. The committee assesses the student’s needs and recommends an appropriate educational plan. Reclassification Procedure The LEP Committee may recommend to reclassify the student as LEP or to provide other needed programs. The basis and nature of the recommendations are in writing in the Individual LEP Student Plan and maintained in the student’s permanent cumulative record folder. If the LEP Committee determines that the student continues to have a language problem, the student is reclassified as LEP (ESOL Level IV) and reassigned into the ESOL program. The data on the computer LEP Screen is updated to reflect the reclassification information. Any such plan is reevaluated for continued appropriateness after one semester. School level review is the responsibility of the principal who designates specific staff responsible for the review (e.g., assistant principals, counselors, teachers). Academic Improvement Plan/Individual Student Success Plan (AIP/ISSP) for LEP Students Beginning with the 2004-2005 school year, there is an additional requirement of an Individual Student Success Plan for students in F schools and a Personalized Middle School Success Plan for middle schools where fewer than 75% of the students score at Level 3 or above. In order to minimize duplication of plans, and to facilitate the process, the AIP for all students will be called the Academic Improvement Plan/Individual Student Success Plan (AIP/ISSP). This plan will also satisfy the Personalized Middle School Success Plan (PMSSP) required for each student entering grade 6 who scored below Level 3 in reading on the most recent administration of the FCAT. Guidelines for implementation of an AIP/ISSP for LEP students: 1. Kindergarten students, classified ESOL Level I-IV, who do not meet grade level expectations

may have an AIP/ISSP as per teacher discretion; 2. All LEP students in grades 1-5 must follow the same requirements for an AIP/ISSP as

standard curriculum students. The Individual LEP Student Plan will include the AIP/ISSP; 3. LEP students in grades 6-12, who are ESOL Level I and have been in the program for less

than one year, are not required to have an AIP/ISSP initiated. However, an AIP/ISSP may be initiated as per teacher’s discretion;

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4. All LEP students in grades 6-12, who are ESOL Level II-IV, must follow the same requirements for AIP/ISSP as for standard curriculum students.

New LEP students must be assessed following the CRP Assessment Guide by the end of the first nine-week period after their entry date. The AIP/ISSP for LEP students follows similar guidelines as for standard curriculum students. It is developed by the teacher who provides the grade for the specific subject area, in consultation with the parent/guardian. The Individual LEP Student Plan must be completed and a copy of the AIP/ISSP form for the specific subject(s) must be maintained with the Individual LEP Student Plan. A LEP Committee is not required to convene for the AIP/ISSP to be developed. However, after an AIP/ISSP has been initiated and implemented and the LEP student fails to respond to a change in intervention/strategies, a LEP Committee must be convened to determine if additional services may be required. A follow-up plan may be developed to use Cooperative Consultation as part of the AIP/ISSP. (Child Study Team/Student Support Team Procedure Miami-Dade County Public Schools). Please refer to Monitoring LEP Students Academic Progress Flowchart below. The Reading Intervention Manual contains effective strategies that may be used as interventions for LEP students.

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MONITORING LEP STUDENTS ACADEMIC PROGRESS

FLOWCHART

ACADEMIC PERFORMANCE DATA FCAT Level 1

Initiate AIP/ISSP (by the end of the first nine-week period)

Continue AIP/ISSP using appropriate interventions for LEP students.

Review/revise interventions and/or strategies Review programmatic implementation

Student will continue on AIP/ISSP as long as progress is being made and until student meets desired level of performance.

Continue AIP/ISSP using appropriate interventions for LEP students.

Making Progress? (by the end of the following nine-week period)

Convene LEP Committee (Is the student’s deficiency due to limited

English language proficiency?)

Initiate SSS Process

Making Progress? (by the end of the following nine-week period)

NO

NO

NO

YES

YES

YES

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Promotion, Retention, and Graduation In general, the standards and procedures for promotion, placement, and retention, as well as those for reporting students’ progress established in the Student Progression Plan (SPP), apply to students of limited English proficiency in terms of achievement. However, LEP students may demonstrate mastery in their own language, except in third grade, as long as the students remain LEP and participate in ESOL. Third grade LEP students who have been in an approved ESOL program for more than two years must be retained if they score Level 1 on the third grade Florida Comprehensive Assessment Test (FCAT). These students are eligible for all other good cause exemptions. A LEP student may be exempt from mandatory retention as provided in Senate Bill CS/SB 364, if the student has had less than two years of instruction in an approved ESOL program (see Appendix M, page155). For this purpose, two years means no less than a total of two full calendar years as measurable from the entry or re-entry into the ESOL program date to the date the district receives the individual student result from the FCAT. Graduation requires successful completion of a minimum of 24 academic credits. The English requirement for graduation can be met through successful completion of ESOL courses 100230002, 100231002, 100232002, and 100252002. Other ESOL courses are counted as electives. All graduating students including LEP students are required to pass the FCAT or equivalent test (see the current SPP). The Florida Department of Education has authorized certain accommodations for LEP students which all districts are required to offer (e.g., additional time, English to home language dictionary), (see Florida Board of Education Rule 6A-6.09091, Appendix D, page 121). When students are from homes where a language other than English is spoken, communications (written or oral) with parent(s)/guardian(s) are undertaken in the parents’/guardians’ primary language or other mode of communication commonly used by the parent(s)/guardian(s) unless clearly not possible. When it becomes evident that the standards or requirements for promotion may not be met, parent(s)/guardian(s) of students in grades K-12 and adult students must be informed of the possibility of retention or special placement. Students’ grades, unsatisfactory work notices, parent(s)/guardian(s) reports on state assessment and/or standardized testing, parent(s)/guardian(s) conferences, and adult student conferences should serve as the primary means of communicating student progress and achievement of the standards. Grading: Language Arts/Reading/ESOL Kindergarten LEP students will follow the same grading codes as non-LEP students. For all marking periods the Code of Development specified in the Kindergarten Student Report Card should be followed, i.e., “E” excellent progress; “S” satisfactory progress; “N” needs additional reinforcement to meet grade level expectations; or “N/A” assessment is not appropriate at this time.

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Language Arts/ESOL Development. For students receiving the two hours of daily instruction from a combination of the ESOL teacher and the regular classroom teacher, grading is to reflect students’ progress within the Language Arts/ESOL Development program, provided in accordance with their special language needs, whether in the ESOL classroom or in the regular classroom. This situation may require that more than one teacher grade the language arts component. $ English for Speakers of Other Languages (ESOL). For LEP students, a grade of E, S, or

N is to be given which reflects the student’s progress during the entire ESOL block, that is in oral communication as well as in pre-reading, reading, and handwriting skills development. Schools have the option to assign the code “N/A” to all Kindergarten students during the 1st marking period.

$ Language Arts. For LEP students Levels I-IV a grade of E, S, or N is to be given for any

component of the language arts block. Schools have the option to assign the code “N/A” to Kindergarten students during the 1st marking period (see Appendix H, page 132).

Grades 1-5: Students Classified as ESOL Level I - For students classified as Level I, a grade is only to be given for ESOL and no grade is to be given for Language Arts or Reading (grading should reflect students’ progress in developing English language proficiency. Comment No. 02, “Language Arts/Reading grade received within the ESOL grade,” is to be entered. The teacher must also bubble # 1 in the column marked LEVEL (Working below grade level) by the reading grade. Students Classified as ESOL Levels II through IV - Intermediate students (classified as Level II or III) and advanced students (classified as Level IV) must receive an ESOL grade, as well as a reading grade and a language arts grade, whether they are in the ESOL self-contained classroom, in a regular classroom, or in both. • Language Arts

Grading is to reflect the student’s performance in the writing process within the English program, which includes composition, handwriting, and spelling. Grade is to be assigned in accordance with the students' special language needs.

• Reading

The Reading grade must reflect student’s performance in meeting Sunshine State Standards and grade level expectations. If the LEP student is not meeting grade level expectation, the teacher must bubble #1 in the column marked LEVEL (working below grade level) by the reading grade and a grade of a “D” or “F” must be given in reading. See Appendix: Grading of Limited English Proficient Students in the district’s Student Progression Plan.

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• ESOL

The ESOL grade is to reflect student’s progress in the development of English language proficiency which includes vocabulary development and oral communication (listening and speaking).

When both the ESOL teacher and regular classroom teacher are assigning grades for intermediate and for advanced students, the ESOL teacher and the regular classroom teacher assign a letter grade of "A"-"F" as appropriate for those portions of the Language Arts/Reading/ESOL curriculum for which they are responsible using appropriate comments, if necessary. Letter grades of "A"-"F" must reflect a level of performance consistent with the definition of these letter grades as found in district’s Student Progression Plan. Grades 6-12 For the Language Arts Through ESOL (1, 2, 3) for grades 6-8, and English Through ESOL (I, II, III, and IV) for grades 9-12, letter grades of “A”-“F” are to be given which reflect the student’s progress in meeting the course objectives. For elective ESOL courses, MJ Developmental Language Arts Through ESOL in grades 6-8 and Developmental Language Arts Through ESOL in grades 9-12, letter grades of “A”-“F” are to be given reflecting the student’s progress in all modalities of the language: listening, speaking, reading, and writing. Progress Monitoring The reading and mathematics quarterly assessments and other diagnostic, screening and progress monitoring instruments are designed to measure student’s progress on the Florida tested benchmarks. These assessments are intended to provide student data to inform classroom instruction and student intervention plans. Using results from these assessments to assign grades for students who are still acquiring English is not appropriate. FLORIDA COMPREHENSIVE ASSESSMENT TEST (FCAT) In M-DCPS all LEP students MUST participate in the FCAT. The district does not provide any approved alternative assessments for LEP students. Accommodations are to be made available for LEP students, and parent(s)/guardian(s) must be aware of the accommodations provided (see Appendix I, page 136). FCAT Testing Requirements and Exemptions for LEP Students With Disabilities For LEP students with disabilities, the decision regarding whether a students will be exempted or tested with or without accommodations is made by the student’s Individual Education Plan (IEP) Team and recorded on the IEP. The decision is based on individual student needs. Additionally, students can partially participate in the testing by taking any of the sub-tests of the State/district assessments, e.g., mathematics computation only, reading comprehension, and mathematics application only.

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When determining whether or not a student with disabilities should participate in the statewide assessment program (FCAT), the IEP Team should consider the following questions: $ Is the student currently working on Sunshine State Standards curriculum? $ Is the student expected to progress toward a standard high school diploma? $ Can the student progress in the Sunshine State Standards curriculum with only

accommodations (that is, no change in content and level of skill)? $ Can remediation toward Sunshine State Standards with appropriate accommodations be

achieved? $ Can allowable accommodations be made during the administration of the FCAT so that the

student can access the test without changing the validity of the test? If the answer to any of these questions is yes, the IEP Team can anticipate that the student should be included in the administration of the FCAT. It is expected that most students with disabilities will participate in all district and State assessment programs. In many instances, students with disabilities will require accommodations and support in order to demonstrate proficiency on State or district assessments. These accommodations and supports should be documented on the IEP. The document provided by the Florida Department of Education, Accommodations: Assisting Students With Disabilities– A Guide for Educators, lists many examples of accommodations. Testing accommodations for students with disabilities must: $ Facilitate an accurate demonstration of what the student knows or can do; $ not provide the student with an unfair advantage or interfere with the validity of the test; $ be the same accommodation used by the student in classroom instruction and assessment; $ be necessary for enabling the student to demonstrate knowledge, ability, skill or mastery; and $ be permitted by the testing protocol for each specific district and/or State assessment. Generally, all students with disabilities, including LEP students with disabilities whose instructional program incorporates the general education objectives and competencies, should participate in the State Assessment Program. For additional information related to students with disabilities and their participation in the FCAT see the current SPP. Students placed exclusively in programs for the Speech Impaired, Homebound or Hospitalized, Visually Impaired, or Gifted must participate in the State Assessment Program. For all other students with disabilities, the decision to participate in the State Assessment Program shall be made at the initial IEP meeting and reviewed at each annual meeting. The decision shall be documented on the IEP. If the IEP Team determines that students with disabilities meet all of the following exemption criteria as stated below, the student may be exempt from participation. This exemption criteria is also listed on page 2 of IEP Insert D (FM 6132): $ The student’s demonstrated cognitive ability prevents the student from completing the

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required coursework and achieving the Sunshine State Standards Goal 3 Student Performance Standards, even with appropriate allowable program and course accommodations;

$ the student requires extensive direct instruction to accomplish the application and transfer of skills and competencies needed for domestic, community living, leisure, and vocational activities;

$ the student’s inability to complete the required coursework is not due to excessive or extended absences and is not primarily the result of social, cultural, or economic differences; and

$ the student is unable to complete the standard diploma program even with allowable program accommodations.

Students who are excluded from State and district assessments will be assessed through an alternate assessment procedure identified by the IEP Team and documented on the IEP. Alternate assessment results are to be reported to the parent(s)/guardian(s) and used to plan the student’s IEP, report, mastery of annual goals, and plan the instruction for the next year. Sections 1008.22 (3)(6) and 1008.22 (3)(8), Florida Statutes (see Appendix K, page147), state that participation in the statewide testing program (FCAT) is mandatory (except as described in the exemption criteria on page 2 of IEP Insert D, FM 6132) for all students including students with disabilities. Non-participation in all or a portion of any State or district assessment shall be determined at an IEP Team meeting and documented on the IEP. In addition, a method of alternate assessment shall be documented on the IEP. Parental Rights Regarding the FCAT for LEP Students With Disabilities The 2002 Legislature has mandated new regulations for Florida public schools. Sections 1008.22 (3)(6) and 1008.22 (3)(8), Florida Statutes, state new district requirements regarding student assessment and accommodations (see Appendix I, page 136). The new State regulations mandate that parent(s)/guardian(s) must: $ be notified and provided with information regarding the implication of non-participation,

should their child not participate in the assessment; $ be informed when their children are being provided with accommodations in the classroom

that are not permitted on the FCAT; $ sign consent in order for their child to receive accommodations in the classroom that would

not be permitted on the FCAT; $ acknowledge in writing that he or she understands the implications of their child receiving

accommodations in the classroom that are not permitted on the FCAT; and $ be informed of the potential impact on their child’s ability to meet expected proficiency

levels in reading, writing, and mathematics when students are provided with accommodations in the classroom that are not permitted on the FCAT.

These regulations must be addressed at every IEP and Section 504 Accommodation Plan meeting. The Section 504 Accommodation Plan form (FM 5320) and Insert D of the IEP (FM 6132), have been revised and designed to address the requirements of these new regulations.

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Articulation Articulation of the ESOL program with other portions of the curriculum needs to occur in different settings for different purposes. Following are some of the major types of articulation associated with the ESOL program:

Major Participants Involved in

Programmatic Articulation

Primary Purposes of Articulation

Activities

Some Indicators of Effective Articulation

Within the Same School ESOL (Program 6600) teacher supporting articulation with: C Regular classroom teacher C Title I teacher C Exceptional Education Teacher Between Schools ESOL teacher in the sending school supporting articulation with ESOL teacher in the receiving school

To coordinate instruction on skills and concepts presented in the ESOL class with skills and concepts needed for effective participation in classes other than ESOL, (i.e., language arts, social sciences, science, and mathematics) To determine students’ progress in the Language Arts/ESOL program when more than one teacher is responsible for instruction To assist in and/or to determine the correct placement of LEP students within the ESOL program or in the regular program for exiting students

Evidence of cooperative planning as reflected in lesson plans Evidence of consultation prior to assigning grades when more than one teacher is responsible for instruction Updated pertinent information on Individual LEP Student Plan Evidence of articulation meeting and/or transmittal of updated information through the Individual LEP Student Plan or other means

Staffing Program Delivery Responsibility At both the elementary and secondary level, the ESOL program is provided by: 1. Teachers who are specifically allocated under Program 6600 to teach ESOL, and/or 2. Regular English teachers who are endorsed and generated under FEFP program who have

been assigned to teach ESOL, and/or 3. Teachers assigned to self-contained ESOL classes under program 6601 and whose

responsibilities include ESOL instruction for students in their classes. The allocation formula for generating teachers under Programs 6600/6601 may be found in the current School Allocation Plan, Financial Affairs.

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Use of Paraprofessionals It is intended that the ESOL program be provided by certified/ESOL-endorsed teachers only. The use of paraprofessionals in this program is not authorized. Qualifications of Personnel Personnel assigned to the ESOL program must be certified/ESOL-endorsed teachers with native proficiency in English, who are specially trained in teaching a second language, and who meet State certification requirements. Recordkeeping Individual LEP Student Plan All students classified as LEP must have an Individual LEP Student Plan. Such plan is part of the students’ permanent record and must be kept there even after the student exits the ESOL program. The plan includes biographical information, initial placement information, program information, retention, AIP/ISSP information, exit and post monitoring information as well as LEP Committee information. The Individual LEP Student Plan must be initiated upon entry and kept up to date at all times. It is imperative that when a student transfers to another school the LEP Plan is forwarded with the most current information. The ESOL teacher or principal designee makes sure that the information is current and that the Individual LEP Student Plan is forwarded when necessary. Curriculum Content in English Utilizing ESOL Strategies (CCE/ESOL) CCE/ESOL is not a formal language program as is ESOL. The term refers to the regular social sciences, science, mathematics, and computer literacy programs delivered through a special approach in which the techniques of second language instruction are used to assist LEP students in acquiring the skills and concepts being presented. The primary goal in this approach is mastery of the skills and concepts inherent in each subject area. CCE/ESOL strategies is intended to accelerate the learning of English by LEP students. In addition, the students’ academic progress and the ability to function within the regular English curriculum is expedited. Thus, attention to the special English language needs of the students is intensified and extended to the major portion of the school day. CCE/ESOL is one of the delivery modes which ensures that instruction in the basic subject areas is understandable for LEP students. Basic subject area instruction adapted to meet the needs of LEP students must be delivered at all school sites/work locations where LEP students are in membership. School site administrators are responsible for monitoring the utilization of second language strategies. Evidence is documented during classroom observations, through lesson plans, classroom settings, materials used, audio/visuals, and grade book notations. At both the elementary and secondary levels, CCE/ESOL is provided by a regularly-allocated classroom teacher, a self-contained teacher, or certified subject area teachers. Teachers

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providing this instruction receive pertinent training. The basic materials for this instruction are adaptations of those materials regularly used with English language origin students. LEP students have to meet the same goals and objectives as students who are non-LEP. Teachers are to use their professional judgment in the implementation of the strategies; they are to adapt the strategies suggested in order to meet the needs and levels of learning of all the LEP students. BASIC SKILLS IN THE HOME LANGUAGE In the same way that instruction in English refers to two aspects of the student’s program in which English is used as a medium of instruction, Basic Skills in the Home Language refers to two aspects of the student’s program in which the home language is used as a medium of instruction. At the elementary level, Basic Skills in the Home Language refers to Home Language Arts (HLA) (i.e., Spanish for Spanish Speakers, Haitian Creole) and to Curriculum Content in the Home Language (CCHL) (i.e., social sciences, science, mathematics, and computer literacy). At the secondary level, the latter is referred to as Bilingual Curriculum Content (BCC). These two dimensions of Basic Skills in the Home Language constitute the home language portion of the understandings between the Miami-Dade County Public Schools and the Office for Civil Rights, and comply with requirements of the LULAC Consent Decree. Moreover, they respond to the district’s commitment to provide home language instruction to ESOL Levels I and II students whenever feasible and within available resources. Guidelines for HLA in Spanish are found in Part Three, under Spanish for Spanish Speakers. Guidelines for CCHL/BCC and HLA for Haitian Creole speaking students are provided below. Program Definition Curriculum Content in the Home Language (CCHL) CCHL is designed to provide, in a language other than English, selected basic skills and concepts that are generally offered only in English. CCHL implements, in each curriculum area such as social sciences, science, mathematics, and computer literacy, the same instructional objectives that are implemented in the regular curriculum in English. At the elementary level, CCHL is generally delivered by a specially allocated teacher (Program 6630), who provides only the designated content area instruction in the home language portion, while the regular classroom teacher provides instruction in the other content areas in English utilizing ESOL strategies (CCE/ESOL). Bilingual Curriculum Content (BCC)/Home Language Assistance Program (HLAP) At the secondary level, the services are provided through the BCC and/or the HLAP both funded under Program 6630. The differences between the two programs are the teacher’s certification requirement and the model of delivery. The BCC teachers regularly allocated under the Florida Education Finance Program (FEFP) provides instruction in both languages and need to be certified in the specific area of instruction.

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The HLAP teacher/paraprofessional needs to be trained and proficient in the students’ home language in order to assist in the content area instruction. This service is provided at schools with at least fifteen (15) students who speak the same home language. Requirement Status There are no State CCHL/BCC/HLAP requirements for students. CCHL and BCC are components of the district’s transitional bilingual program. ESOL Levels I and II students at the elementary level are automatically placed in CCHL if the school has a specially allocated teacher who is certified in elementary education. This is part of a transitional process while the students are learning English. Parent(s)/guardian(s) wishing to withdraw their child from CCHL must request a LEP Committee meeting. The LEP Committee has the responsibility of recommending the educational placement most suited to meet the needs of the student. At the elementary level, each school is required to offer CCHL in a manner consistent with the LULAC Consent Decree and supportive of goals established by Board policy, as resources permit, to meet the needs of students. At the secondary level, BCC is offered when there are sufficient number of ESOL Levels I and II students and a certified bilingual teacher is available. However, HLAP must be offered whenever a school has fifteen (15) or more LEP students who speak the same home language.

Program Goal The goal of CCHL/BCC/HLAP is to provide a means of maintaining the students’ academic standing in relation to the regular English curriculum while learning English, and to further develop skills in the home language. The languages involved vary, depending on such factors as specific understandings with the Office for Civil Rights, LULAC Consent Decree requirements, and parent(s)/guardian(s) interest. Based on the premise that most skills learned are transferable from one language to another, this program supports, enhances, and accelerates the acquisition of the English language. Objectives The effectiveness of CCHL/BCC/HLAP may be assessed in terms of the number of LEP students participating in the program who meet, in the home language, the same standards expected of English proficient students of comparable age and academic ability when studying in English. For the scope and sequence and specific competencies/objectives to be achieved in each of the curriculum area, refer to the regular CBC for each of the disciplines. Time for Instruction At the elementary level, the actual time for curriculum content instruction in a language other than English is determined by two factors: (1) the total amount of time devoted to any given subject area, and (2) what portion of that total time is provided in English and what portion is provided in the home language. For students classified as ESOL Levels I and II time for instruction for CCHL is a minimum of 45 minutes daily devoted to any given content area

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subject (i.e., social sciences, science, mathematics, and computer literacy). For students classified as ESOL Levels III and IV, the home language should be used only when the need arises. At the secondary level the number of actual class periods of BCC will vary according to the students’ needs, course requirements, and available resources, not to exceed 50% of the instructional time. Organization Models of Organization A primary consideration for organizing instruction in CCHL, BCC, and HLAP is that such instruction is to provide home language support to the instruction conducted in English while the students are LEP. At the elementary level the selection of appropriate organizational models should be based, as a minimum, on the number of students of the same level of language proficiency within the same grade level (or appropriate combination of grade levels), and the qualifications of the available staff.

Sample Organizational Patterns for Elementary Level

Curriculum Content in the Home Language (CCHL) Delivered by Specially Allocated

Teacher Program 6630 Model Students are grouped by level of English proficiency at a given grade level or appropriate combination of grade levels. CCHL is provided by specially allocated teacher.

Delivered by Self-Contained Teacher Program 6601

Model A linguistically qualified self-contained teacher is responsible for instruction both in English and in the home language.

At the secondary level, BCC is to be delivered by teachers certified in their particular field who have been determined to be proficient in the home language through administration of the Native Proficiency Inventory for Teachers. BCC teachers are generated under the basic FEFP program and supported in part by Program 6630. The curriculum areas to be offered will depend on the students’ grade level requirements. Under no circumstances are students from different home language backgrounds or students enrolled in different courses to be grouped for instruction in the same BCC section.

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IMPLEMENTATION MODELS FOR SECONDARY LEVEL

BILINGUAL CURRICULUM CONTENT (BCC)

Certification Program Allocation Curriculum Areas

Subject area certified teachers proficient in the students’ home language.

Generated under the basic FEFP program and supported in part by Program 6630.

Students’ grade level requirements will determine the curriculum areas to be offered.

HOME LANGUAGE ASSISTANCE PROGRAM (HLAP)

Certification Program Allocation Curriculum Areas

Any certified secondary teacher/paraprofessional II proficient in the student’s home language.

Funded by Program 6634 based on per pupil allocation. Funds for full-time or hourly teacher/ paraprofessional II are determined by number of students to be served.

Tutorial services based on LEP student’s academic needs.

Entry/Exit Procedures Program Entry Placement within CCHL/BCC/HLAP is determined by objective evaluation of the students’ proficiency in English. At the elementary level, all students who are classified as ESOL Levels I and II are automatically involved in CCHL as part of a transitional process while they are learning English. At the secondary level, ESOL Level I students are assigned to BCC whenever the course which they are registered for is offered as BCC. Program Exit Exit from CCHL or BCC is determined by the following conditions: (1) when through objective evaluation the student is determined to be ESOL Levels III or above; or (2) upon the recommendation of the LEP Committee. In this case, the students are instructed in English by a regular classroom teacher utilizing ESOL strategies (CCE/ESOL).

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Multilingual Team The Multilingual Team is a group of foreign teachers and paraprofessionals who provide the LEP population with the necessary skills and knowledge in the areas of mathematics, science, and social sciences. Their goal is to help the LEP population acquire the skills that will allow them to be mainstreamed to the regular classes. They help to establish a bridge between the LEP student and teacher as well as among parent(s)/guardian(s), students, and school whenever it is required. At the present time the Multilingual Team serves the following languages at the elementary, middle, and senior high school levels:

1. Arabic 2. Chinese (Mandarin, Cantonese) 3. Japanese 4. Korean 5. Vietnamese 6. Tagalog

7. Urdu 8. Hindi 9. Bengali 10. Turkish 11. Italian 12. German

13. Hebrew 14. French 15. Haitian Creole 16. Portuguese 17. Russian 18. Ukranian

Grading and Promotion The standards and procedures for grading, promotion, placement, and retention, as well as for reporting students’ progress established in the SPP, apply to students of LEP in terms of achievement, which may be demonstrated in their home language, as long as the students remain LEP and participate in ESOL. Kindergarten Mathematics, social sciences, and science. For ESOL Levels I and II students receiving instruction in the home language, a grade of E, S, or N is to be given which reflects progress made in each subject area in the student’s home language. Comment No. 01, “Receiving bilingual instruction in this subject,” is to be entered for each subject taught in the home language. Students who are receiving mathematics, social sciences, and science instruction in English from a regular classroom teacher using ESOL strategies must be given a grade that realistically reflects their achievement in each area, without interference from their lack of English proficiency. For such students comment No. 05, “Receiving instruction in English using ESOL strategies,” is entered. Grades 1-5 Mathematics, social sciences, and science. For ESOL Levels I and II students receiving instruction in the home language, letter grades A-F with appropriate comments, if necessary, are to be given. Grades reflect the student’s progress made in the student’s home language. If the instruction is in the home language, then the assessment must be in the home language. Comment No. 01, “Receiving bilingual instruction in this subject,” is to be entered for each subject taught in the home language. Students who are receiving mathematics, social sciences, and science instruction in English using ESOL strategies from a regular classroom teacher must

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be given a grade that realistically reflects their achievement in each area without interference from their lack of English proficiency. For such students Comment 05, “Receiving instruction in English using ESOL strategies,” is entered. Students in grades 1-5 who are functioning below grade level in mathematics will receive the appropriate letter grade(s) D or F and the “Below Grade Level” bubble will be completed resulting in the: “Working below grade level” comment Level #1 appearing directly beneath the academic grade on the student report card. Grades 6-12 Mathematics, social sciences, science, and computer literacy. LEP students enrolled in basic skills classes are given an appropriate letter grade A-F. Grades are to be given which reflect instruction provided in such a way that the student’s lack of command of the English language does not affect progress. If students are receiving instruction in their home language in a BCC section, Comment No. 01, “Receiving bilingual instruction in this subject,” is then entered. If students are receiving instruction in English using ESOL strategies, Comment No. 05, “Receiving instruction in English using ESOL strategies,” is entered. In grades 6-12, for ESOL Levels I and II students, when instruction in social sciences, science, mathematics and computer literacy is provided primarily in English using ESOL strategies, it may not always be possible to evaluate the student’s progress on the basis of course content mastered. When that occurs, the teacher should not enter a grade, but should enter Comment No. 39, “No grade received because of limitations in evaluating progress.” If appropriate, the same procedure should be followed for the second and third grading period, with the awarding of a letter grade being postponed until the last grading period. Even though grading may be postponed, there must be documentation (e.g., grades, student work folder), on a nine week basis, toward achieving the requirements of the course. This option allows the student to later have a grade entered and receive credit for the course when his/her future performance permits an evaluation. For students entering M-DCPS after the third marking period and who have not met course requirements because of their late arrival, Comment No. 49, “No final grade assigned due to limited time of enrollment,” should be assigned in lieu of the final grade. When this option is used, the student will not receive credit for that course and it will have to be repeated. The attention of the school principal is specifically called to provisions in the guidelines which are included so grades are given “which reflect instruction provided in such a way that the student’s lack of command of the English language does not affect progress.” The existence of these options in no way relieves the school of its responsibility to provide content area instruction in the home language where possible. Principals are to make certain that teachers who are working with students of limited English proficiency fully understand and exercise these options in awarding grades. The LULAC Consent Decree requires documentation of LEP students’ progress toward completion of the district’s SPP, whether such instruction is provided through ESOL strategies or

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through the home language, or some combination thereof. Inherent in this requirement is the assignment of letter grades or other alternative written documents assessing LEP students’ progress or other documentation as may be authorized by the School Board. Students in the ESOL program will be required to meet the same curriculum standards as any other student in subject areas such as social sciences, science, mathematics, and computer literacy. These standards can be met, however, in the student’s home language. Special care is exercised to ensure that a student’s limitation in ability to communicate in English is not a factor in determining grade promotion. All graduating students, including LEP students, are required to pass the corresponding Florida Comprehensive Assessment Test (FCAT). However, the Florida Department of Education has authorized certain accommodations for LEP students which all districts are required to offer e.g., additional time, English to heritage language reference book (see Florida Board of Education Rule 6A-6.09091, Appendix D, page121). Articulation The teacher of elementary CCHL and secondary HLAP and the classroom teacher should meet regularly regarding students’ placement and progress. Articulation needs to occur in different settings and for different purposes. Following are some of the major types of articulation associated with elementary Curriculum Content in the Home Language or secondary Home Language Assistance Program teachers.

Major Participants Involved in Articulation

Primary Purposes of Articulation Activities

Some Indicators of Effective Articulation

CCHL teacher supporting articulation with: C Regular classroom teacher C 6601 ESOL self-contained

teacher C ESOL teacher C Home Language Arts (if

offered by a different teacher)

HLAP teacher supporting articulation with: C Content area teachers C ESOL Language Arts

To consult/discuss student’s progress in different subject areas To reinforce structures and vocabulary needed for effective participation in content areas, (e.g., social sciences, science, or mathematics) To coordinate instruction of Miami-Dade County CBC in the areas of mathematics, social sciences, and science for effective instruction

Evidence of cooperative planning as reflected in lesson plan Evidence of consultation prior to assigning grades when more than one teacher is responsible for instruction

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Staffing Delivery Responsibility At the elementary level, CCHL is provided by: $ Teachers who are specifically allocated under Program 6630, within available resources,

to teach Basic Skills in the Home Language, of which CCHL is a part; and/or $ Program 6601 teachers assigned to teach self-contained classes, who are linguistically

qualified and whose responsibilities include CCHL instruction for students in their classes.

At the Secondary level, BCC is provided by subject area teachers generated under the FEFP program, who are linguistically qualified and who have been assigned to provide bilingual instruction in their area of certification on a full or part-time basis. Secondary BCC is supported in part by Program 6630. The allocation formula for generating teachers under Program 6630 may be found in the current School Allocation Plan, Financial Affairs. Use of Paraprofessionals It is intended that Basic Skills in the Home Language, of which CCHL is a part, be provided by certified teachers only. With respect to LEP students, exceptions are made when certified teachers are not available for program delivery in certain low-incidence languages, (e.g., Mandarin, Cantonese, Urdu, Portuguese). In these languages, the paraprofessionals from the district’s Multilingual Team or HLAP provide home language support services for content area instruction which has been given by the classroom/subject area teacher in English utilizing ESOL strategies. The tutorial services of the district Multilingual Team must be requested from the Division of Bilingual Education and World Languages. Funds for HLAP are allocated based on a per pupil allocation formula. Qualification of Personnel Personnel assigned to CCHL/BCC must be certified teachers with native proficiency in the language(s) in which they teach. The Native Proficiency Inventory for Teachers (FM #5005) is used to determine language proficiency of all BSHL and BCC teachers. Teachers holding certification in the language in which they teach (e.g., Spanish) are exempted. All supplementary personnel assigned to teach in or through the home language will be qualified to provide instruction in social sciences, science, and mathematics both in the home language and in English. Requirements for teachers providing CCHL or BCC are as follows: Elementary Schools Teachers providing CCHL in elementary schools are required to have native proficiency in the language(s) of instruction, Florida certification in elementary education, and meet all training

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requirements. Secondary Schools Teachers providing BCC in secondary schools are required to have native proficiency in the language(s) of instruction, Florida certification in the appropriate subject area at the secondary level, and meet all training requirements. HLAP teachers or paraprofessionals are required to have native proficiency in the language of instruction. Recordkeeping Individual LEP Student Plan It is the responsibility of school-site personnel to complete and update all the pertinent data related to CCHL, BCC, and HLAP in the Individual LEP Student Plan. ELEMENTARY HAITIAN CREOLE FOR HAITIAN CREOLE SPEAKERS (Haitian Creole Language Arts) Program Definition Haitian Creole for Haitian Creole Speakers is a full language arts program which enables students of Haitian Creole language origin to become functionally literate in Haitian Creole by reinforcing and acquiring skills in listening, speaking, viewing, reading, and writing. The program stresses critical and creative thinking and is designed to be relevant to all eligible students. It provides for the needs of students with a wide range of abilities and interests. It is comprehensive, sequential, and spiral, designed to develop functional proficiencies in all language skills. The program is planned to reflect present day Haitian cultural values. Although the development of literacy skills forms a major portion of the program, significant attention is also devoted to growth in the language, in order to extend the language of the home and neighborhood to a level of maximum usefulness in the world of work. Requirement Status Elementary Haitian Creole for Haitian Creole Speakers is voluntary at all levels. LEP Haitian Creole speaking students are automatically placed in the program. Haitian Creole Language Arts instruction represents the Home Language Arts portion of their curriculum and is considered as alternative language arts under the LULAC Consent Decree. Past practice, which left with the parent/guardian the decision of LEP student participation in the Home Language Arts, has been superseded by the LULAC Consent Decree and Florida Board of Education rules, which place such decisions in the hands of the LEP Committee. All elementary schools are required to provide the opportunity for students to participate in the program. School administrators have the responsibility for ensuring that such instruction is

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provided in a manner consistent with district guidelines and supportive of goals established by School Board rule. The responsibility for ensuring internal planning (e.g., scheduling, housing, monitoring) and proper support for program delivery rests with the school’s administration. Program Goals and Objectives The goal of elementary Haitian Creole for Haitian Creole Speakers is to enable participants to become functionally literate in Haitian Creole, to facilitate the participant’s acquisition and reinforcement of skills, abilities, and concepts that are part of the English language arts curriculum, and to aid the participants in developing an awareness of an appreciation for the Haitian culture. The Haitian Creole Language Arts CBC provides the types of objectives and competencies consistent with a first language approach to instruction and supports the basic principles of the Language Arts/Reading Program. All the components of the curriculum are linked. Listening, speaking, viewing, reading, and writing are viewed as interrelated processes. The premises that support the Haitian Creole Language Arts curriculum are as follows:

1. Students are actively involved in the learning and progress is based on demonstrated achievement. Students learn by doing and by talking rather than through passive listening.

2. Cultural diversity, self-pride, better mutual understanding, and mutual respect enhance

literacy development and students’ interest for graduation.

3. Oral language development plays a crucial role in the Haitian Creole Language Arts curriculum. A variety of activities such as informal class discussions, brainstorming sessions, poetry readings, formal speeches, and debates are provided to improve oral communication and comprehension.

4. Reading is an interactive process that involves structured and unstructured experiences

for developing decoding skills, skills of comprehension, and interpretation.

5. Literature enriches the curriculum and adds a touch of multicultural understanding in the classroom atmosphere. It encourages the development of habits for life-long reading. The Haitian Creole Language Arts curriculum provides rich experiences with authentic literature: folkloric, traditional, classic, and modern selections.

6. Writing is a forceful persuader for developing higher thinking skills. The writing process

enables students to create their own topics, learn from their mistakes, correct themselves and ultimately improve their communication with others.

7. Flexible grouping and cooperative learning strategies play an important role in

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developing problem solving and communication skills as well as self and peer assessment techniques.

8. Assessment and instruction are consistently intertwined. Evaluation stimulates students’

progress and assists teachers in making instructional decisions. Assessment involves a variety of techniques, such as, teacher observation, self and peer evaluation, alternate means of assessment, as well as competency-based evaluation.

9. Bilingual, biliterate, and bicultural students are better prepared to function in today’s

competitive job market. In essence, these principles have been integrated into a Haitian Creole Language Arts CBC that is relevant and effective in meeting the multicultural needs of the participating students. Time for Instruction The schedule of instruction for elementary Haitian Creole for Haitian Creole Speakers provides a minimum of 150 minutes weekly. In situations where Haitian Creole Language Arts is provided through a pull-out model, it is necessary to ensure that passing time of students be provided in addition to the actual time for instruction. In situations where the Haitian Creole teacher provides instruction in the students’ regular classroom, it is necessary to plan the teacher’s schedule so as to include time for the teacher to move from one classroom to another. The delivery of the elementary Haitian Creole for Haitian Creole Speakers Program is based on a sound and effective program delivery design. By having longer periods more time is devoted to teaching and less to passing and organizational activities. It is strongly recommended that schools block schedule the delivery of Haitian Creole programs using one of the following models: a) fifty (50) minutes, three times a week; and b) sixty (60) minutes, two times a week, with an additional thirty (30) minutes a third day. These models also assist in reducing the fragmentation of the school day. Organization To the extent feasible within the constraints imposed by scheduling and availability of personnel, students participating in elementary Haitian Creole for Haitian Creole Speakers should be grouped according to their achievement of grade level competencies. Entry/Exit Procedures Initial placement within the elementary Haitian Creole for Haitian Creole Speakers Program is automatic for all Haitian Creole LEP students. parent(s)/guardian(s) wishing to withdraw their

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child from the program may request a LEP Committee meeting. The approval of the LEP Committee is required prior to withdrawal from the Haitian Creole Language Arts Program (see requirement status on page 44). Once the student becomes independent in English (ESOL Level V) he/she exits the Haitian Creole Language Arts Program. Grading Guidelines for grading and student progress reports in Haitian Creole for Haitian Creole Speakers are primarily the responsibility of the individual school’s professional staff, with the final decision being the responsibility of the principal in accordance with the general promotion and placement guidelines set forth in the Student Progression Plan. Haitian Creole Language Arts is graded as Home Language Arts in the report card. Kindergarten A grade of E, S, or N is to be given which reflects the student’s progress in oral communication, pre-reading, reading, and writing skills developed in the home language. Grades 1-5/6 Letter grades A-F are to be given which reflect the student’s progress in oral communication, reading, and writing skills developed in the home language. LEP students in grades 1-5 who are functioning below grade level in Home Language Arts, i.e., Spanish-S or Haitian Creole Language Arts, will receive the appropriate letter grade(s). For such students, the teacher must bubble #1 in the column marked LEVEL, which result in the notation “Below Grade Level” appearing directly beneath the academic grade on the student report card. Articulation There is close articulation between the curriculum of the elementary Haitian Creole for Haitian Creole Speakers program and the secondary Haitian Creole for Haitian Creole Speakers program. LEP students should be strongly encouraged to continue their studies of Haitian Creole at the secondary level.

It is the responsibility of each Region Center administration to ensure that articulation procedures are established and maintained within each feeder pattern so that relevant information on projected enrollments and student achievement is transmitted to the receiving school(s).

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Staffing Program Delivery Responsibility Delivery of elementary Haitian Creole for Haitian Creole Speakers is primarily the responsibility of certified teachers allocated under Program 6601 or 6630. The allocation formula for generating teachers under these programs may be found in the current School Allocation Plan, Financial Affairs. Use of Paraprofessionals It is intended that the program of elementary Haitian Creole for Haitian Creole Speakers be provided by certified teachers only. The use of paraprofessionals in this program is not authorized. Qualification of Personnel Personnel assigned to elementary Haitian Creole for Haitian Creole Speakers must be State-certified, have proficiency in Haitian Creole, and meet all training requirements. Recordkeeping Individual Student Plan It is the responsibility of the school site personnel to complete and update the appropriate data related to CCHL/BCC in the Individual LEP Student Plan. ESOL SELF-CONTAINED CLASSES At the elementary level, basic ESOL instruction is delivered through various staffing patterns, such as: (1) a pull-out model in which LEP students leave their regular classroom to receive special instruction from a specially allocated and trained ESOL teacher; (2) a self-contained model in which a specially-trained classroom teacher provides all the basic instruction the LEP student receives in English; and (3) an inclusion model in which an ESOL endorsed classroom teacher, and/or especially allocated ESOL-endorsed teacher provides ESOL/Language Arts/Reading instruction in the students’ regular classroom. Purpose and Nature of Self-Containing The plan for organizing ESOL self-contained classes (Program 6601) provides guidelines for the grouping of limited English proficient students, ESOL levels I and II, in kindergarten through grade 5 or grade 6, depending on the highest grade level in the school. The plan focuses on improvement of the physical conditions in which instruction occurs, on grouping students with

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similar instructional needs, on reduction of the fragmentation of curriculum, and on training needs.

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Potential for Maximum Impact Through Self-Containing Potential for maximum impact in addressing ESOL instruction and instruction in and through the home language in many schools is at the kindergarten and first grade levels, which have the highest concentrations of LEP students. However, in some schools there are also significant numbers of LEP students at other grade levels who are classified as ESOL Levels I and II, and whose program delivery will be enhanced under a self-containing model. When LEP students in grades K-5/6 are grouped into classes based on ESOL level, as administratively feasible, the actual classroom of the students should be used for delivering the ESOL program, Home Language Arts, and CCHL, thus reducing the pressure for additional space otherwise required under a “pull-out” model. Advantages of the Self-Contained Instructional Model

C Increases the opportunities for LEP students to use their home language as a tool for learning, by increasing time devoted to such instruction.

C Reduces the fragmentation of instruction in ESOL by assigning the responsibility of

the delivery of the complete ESOL program to one teacher – the classroom teacher – for those students in the self-contained models.

C Reduces the fragmentation of instruction in and through the home language, especially

in the area of Curriculum Content in the Home Language.

C Reduces the instructional time lost through passing, by reducing the number of times the students move between teachers.

C Reduces the fragmentation of the over-all elementary curriculum for LEP students, by

extensive self-containing of students classified as ESOL Levels I and II. The use of special classes grouped by ESOL level allows for a more comprehensive ESOL program and extended opportunity for ESOL strategies to be used in the delivery of content area instruction in English. In addition, when teachers of self-contained classes are fluent in the home language of the students as well as in English, increased opportunities for providing instruction in the home language, especially in the content areas are facilitated. Within the self-contained class, the delivery of the ESOL program is the responsibility of the classroom teacher. In those classes where the teacher is fluent in the home language of the students, CCHL is also the responsibility of the classroom teacher. In the self-contained classes where the teacher is not fluent in the home language of the students, the delivery of content area instruction ( mathematics, social sciences, science, and compute literacy) is the joint responsibility of the classroom teacher in English and of the specially

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allocated Basic Skills in the Home Language teacher in the native language. The specially allocated teacher, Program 6630, will also be responsible for the Home Language Arts program (i.e., Spanish-S, Haitian Creole Language Arts). One factor that will condition the type of program delivery in the self-contained classes is the number of LEP students of different home language backgrounds. Allocation/Staffing Different formulas are used in allocating special teachers for LEP students at the elementary level. For teacher-pupil ratio under each formula, see current School Allocation Plan, Financial Affairs. For students who receive their ESOL instruction in an authorized self-contained classroom model, one teacher is allocated for each class of such students. For each teacher allocated under Program 6601, corresponding FTE’s are deducted from the school’s basic allocation. Under Program 6630, supplementary teachers are allocated for participating LEP students, ESOL Levels I-IV, including students in the self-contained classroom models and in the authorized pull-out delivery model. FTE Reporting of ESOL Services In reporting of LEP students for FTE purposes, it is most critical that all ESOL services be reported, regardless of who delivers the ESOL program. Failure to report such students properly may result in a significant loss of funds to M-DCPS, inasmuch as the “weighted funding” cannot be applied if the students are not so reported. Flexibility in Class Size The class size in ESOL self-contained classes should be consistent with average size in other classes at the same grade level. Actual class size will vary according to the nature of the total K-5/6 membership. The intent of this plan is not to superimpose new restrictions on class size, nor is it to require additional space. On the contrary, the intent of this plan is to fit the delivery of the ESOL program and Basic Skills in the Home Language into class size patterns in the individual school, and to utilize existing classroom space for improved program delivery. For current allocation formulas, refer to the School Allocation Plan, Financial Affairs. Time for Instruction 120 minutes daily of ESOL 150 minutes weekly of Home Language Arts (i.e., Spanish-S, Haitian Creole Language Arts) 45 minutes daily of CCHL (remaining time for science, social sciences, mathematics, and

computer literacy taught in English using ESOL techniques)

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Organization Under this plan, the school with enough LEP students in grades K-5/6 to form classes of ESOL Levels I-II students at the same grade level, or at two contiguous grade levels, group such students into homogeneous classes, organizing as many such classes as feasible with the number of ESOL K-5/6 students in membership. Combinations of grades K-1 and 1-2 are not recommended because of the maturity level of the students and the different dismissal times. In addition, contiguous grade level combinations may be further avoided by including in the self-contained classes some students who are marginally Level III. ESOL students in grades K-5/6 not in self-contained classes receive their ESOL instruction on a pull out or inclusion model and their home language instruction on a pull-out basis.

Recommended Models for Self-Contained Settings

Alternative Model A Self-contained class with a bilingual teacher

First Semester Second Semester

Alternative Model B Self-contained class with a monolingual English-speaking teacher.

ESOL/Language Arts and Content Area Instruction in English 60%



Instruction in and through the Home Language (Including Home Language Arts)

40%

Instruction in and through the Home Language

(Including Home Language Arts)

30%

Instruction in and through the Home Language

(Including Home Language Arts)

30%

Art, Music, Physical Education Art, Music, Physical Education

The difference between the two models lies in the distribution of the teacher’s time in the home language throughout the year. In Model A, the bilingual classroom teacher gradually reduces the amount of time he/she uses the home language. In Model B, the specially allocated teacher’s time remains constant throughout the year, and transition for the students is determined by the

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length of time they participate in instruction in and through the home language. The need for maintaining a common time allocation for the special teacher in Model B stems from scheduling requirements. Art, music, and physical education are scheduled throughout the day, depending on the individual school’s needs and scheduling and personnel constraints. Use of the Monolingual English Speaking Teacher During Instruction in and Through the Home Language The delivery of the program in the ESOL self-contained class is facilitated when the teacher is bilingual. In situations where the self-contained teacher is monolingual, the monolingual English- speaking ESOL self-contained teacher is not relieved of instructional duties during the time scheduled for instruction in and through the home language. The school administration is responsible for providing an alternative assignment for the monolingual teacher during this time. Following are some alternatives: Alternative 1 A monolingual English-speaking teacher team-teaches with a bilingual teacher. The monolingual English-speaking teacher provides all the ESOL instruction (oral language development, reading, and writing) to the two groups. The bilingual teacher is responsible for all the instruction in and through the home language (Home Language Arts and Curriculum Content in the Home Language). Both teachers teach the remaining subject areas to their respective groups.

Advantages 1) students receive a non-fragmented program; 2) a cost-effective use of personnel; 3) a non-interrupted home language program; and 4) LEP students have two different English models, one of them a

native speaker of English. Disadvantages 1) school must have the same number of bilingual teachers as

monolingual English-speaking teachers in self-contained classes. Alternative 2 Dual language instruction during the time scheduled for instruction in and through the home language. The specially allocated home language teacher introduces concepts in the home language and then students are grouped for more individualized instruction. Some of the students receive further instruction in the home language while other students receive follow-up instruction in English from the monolingual classroom teacher.

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Advantages 1) a non-fragmented program, improved pupil/teacher ratio for part of

the time; 2) good articulation with the English curriculum;

3) quality of time is improved because more individualized instruction can be provided.

Disadvantages 1) the time spent in the home language is shortened for some of the

students on some days; and 2) this alternative does not address the required portion of time

devoted to Home Language Arts.

Alternative 3 Schedule instruction in and through the home language for two self-contained classes of the same grade level. Pull one-half of each class to receive instruction in and through the home language while the two monolingual English-speaking teachers provide ESOL/Language Arts (oral language development, reading, and writing) to the other half. Exchange the students and repeat the same procedure with the remaining half.

Advantages 1) low pupil/teacher ratio during ESOL; and 2) cost-effective use of personnel. Disadvantages 1) difficult to schedule, school needs to have two self-contained

classes at same grade 2) using the specially allocated teacher(s) in this form may cut down

in the time available to provide services to students in pull-out situation; and

3) need to have a room to service a full class during the home language portion.

Alternative 4 During the time the specially allocated teacher is scheduled to go into the class for instruction in and through the home language, the monolingual English-speaking teacher goes to another self-contained class to assist in instruction in English.

Advantages 1) lower pupil/teacher ratio of the other self-contained class; and 2) ability to offer individualized remedial instruction to small group

of students. Disadvantages 1) monolingual English-speaking teachers see it as an imposition of

busy work, since they will be working with students who are not their direct responsibility; and

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Alternative 5 Place computers purchased for Bilingual Education and World Languages in a separate room. Schedule monolingual English-speaking teachers of self-contained classes during the time home language teacher is assigned to their class to monitor computer-assisted ESOL instruction for LEP students from other classes.

Advantages 1) use of computers to improve/support ESOL instruction; and 2) cost effective use of personnel. Disadvantages 1) the need to have an extra room/space for the computers; 2) difficult to schedule; and 3) lack of commitment from the teachers because they will be

supervising students for whom they do not feel directly responsible.

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PROJECT NEW BEGINNING Program Definition Project New Beginning is designed to address the needs of a selected group of newly-arrived students entering M-DCPS who are LEP and with limited or no prior school experience. The students in question have a dual problem: lack of English proficiency and lack of literacy and academic skills in their home language. Requirement Status Students selected to participate in Project New Beginning must meet the following criteria: a. The student’s chronological age corresponds to grade six and above :

Age(s) School Level Grades

11 - 13 Middle School 6 - 8

14 and up Senior High School 9 - 12 b. The student is limited English proficient (LEP) - ESOL Level I. c. The student has had limited or no prior school experience. d. The student’s native language literacy skills are below grade level, in accordance with the

following criteria: Middle – below third grade level Senior – below fifth grade level

e. The student arrived in the United States within the last year. Entry/Exit Procedures Students are identified by (1) teacher’s recommendation, (2) pre-screening survey to determine eligibility, and (3) classroom performance. Once a student has been identified as meeting the identification criteria, a formal assessment is done. Such formal assessment includes use of the following instruments: C Miami-Dade County Oral Language Proficiency Scale -Revised (M-DCOLPS-R), Interview

with Guidelines; C Minimum Student Performance Standards/Sample Assessment items in reading and

mathematics, revised Spanish/Haitian Creole versions (3rd grade for Middle, 5th grade for Senior); and

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C Writing Sample. Program participation is on a voluntary basis. Placement of a student in Project New Beginning requires the written approval of the student’s parent(s)/guardian(s), and appropriate Region Center and district administrators. Once placement is approved, a copy of this form must be placed in the LEP student folder. Placement in Project New Beginning is recommended for one (1) school year with a maximum of two (2) years in very special cases and with prior district approval. In addition, the following procedures must be adhered to: C A LEP Committee meeting must be held to inform parent(s)/guardian(s) that student will be

assigned to Level I courses and that student will be required to be in school (middle school or high school) for an extra year.

C Project New Beginning Program students will be promoted only when they can demonstrate

mastery of current grade level standards and the completion of requirements according to the Student Progression Plan.

C Parent(s)/guardian(s) must be given written notification of academic program and retention.

Signed copy of notification is to be kept in ESOL Program Records Folder. C Concrete proof (tests and classwork) must be presented to show that student has met the

requirements and can be promoted to a higher-grade level. C The LEP plan should reflect in writing the student’s need for each Level I course (i.e., teacher

recommendation, limited or no prior school experience, Minimum Student Performance Sample Items Scores) and each Level I course assigned.

C Each Level I course must be approved in the LEP plan in writing by the principal, guidance

counselor, and parent(s)/guardian(s) if student is under 18 years of age. C Written assessment documentation should be placed in the student’s cumulative folder. Program Goals The goals of the Project New Beginning Program are: (1) to develop social and academic skills; (2) to develop the necessary literacy skills to enable students to fully profit from the regular ESOL and BCC type courses; (3) to impact the high failure and dropout rate among students meeting the criteria and to enable them to meet grade promotion and graduation standards; (4) to limit the number of inappropriate referrals for multidisciplinary evaluations and placement into ESE programs; (5) to develop a more positive self-image; and (6) to increase biliteracy skills. The students identified as meeting the criteria for placement into the special program are grouped in homogeneous self-contained classes. The content of the courses and the methodology used have a continuous progress orientation in order to provide students an individualized program to

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meet their needs. Staff selected to teach the Project New Beginning Program receives special training in order to meet the specific needs of these students. Time for Instruction It is recommended that students be scheduled as follows: Grades 6-8

Periods Course Title and Number Course Number 1 M/J Developmental Language Arts I Through ESOL 100200002 1 M/J Language Arts Through ESOL (ESOL I) 1002180L1

1 M/J World Geography (BCC) 2103010

2 M/J Mathematics I (BCC) 1205010 Double Block 1 M/J Comprehensive Science I (BCC) 2002040

Grades 9-12 Periods Course Title and Number Course

Number Type of Credit Generated

1 ESOL I Through ESOL 100230002 Credit

1 Developmental Language Arts

Through ESOL (ESOL I) 1002380L1 Elective

1 World History (BCC) 210931001 Social Sciences

1 *Explorations in Mathematics 1 (BCC) 120550002 Elective

1 Consumer Mathematics (BCC) 120537002 Elective

1 General Science (BCC)

200231002 Science

* Level I Course – Explorations in Mathematics I/II are considered Level I courses by the Florida Department of Education. Level I courses may be taken for credit towards a standard diploma only as electives.

Organization Project New Beginning students are provided equal access to extracurricular activities and/or special programs/activities. Students, 16 years or older, are offered an optional 7th period funded under Adult Education. An integral part of the Project New Beginning Program is intensive counseling services, with emphasis on acculturation skills.

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Since the 1993 - 94 school year, Project New Beginning has been offered in two ways: C In-school Model. A school with sufficient number of students who meet the criteria may

implement the program for its students. C Academy Model: Eligible students are identified and transported to a centrally-located

existing middle/senior high school within the Region Center and/or geographical area. The district provides transportation (whenever feasible) for students approved for participation in the academy model. Schools selected for the academy model will have to meet the following criteria:

A. Classroom space availability to house at least one Project New Beginning classroom; and B. Experience in implementing ESOL and BCC. Staffing Staff selected to teach the Project New Beginning Program must be certified in appropriate area and receive special training in order to meet the specific needs of these students. There will be no additional instructional personnel costs. Project New Beginning is implemented within authorized funding formulas for ESOL, BCC, basic/alternative education FTE, and student services. EXCEPTIONAL STUDENT EDUCATION (ESE) The pre-referral, referral, evaluation, and placement procedures set forth in this section, as well as in the Special Programs and Procedures for Exceptional Students document and the District LEP Plan, are followed for LEP students in order to provide them with equal access to exceptional student education programs. Eligibility Determination of LEP students for ESE Programs Determining eligibility is the process whereby professionals review student data to determine whether or not the student meets the criteria for eligibility for an ESE program. The IEP Team which is comprised of a minimum of three professionals reviews the linguistic and cultural factors related to the problems stated in the referral, including information previously discussed at the LEP Committee/School Support Team, to determine if the student is eligible for a program for exceptional students. The student’s current ESOL level, Florida Comprehensive Assessment Test (FCAT) Scores, participation in the general education program for LEP students and as appropriate the Language Dominance/Proficiency Assessment Report are reviewed to determine the need for continued participation in a program for LEP students. The parent(s)/guardian(s) are notified of any IEP meeting for a LEP exceptional student. All notifications, consent for placements, and other pertinent documents have been translated to Spanish and Haitian Creole. In addition, a qualified interpreter is provided for an IEP Team

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meetings at the principal’s request for parents/guardians who cannot speak and/or understand English, unless it is clearly not feasible to do so. The IEP addresses the student’s special program(s) and service(s), exceptionality, present levels of performance, English language proficiency level, and specific educational needs. LEP exceptional students are provided with understandable instruction (e.g., ESOL, Home Language Arts, Curriculum Content in English using ESOL strategies, Curriculum Content in the Home Language or Bilingual Curriculum Content) through the general education program, through the ESE program, or a combination of both programs, as indicated in Section V of the IEP (Programs for LEP Exceptional Students). Initial Identification and Language Placement Procedures The appropriate type of assessment for LEP classification, including participation in the district wide standardized achievement test, is determined after a review of the LEP exceptional student’s IEP. Selection of the appropriate ESOL placement test is based on the exceptional student’s social/ academic language functioning as indicated on the Continuum of ESOL Placement Tests for Exceptional Students (FM 4762). Prekindergarten – Exceptional Students The basic instrument for assessing English listening and/or speaking skills of exceptional students in Prekindergarten Programs for Children With Disabilities are the Home Language Survey and Home Language Screening Questionnaire (HLSQ), Miami-Dade County Oral Language Proficiency Scale-Revised (M-DCOLPS-R) Interview with Guidelines –PreK Edition (M-DCOLPS-R-PreK) or the Relative Language Dominance Assessments B, C, or D. The HLSQ is administered to all potential prekindergarten LEP exceptional students. A potential prekindergarten LEP exceptional student is identified when there is an affirmative response to any question on the Home Language Survey. The HLSQ provides information on the language most frequently used in the home, models of communication among family members and any problems the student may have in communicating in that language at home. The HLSQ augments the information on the level of language proficiency provided by the M-DCOLPS-R PreK and/or RLDA-B, C, or D. In prekindergarten, three-year-old exceptional students are identified as LEP based on the Home Language Survey and the HLSQ. Four-year-old children are identified as LEP based on one of the ESOL placement tests on the Continuum of English for English for Speakers of Other Languages (ESOL) Placement Tests for Exceptional Students. LEP students placed into an ESE program follow entry and exit procedures for LEP students, with the exception that LEP exceptional students must be tested on an annual basis within thirty (30) days before their annual IEP review.

K-12 Exceptional Students

ESE students in grades K-12 are identified as LEP based on the administration of a test from the Continuum of ESOL Placement Tests for Exceptional Students. During the Annual IEP Review an assessment from the Continuum of ESOL Placement Test for Exceptional Students is

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administered to determine student’s current ESOL Level. A LEP exceptional student may be assessed for English language proficiency based on additional information and upon the request of an ESOL/ESE teacher, counselor, administrator, or parent/guardian. The IEP Team reviews other assessment information to determine that the student should be exited from LEP exceptional program if the team estimates that another instructional program or combination of programs better meets the needs of the student. The LEP exceptional student must obtain an ESOL Level V on the M-DCOLPS-R, Modified M-DCOLPS-R and/or RLDA-B, C or D to exit the student from ESOL. The documentation of the assessment used and the justification for such action is retained in the student’s IEP. Assessment of Language Proficiency/Dominance for Deaf and Hard of Hearing Students

Deaf and Hard of Hearing LEP students are identified as LEP through the use of the Relative Language Dominance Checklist for the Deaf and Hard of Hearing and the Language Proficiency Scale for the Deaf and Hard of Hearing. The assessment is conducted by the Bilingual/ESOL ESE Itinerant Teacher for Deaf or Hard of Hearing with the assistance of a trained interpreter/translator, unless it is clearly not feasible to do so. A copy of the M-DCOLPS-R, Modified-M-DCOLPS-R or RLDA-Assessments B, C, or D for the LEP exceptional student is maintained in the current IEP or in the student’s LEP folder. The student’s English proficiency (listening, speaking, reading, writing) is monitored through the annual review of the IEP. Assignment to Programs Providing Understandable Instruction and Services When assigning a LEP student into an ESE classroom, all of the student’s instructional and linguistic needs are considered. The IEP Team includes the need for the delivery of understandable instruction when determining the location or classroom in which the student’s ESE program is delivered or the accommodation/modifications that are needed in the student’s assigned class. The ESE teacher uses ESOL techniques and home language strategies as indicated on the IEP to ensure that the LEP student receives understandable instruction. For ESOL Levels I and II students, the preferred option is a class where the teacher can provide home language strategies. Models of Organization for Program Delivery

LEP exceptional students have access to the general education program for LEP students. The IEP indicates the type and location of services being provided in the general education program and/or in the ESE program, if applicable. If the exceptional student (i.e., speech impaired) is provided instruction in the General Education program for LEP students, the regular ESOL teacher develops the Individual LEP Student Plan indicating the instructional services received in the general education program for LEP students. It should be noted that if a LEP exceptional student is assigned to a regular language arts teacher he/she will need to be ESOL endorsed. The ESE teacher participates in any LEP Committee meetings related to the LEP exceptional student.

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LEP exceptional students may be resourced into an ESE program for the following subject areas: Language Arts and/or basic subject areas (science, social sciences, mathematics, and computer literacy) as indicated on the IEP.

LEP exceptional students in grades PreK-12 self-contained classrooms for specific and varying exceptionalities (e.g., specific learning disabilities, educable mentally handicapped, trainable mentally handicapped) may be resourced and/or placed into a mainstream prekindergarten program or may be resourced and/or placed into the general education program for LEP students as indicated on the IEP. The curriculum includes the provision of ESOL instruction and home language strategies, as appropriate. For LEP exceptional students enrolled in programs for the Deaf/Hard of Hearing, Bilingual Itinerant ESOL/ESE Teachers are available to provide those students with understandable instruction as indicated on the IEP. The Bilingual Itinerant ESOL/ESE teachers also provide consultative services to the ESE and regular classroom teachers, as needed. ESE teachers of LEP students must meet the LULAC Consent Decree through training provided through Teacher Education Center, the Bilingual ESOL/ESE Program, and/or the Division of Bilingual Education and World Languages. Procedures for Resolution of Inconsistent Assessment Data – ESE in Grades PK-12 Exceptional students in grades K-3 who have achieved an ESOL Level V on the M-DCOLPS-R may be exited from the ESOL program. Exceptional students in grades 4-12 who achieve an ESOL Level V on the M-DCOLPS-R or the Modified M-DCOLPS-R and achieve a 51% on the Reading Comprehension of the FCAT-NRT or obtains 33% or above on the Reading Comprehension and Language Mechanics subparts of the MAT (current edition) may be exited from the ESOL program at the IEP meeting. In grades 4-12 an exceptional student who obtains ESOL Level V on the M-DCOLPS-R/Modified M-DCOLPS-R, but does not achieve the percentile scores previously indicated, the IEP team may determine the exceptional student to be LEP or not to be LEP after reviewing information of at least two of the following criteria. • Extent and nature of prior educational and social experiences; $ Student interview; • Written recommendation and observation by current and previous instructional and

supportive services staff; • Level of mastery of basic competencies or skills in English and/or home language

according to appropriate local, state, and national criteria-referenced standards; • Grades from the current or previous years; and/or

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• Test results other than those from the assessment of listening/speaking and

reading/writing. Note: Exceptional students who obtain an ESOL Level V and are exempt (as documented on the IEP) from the district-wide administration of the standardized achievement test (i.e., FCAT) are exited at the IEP meeting (e.g., annual review) without scores from the MAT (current edition). An interim review of the IEP must be convened if the exceptional student is to be exited prior to the annual review of the IEP. Post Program Review/Monitoring Monitoring of post-program progress of exceptional students who have been exited from the program for LEP exceptional students is conducted at the school following the same guidelines as the general education students. Any consistent pattern of continuing behavioral or academic difficulties should result in the convening of an IEP Committee. The IEP and/or Individual LEP Student Plan is documented to reflect that the student has been exited and is being monitored. The Post Program Review of LEP exceptional students who were exited prior to placement in an ESE Program must be documented on the Individual LEP Student Plan only. The Post Program Review of LEP exceptional students who were exited while the student was in the ESE Program must be documented on the IEP. Procedures to Monitor Programs for LEP Exceptional Students The Office of Exceptional Student Education and Student/Career Services conducts compliance monitoring at selected schools on a yearly basis. The compliance process for exceptional students whose home language is other than English is conducted by reviewing the exceptional student’s Cumulative Record Folder and conducting classroom observations. The compliance review reports are submitted to the district, Region Center, and school principal to follow up with school level personnel. Data is collected periodically on the number of LEP students by ESE category in an effort to monitor the representation of LEP students in ESE programs. Procedures to Coordinate and Monitor Collection of and Accuracy of Student Database Related to LEP Exceptional Students Staff from the Office of Exceptional Student Education and Student/Career Services coordinate the collection of the student database related to LEP exceptional students with the Information Technology Services. The database is used to monitor the LEP exceptional students’ participation in the ESOL and Basic Skills in the Home Language Program. LEP exceptional students who receive ESOL instruction in the elementary ESE classroom, from the ESE teacher, will have the teacher’s employee number entered online at the school level. At the secondary level schools receive a Limited English Proficient Error Report: Exceptional

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Students, which indicates that the student has an ESOL level and no course(s). The school updates the report by sending a memorandum to Attendance Services identifying the employee number of the ESE teacher(s) providing the services and the student needing the instruction. The report is forwarded to Attendance Services where the information is entered online. The LEP Services (N) field changes to LEP Services (Y) which reflects that ESOL instruction is being provided in the ESE classroom. Procedures for Parental Involvement In addition to providing the Procedural safeguards and ESE forms in English and Spanish, the District Level Exceptional Student Education Advisory Committee, which has been in existence in Miami-Dade since 1979, encourages parent(s)/guardian(s) from language origins other than English to participate in the panel. The Individual with Disabilities Education Act (IDEA) ensures that parent(s)/guardian(s) have Procedural Safeguards for Exceptional Students. These safeguards include the right to notice, the right to give consent, the right to review records, and the right to due process. These procedural safeguards which are adhered to by Miami-Dade County Public Schools apply to parent(s)/guardian(s) of LEP exceptional students and are provided in the parent’s/guardian’s native language, unless it is clearly not feasible to do so. The Office of ESE Student Career Services and Bilingual/ESOL ESE Program collaborated with community agencies and the Florida Diagnostic and Learning Resource System South to provide parent(s)/guardian(s) of LEP students with information and training on issues impacting their children.

Documents

Bulletin part 1 of 3rev - Bilingual Education and World ...bilingual.dadeschools.net/BEWL/pdf/Bulletin_pt1.pdf · (Formerly known as Bulletin 1-C) 2 ... Assignment of LEP Students