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Multilingual Student Educational ServicesSeptember 29 and October 1, 2015
Chaneiqua Williams
ELL Compliance Forms
Technical Assistance for
Compliance Teachers
District Wide CCT Meeting/Training
ELL Compliance
Forms
Learning Goals: Participants will understand the different steps and procedures required when using ELL Compliance Forms, and how their implementation can support the process of saving all valid ELL documentation into an ELL Portfolio(yellow folder) for 100% compliance.
Learning Scale
4 I am very skilled with utilizing the different steps and procedures that are required when using ELL Compliance Forms, and I understand that their implementation can support the process of saving all valid documentation into an ELL yellow folder for 100% compliance.
3 I understand the different steps and procedures that are required when using ELL Compliance Forms, and how their implementation can support the process of saving all valid ELL documentation to support my school with being in compliance.
2 I have some understanding of the different steps required when using ELL Compliance Forms, and their implementation. I am working towards supporting my school for 100% compliance.
1 With help, I have limited skills in understanding the different steps and procedures required when using ELL Compliance forms and their implantation.
INITIAL PLACEMENT
http://www.google.com/url?url=http://destineevisaworld.com/services/placement-services/&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBkQwW4wAmoVChMI0Ln5vfePyAIVAYQNCh0CCABE&usg=AFQjCNECmzOh0-RFVRY7gpVpa72wvHvlQQhttp://www.google.com/url?url=http://destineevisaworld.com/services/placement-services/&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CBkQwW4wAmoVChMI0Ln5vfePyAIVAYQNCh0CCABE&usg=AFQjCNECmzOh0-RFVRY7gpVpa72wvHvlQQ
INITIAL PLACEMENT
• Copy of Original Home Language Survey
• Parent Rights Letter
• Programmatic Assessment Checklist
• Model Option {after student has been tested and only if student qualifies}
• Parental Notice of English Language Learner Committee Meeting
• ELL Committee Notes
• English Language Learner Committee Referral
• Identification/Exit Elements Grades PK-12
• Notification of Eligibility/Annual Placement form
• Ell Portfolio Cover
• Parental Notice of English Language Learner Committee Meeting {only for YNN}
• ELL Committee Notes {only for YNN}
• English Language Learner Committee Referral {only for YNN}
Only for YNN
Scenario for Initial Placement for YNN
• The team is meeting to discuss and review data in order to decide if ________________needs to be placed in the ESOL program. Based on IPT test results(_________), this student qualifies to be placed in the ESOL program. After reviewing and analyzing classroom data, teacher’s and parent’s input the ELL committee has decided to place/not place _____________ in the ESOL program.
• ____Student does not need an Academic Needs Identification plan at this time.• ____An Academic Needs Identification plan is initiated a this time to address academic difficulties.• Explain/Additional Comments:
Registration Page 3
http://animation.dinamobomb.net/http://animation.dinamobomb.net/
PARENT’S RIGHTS
For any new student to OCPS who answered affirmative to any of the
HLS questions.
Programmatic Assessment
Questionnaire
Multilingual Student Education Services English for Speakers of Other Languages (ESOL)
PROGRAMMATIC ASSESSMENT CHECKLIST
The Consent Decree requires that a programmatic assessment be conducted for any student who answered “Yes” on the Home Language Survey (HLS) to ensure appropriate academic placement. Please document all steps taken to determine the academic level of the student registering regardless of student’s English proficiency. The personnel in charge of registration and/or scheduling must complete this form.
Student coming from:
In county School Name::
Out of county:
School Name::
Name of County:
Out of state:
School Name::
Name of State:
Out of Country:
School Name::
Name of Country:
ESOL Placement as determined by the Home Language Survey:
NEW STUDENTS TO COUNTY LY Temporary placement in ESOL classes (affirmative answer to question(s) 2 and/or 3 or any combination) LP Non-ESOL placement (affirmative answer to question 1 only)
IN COUNTY STUDENT
LP Non-ESOL placement LF (attach LEP Page) LZ (attach LEP Page) TN (attach LEP Page) LY (attach LEP Page and ELL schedule)
Academic Placement as determined by the following: Age appropriateness (K-1 only) Interviewed parents to help determine academic placement (gifted, ESE, Special Programs). Interviewed student to help determine appropriate academic content classes and grade level.
Notes:
School Personnel Signature Title Date White: ESOL Portfolio Yellow: Registrar An Equal Opportunity Agency (Rev. 5/2015)
Student Name: Student ID#:
Teacher: Grade:
School:
Date Entered US School:
Original Entry Date:
Every time that a student is registered at an OCPS school and there are affirmative answers in
the HLS, a Programmatic Assessment Checklist must be completed (including transfers
from an OCPS school).
MODEL OPTIONS
Provide this form AFTERstudent has been tested and only if the student qualifies for ESOL services. If student qualifies for One-Way Bilingual Education, contact the center and contact the parent to discuss this option.Send a copy of this form home and keep the original to file. When/if parent returns the form file it with the original.
PARENTAL NOTICE of ELL COMMITTEE MEETING
INVITATION
ONLY FOR YNN
In some cases you may need to meet with the parent to discuss final placement decisions: •ELL/ESE students •Student coming from another state whose DEUSS date reflects three or more years in a US school•Students with YNN•Any parent’s concern
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
PARENTAL NOTICE OF ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE MEETING
To the parent(s)/guardian(s) of
We would like to discuss the educational needs of your child and invite you to attend a meeting at
scheduled for
at
May be by phone conference
(school) (date) (time)
The purpose of this meeting is to:
Discuss the ELL status of your child and develop a student ELL plan (if appropriate).
Review your child’s ELL plan.
Discuss the parental request.
Develop/review/close an Academic Needs Improvement Plan (ANI).
Discuss academic progress/concerns.
Other:
We look forward to having you participate in this meeting. We hope the date and time are convenient for you.
CCT/ESOL Contact Date
PLEASE CHECK THE APPROPRIATE RESPONSES AND RETURN COPY TO SCHOOL AT YOUR EARLIEST CONVENIENCE.
Yes, I will attend at the scheduled time.
No, I cannot attend but I understand the meeting will take place.
No, I cannot attend at this time. Contact me at ________________________
Home Phone Number or ________________________ to reschedule.** Work Phone Number
Phone Conference preferred. Contact me at ________________________ I will need the services of an interpreter: Spanish Creole Other: ___________________________________ ____________________________________________ ______________________________________ Parent Signature Date
White: ESOL Portfolio Yellow: Parent An Equal Opportunity Agency (Rev. 5/2015)
ELL COMMITTEE MEETING NOTESONLY FOR YNN
MULTILINGUAL STUDENT EDUCATION SERVICES
ELL COMMITTEE MEETING NOTES
This form is valid only for current academic year.
Purpose: ______________________________________________________________________________
Action Plan (Interventions and Strategies):
__ Preferential Seating Computer Program: (specify)
Repeat and simplify Instructions Reading Intervention Program: (specify)
Small Group Instruction Cooperative Learning
Use native language dictionaries Peer tutor
Bilingual Paraprofessional assistance Other:
Has the student been identified as Tier 1______ Tier 2______ Tier 3______ in the MTSS process?
Attach student academic data (report card, assessment scores, MTSS documentation, and work samples).
ELL Committee Members Present Name (MUST initial each page):
Parent or guardian ESOL Compliance Teacher/Contact
Teacher/Subject Teacher/Subject
Teacher/Subject Teacher/Subject
Administrator or Designee Counselor
Other Other
Page 1 of _____
Student Name: Student ID#:
Grade:
School:
Date Entered US School: Original Entry Date:
Teacher: CCT/ESOL Contact:
This form must be completed anytimeAn ELL Committee meeting takes place. Possible reasons:• Placement decisions• Extension of Instruction• Change of Instructional Model
Placement• Inadequate academic progress• ANI• Exit decisions*any other concerns or parent request. ELL Committee members are invited to the ELL Committee meetingMust include 3 professional signatures names and initials
Multilingual Student Education Department
English for Speakers of Other Languages (ESOL)
ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE REFERRAL
Student Name: ID #: School:
Grade:
Sex: F M
CCT:
ELL Committee Date:
DEUSS:
ESOL Entry Date:
Teacher:
ESOL Status: Currently in ESOL(LY) Former ESOL Student (LF) Never Enrolled in ESOL
Reason for the Referral: Academic concerns Parent request Retention/testing exemption
Review test results Extension of Services Open/Review ANI Other:
Reminder: Complete ELL Committee Minutes (Forms FC-730-1408) during meeting.
Administrator/Designee Signature:
Teacher:
ESOL Compliance Teacher:
Teacher:
Guidance Counselor:
Teacher:
Parent Signature:
Other:
ESOL TEST SUMMARY PARENTAL NOTIFICATION
CELLA TEST INFORMATION Test Date: Invitation Letter Date:
CELLA Listening: CELLA Reading:
Phone Contact(s)
CELLA Speaking: CELLA Writing:
Date: Date:
FSA TEST INFORMATION Personal Contact Date:
FSA Reading Achievement Level:
Test Date: Other:
Comments:
ELL Committee Recommendations:
Refer to MTSS Refer for tutoring Exempt from testing Exit Program (LF)
Open ANI Close ANI Continue monitoring Retain in grade
Reclassify to ESOL program (LY) ** Fill out Reclassification form Extension of Services Other:
and make data entry changes**
Decision:
Student is determined NOT to be ELL
Decision is based on at least two (2) of the following criteria:
Extent and nature of prior educational and social experiences and student interview. Written documentation and observation by current and previous instructional and
supportive staff.
Level of mastery of basic competencies or skills in English and/or home language according to appropriate local, state and national criterion-referenced tests.
Grades from current or previous years.
ELL Committee Meeting Other
(Attach supporting documentation for each criteria selected)
Student is determined to be ELL
(If student schedule changes)
Report new ELL Plan date
File a copy of the new schedule in ELL Portfolio
ENGLISH LANGUAGE LEARNERS
(ELL) Committee ReferralONLY FOR YNN
This form must be completed every time an ELL Committee meeting takes place. This from specifies the final decisions and indicates from the 5 main criteria that 2 out of 5 established by the state, were used to make the final decision.
Identification/Exit Data Elements Grades PK-12
Multilingual Student Education Services
English for Speakers of Other Languages (ESOL) IDENTIFICATION/EXIT DATA ELEMENTS GRADES PK-12
IDENTIFICATION T / Pre-K
HLS Date:
Eligible for ESOL:
Yes No
Language Code:
LY TN
Basis of Entry:
A R/W L
Entry Date:
Classification Date:
Plan Date:
ELL Committee Date:
TESTING INFORMATION: OCPS Information Out of County Information
Test Name English Spanish
Oral Test ______ Oral Raw Score
Oral Level
Oral Designation
Reading Test ______ Reading Raw Score
Reading Designation
Total Reading %
Writing Test ______ Writing Score
Writing Designation
Total Writing %
EXIT INFORMATION
Exit Date:
ELL Committee Date:
Exit Code:
H I J L Z
Language Code:
LF TN
LF **(Drop 130 codes) Notes:
White: ESOL Portfolio Yellow: Data Entry/Registrar Pink: CCT/ESOL Contact An Equal Opportunity Agency (Rev. 5/2015)
Student Name:
Student ID#:
Date: Grade:
School: Date Entered US School: Original Entry Date:
Exit Codes (Use two codes)
H – CELLA Scores (K-2)
I – CELLA and FSA (3-9 only)
J – CELLA and FSA (10-12 only)
L – ELL Committee Meeting
Z – Second Code
This form must be used to collect the information that has identified the student as LY, TN, or LF .{when applicable}
The purpose of this form is to document the information used to initially identify the student, if student does not qualify or if information from previous county determines student as LF or TN.
Use Re-evaluation/Exit Data Elements if student is exiting afterinitial placement
NOTIFICATION OF ELIGIBILITY/ANNUAL PLACEMENT IN THE
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
(ESOL) PROGRAM
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
NOTIFICATION OF ELIGIBILITY/ANNUAL PLACEMENT IN THE ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) PROGRAM
Dear Parent/Guardian: When you registered your child for school, you completed the Home Language Survey (HLS) on the registration form, and indicated that a language other than English is spoken either by the student or is spoken in the home. Based on this information we have:
Temporarily placed your child to receive ESOL services until: testing is completed, previous school records are received and/or ELL/ESE meeting is completed.
(PK students only) Temporarily placed your child to receive ESOL services. Testing will be completed before or during the first weeks in Kindergarten.
After analyzing/reviewing:
The result on the Aural/Oral English Language Proficiency test. The results on a Norm-Referenced Test in Reading and Writing (Grades 3-12). The result of an ELL/ESE Committee meeting. Previous records from .
It has been determined that your child is:
Eligible to receive ESOL services. Not eligible to receive ESOL services. Eligible to continue receiving ESOL services.
Your child will receive services for the _____________ school year in the following Program Model based on the information above:
Mainstream/Inclusion Language Arts Mainstream/Inclusion Basic Subject Areas Sheltered – Language Arts Sheltered Basic Subject Areas Two-Way Dual Language One-Way Developmental Bilingual Education
If eligible, your child will receive language arts instruction with a teacher appropriately trained in ESOL. This placement reflects the district compliance as required by State Board Rule 6A-6.0902 and Florida Statute 233.058. Should you have any questions or concerns regarding this placement, please call the ESOL Office at your school. Please sign and return to the school ESOL Contact promptly. ESOL Compliance Teacher/ESOL Contact Date _________________________________________________ ___________________________________ Parent/Guardian Signature Date White: ESOL Portfolio Yellow: Parent/Guardian An Equal Opportunity Agency (Rev. 5/2015)
Student Name: Student ID#:
Teacher: Grade:
School:
Date Entered US School:
Original Entry Date:
This is one of the placement Documentation to be use for initialPlacement or continuation of ELL Services for the current school year.Complete after testing to indicate ifThe student is eligible or not for ELLServices. This form documents thatthe parent was informed that his child qualified for ESOL services for the current school year. Must be completed within 30 days of enrollment for initial placement. Must be completed at the beginning of the
school year for annual placement purposes.
ELL PORTFOLIO COVER
This form must be completed Once an ELL plan is initiated. This formMust be updated every school year untilThe students is coded LF. The purposeis to show a quick reference of the Student’s academic record.
EXTENSION OF INSTRUCTIONRE-EVALUALTION
Extension of InstructionScenario
• In accordance with State Rule 6A-6.09022, FAC, Student Name, is due for an Extension of Instruction Re-evaluation. The team is meeting to review data in order to determine if ___________________________ continues to meet eligibility for ESOL services. The student was tested using one or more of the following assessments: CELLA, FSA and/or IPT . Based on the data and/or results of the assessments and the decision of this ELL Committee Meeting, __________________________ meets criteria for extension of instruction for the 2015-2016 school year.• ____Student does not need an Academic Needs Identification plan at this time.
• ____An Academic Needs Identification plan is initiated a this time to address academic difficulties.• Explain/Additional Comments:
EXTENSION OF INSTRUCTION{Re- Evaluation}
• Parental Notice of English Language Learner Committee Meeting
• ELL Committee Meeting Notes
• English Language Learner Committee Referral
• Teacher Input Form if {if teacher is not present for meeting}. It is good practice to always have this (especially if EL notes are not specific as to the teacher’s observations/recommendations)
• Notification of Extension of Instruction and/or Program Exit
• Re-Evaluation/ Exit Data K-12
PARENTAL NOTICE of ELL COMMITTEE MEETING
INVITATION
In some cases you may need to meet with the parent to discuss final placement decisions: •ELL/ESE students •Student coming from another state whose DEUSS date reflects three or more years in a US school•Students with YNN•Any parent’s concern
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
PARENTAL NOTICE OF ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE MEETING
To the parent(s)/guardian(s) of
We would like to discuss the educational needs of your child and invite you to attend a meeting at
scheduled for
at
May be by phone conference
(school) (date) (time)
The purpose of this meeting is to:
Discuss the ELL status of your child and develop a student ELL plan (if appropriate).
Review your child’s ELL plan.
Discuss the parental request.
Develop/review/close an Academic Needs Improvement Plan (ANI).
Discuss academic progress/concerns.
Other:
We look forward to having you participate in this meeting. We hope the date and time are convenient for you.
CCT/ESOL Contact Date
PLEASE CHECK THE APPROPRIATE RESPONSES AND RETURN COPY TO SCHOOL AT YOUR EARLIEST CONVENIENCE.
Yes, I will attend at the scheduled time.
No, I cannot attend but I understand the meeting will take place.
No, I cannot attend at this time. Contact me at ________________________
Home Phone Number or ________________________ to reschedule.** Work Phone Number
Phone Conference preferred. Contact me at ________________________ I will need the services of an interpreter: Spanish Creole Other: ___________________________________ ____________________________________________ ______________________________________ Parent Signature Date
White: ESOL Portfolio Yellow: Parent An Equal Opportunity Agency (Rev. 5/2015)
ELL COMMITTEE MEETING NOTES
MULTILINGUAL STUDENT EDUCATION SERVICES
ELL COMMITTEE MEETING NOTES
This form is valid only for current academic year.
Purpose: ______________________________________________________________________________
Action Plan (Interventions and Strategies):
__ Preferential Seating Computer Program: (specify)
Repeat and simplify Instructions Reading Intervention Program: (specify)
Small Group Instruction Cooperative Learning
Use native language dictionaries Peer tutor
Bilingual Paraprofessional assistance Other:
Has the student been identified as Tier 1______ Tier 2______ Tier 3______ in the MTSS process?
Attach student academic data (report card, assessment scores, MTSS documentation, and work samples).
ELL Committee Members Present Name (MUST initial each page):
Parent or guardian ESOL Compliance Teacher/Contact
Teacher/Subject Teacher/Subject
Teacher/Subject Teacher/Subject
Administrator or Designee Counselor
Other Other
Page 1 of _____
Student Name: Student ID#:
Grade:
School:
Date Entered US School: Original Entry Date:
Teacher: CCT/ESOL Contact:
This form must be completed anytimeAn ELL Committee meeting takes place. Possible reasons:• Placement decisions• Extension of Instruction• Change of Instructional Model Placement• Inadequate academic progress• ANI• Exit decisions*any other concerns or parent request.All ELL Committee members are invited to the ELL Committee meeting.Must include 3 professional signatures, names and initials
Each person must print their name on this page and
must initial each page including page 1.
Multilingual Student Education Department
English for Speakers of Other Languages (ESOL)
ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE REFERRAL
Student Name: ID #: School:
Grade:
Sex: F M
CCT:
ELL Committee Date:
DEUSS:
ESOL Entry Date:
Teacher:
ESOL Status: Currently in ESOL(LY) Former ESOL Student (LF) Never Enrolled in ESOL
Reason for the Referral: Academic concerns Parent request Retention/testing exemption
Review test results Extension of Services Open/Review ANI Other:
Reminder: Complete ELL Committee Minutes (Forms FC-730-1408) during meeting.
Administrator/Designee Signature:
Teacher:
ESOL Compliance Teacher:
Teacher:
Guidance Counselor:
Teacher:
Parent Signature:
Other:
ESOL TEST SUMMARY PARENTAL NOTIFICATION
CELLA TEST INFORMATION Test Date: Invitation Letter Date:
CELLA Listening: CELLA Reading:
Phone Contact(s)
CELLA Speaking: CELLA Writing:
Date: Date:
FSA TEST INFORMATION Personal Contact Date:
FSA Reading Achievement Level:
Test Date: Other:
Comments:
ELL Committee Recommendations:
Refer to MTSS Refer for tutoring Exempt from testing Exit Program (LF)
Open ANI Close ANI Continue monitoring Retain in grade
Reclassify to ESOL program (LY) ** Fill out Reclassification form Extension of Services Other:
and make data entry changes**
Decision:
Student is determined NOT to be ELL
Decision is based on at least two (2) of the following criteria:
Extent and nature of prior educational and social experiences and student interview. Written documentation and observation by current and previous instructional and
supportive staff.
Level of mastery of basic competencies or skills in English and/or home language according to appropriate local, state and national criterion-referenced tests.
Grades from current or previous years.
ELL Committee Meeting Other
(Attach supporting documentation for each criteria selected)
Student is determined to be ELL
(If student schedule changes)
Report new ELL Plan date
File a copy of the new schedule in ELL Portfolio
ENGLISH LANGUAGE LEARNERS
(ELL) Committee Referral
This form must be completed every time an ELL Committee meeting takes place. This from specifies the final decisions and indicates from the 5 main criteria established by the state, which ones were used to make the final decision.
English for Speakers of Other Languages (ESOL) Multilingual Student Education Services
TEACHER INPUT FORM INTERPERSONAL AND ACADEMIC LANGUAGE SKILLS CHECKLIST
Student Name: ID #:
School:
Grade:
CCT:
Date sent: Date due:
(please return to CCT/ESOL Contact)
Teacher Name
Directions: Check the skills which have been observed in your class. Check N/A if not applicable to your grade level/subject.
SKILLS OBSERVED OBS N/A
CONTEXTUALIZED/NON-COGNITIVELY DEMANDING
Answers basic questions appropriately/exchanges common greetings
Follows general classroom directions/routine school activities
Describes classroom objects and/or people
Gives classroom commands to peers
Participates in sharing time (Brainstorming, discussions, etc.)
Retells a familiar story
Initiates and maintains a conversation
Follows along during oral reading
DECONTEXTUALIZED/NON-COGNITIVELY DEMANDING
Decodes fluently (Reading aloud)
Reads non-cognitively demanding information (notes, signs, directions, simple sentences)
Writes words and simple sentences
Writes from dictation
CONTEXTUALIZED/COGNITIVELY DEMANDING
Follows specific directions for academic tasks
Uses terms for temporal (first, last) and spatial (top, bottom, left, etc.) concepts
Asks/answers questions regarding academic topics
Understands contextualized academic topics
Reads stories for literal comprehension
DECONTEXTUALIZED/COGNITIVELY DEMANDING
Distinguishes main ideas from details (oral)
Predicts conclusions after listening to story
Understands lectures on academic topics
Uses language to reason, analyze, synthesize
Participates in academic discussions
Reads content area information for comprehension
Uses glossary, index, appendices, etc.
Writes meaningful short paragraphs
Uses correct language mechanics
Writes coherent reports
Adapted from “Checklist for Languages Skills” (Bernhard and Loera), and based on Cummins, J. (2/82). Tests, achievement, and bilingual students (Focus, 9). Wheaton, MD: National Clearinghouse for Bilingual Education.
English for Speakers of Other Languages (ESOL) Multilingual Student Education Services
TEACHER INPUT FORM INTERPERSONAL AND ACADEMIC LANGUAGE SKILLS CHECKLIST
1. Describe the student’s strengths (You may cite observations, teacher-made or standardized assessments and/or student work samples to determine strengths):
2. Describe the student’s involvement and progress in the general education curriculum:
3. Do you feel that this student needs to continue to receive ESOL services to be successful? Why or why not?
4. Describe any areas of concern you have for this student:
Additional comments/observations:
Teacher Signature Date
TEACHER INPUT
NOTIFICATION of EXTENSION of
INSTRUCTION and/or PROGRAM EXIT FORM
(this is the EOI/Exit form)
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
NOTIFICATION OF EXTENSION OF INSTRUCTION AND / OR PROGRAM EXIT This form must be attached to the ELL Committee Meeting Notes form.
Dear Parent: Your child was reevaluated to decide continuation of eligibility in the ESOL program. The following was used to complete the reevaluation process:
Idea Oral Proficiency Test IPT I (K-6) or IPT II (7-12) Idea Oral Proficiency Test IPT test for reading and writing Comprehensive English Language Learning Assessment (CELLA) FSA ELL Committee determination
Based on the results the recommendation is:
Continue receiving ESOL services for school year __________________ . Exit ESOL program
The criteria used to make the above recommendation were:
Test(s) results Teacher documentation Current grades Other ________________________________
If recommended for exiting, your child’s grades will be reviewed for the next two years as per the 1990 Consent Decree, to ensure academic progress. Any consistent pattern of underperformance on appropriate tests or failing grades shall result in the convening of the ELL Committee, with your participation, to assess your child’s need for additional appropriate programming. Should you have any questions, please feel free to contact the ESOL Personnel at your school. ESOL Personnel Signature Date White: ESOL Portfolio Yellow: Parent An Equal Opportunity Agency (Rev.5/2015)
Student Name: Student ID#:
Teacher: Grade:
School:
Date Entered US School:
Original Entry Date:
This form is used for students with three or more years of instruction in US schools {DUESS date}. This form is used to document that the student falls under the Extension of Instruction or will be exited based on re-evaluation with CELLA/FSA/IPT or ELL Committee decision. Complete this form if the student did not pass test mentioned above or after an ELL committee Decision.
REEVALUALTION/EXIT DATA ELEMENT K-12
(include the scores)
Multilingual Student Education Services
English for Speakers of Other Languages (ESOL)
REEVALUATION/EXIT DATA ELEMENT K-12
REEVALUATION INFORMATION
3 4 5 6 Extension of services Yes Over 12 FTE’s NO FTE Funding
ELL Committee Meeting Date: Reevaluation Date:
REEVALUATION USING FSA/CELLA (USE ONLY UNTIL OCT. 1
st ) DO NOT REPORT TO STATE
CELLA Test Date:
CELLA Reading:
CELLA Listening: CELLA Speaking:
CELLA Writing:
FSA Test Date:
FSA R Level:
REEVALUATION AURAL/ORAL & READING/WRITING NORM REFERENCED TESTS
Aural/Oral Test Name:
Test Date:
Oral Level:
Oral Designation:
Reading Test Name:
Test Date:
Test Score
%
Writing Test Name:
Test Date:
Test Score
%
EXIT INFORMATION
ELL Committee Meeting Date:
Exit Date:
Exit Codes: H I J L Z Language Code: LF **(Drop 130 codes)
Notes:
White: ESOL Portfolio (Rev. 5/2015) Yellow: Data Entry/Registrar Pink: CCT/ESOL Contact An Equal Opportunity Agency
Student Name:
Student ID#:
Date: Grade:
School: Date Entered US School: Original Entry Date:
Exit Codes (Use two codes) H – CELLA Scores (K-2)
I – CELLA and FCAT (3-9 only)
J – CELLA and FCAT (10-12 only)
L – ELL Committee Meeting
Z – Second Code
This form is used for students with three or more years of instructionin a US school {DUESS date}. This formmust be completed after reevaluationprocess is completed to document thespecific scores used to determine extension of ELL services or to exit an ELL student.
EXIT WITH ELLCOMMITTEE MEETING
EXIT with ELL COMMITTEE MEETING
• Parental Notice of English Language Learner Committee Meeting
• ELL Committee Meeting Notes
• English Language Learner Committee Referral
• Teacher Input Form
• Notification of Extension of Instruction and/or Program Exit
• Identification/Exit Data Elements or Re-evaluation/Exit Data Elements depending on when the student is exiting
EXIT with ELL COMMITTEE MEETING
The team is meeting to review and analyze data in order to determine if ___________________________ will benefit from exiting the ESOL program. The student was tested using one or more of the following assessments: CELLA, FSA and/or IPT . Based on the _________________ test(s) results and complying with 2 out of 5 criteria's established by the state, __________________________ meets exit criteria and will be monitored for 2 school years.
• Decision is based on at least two {2) of the following criteria:
• Extent and nature of prior educational and social experiences and student interview
• Written documentation and observation by current and previous instructional and
supportive staff
• Level of mastery of basic competencies or skills in English and for heritage
• language according to appropriate local, state and national criterion-referenced test
• Grades from current or previous years
• Test results other than assessment used for ESOL placement (NO IPT)
Attach supporting documentationFor each criteria selected
Cri
teri
a 2
ou
t 5
fo
r ex
itin
g
Scen
ario
PARENTAL NOTICE of ELL COMMITTEE MEETING
INVITATION
In some cases you may need to meet with the parent to discuss final placement decisions: •ELL/ESE students •Student coming from another state whose DEUSS date reflects three or more years in a US school•Students with YNN•Any parent’s concern
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
PARENTAL NOTICE OF ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE MEETING
To the parent(s)/guardian(s) of
We would like to discuss the educational needs of your child and invite you to attend a meeting at
scheduled for
at
May be by phone conference
(school) (date) (time)
The purpose of this meeting is to:
Discuss the ELL status of your child and develop a student ELL plan (if appropriate).
Review your child’s ELL plan.
Discuss the parental request.
Develop/review/close an Academic Needs Improvement Plan (ANI).
Discuss academic progress/concerns.
Other:
We look forward to having you participate in this meeting. We hope the date and time are convenient for you.
CCT/ESOL Contact Date
PLEASE CHECK THE APPROPRIATE RESPONSES AND RETURN COPY TO SCHOOL AT YOUR EARLIEST CONVENIENCE.
Yes, I will attend at the scheduled time.
No, I cannot attend but I understand the meeting will take place.
No, I cannot attend at this time. Contact me at ________________________
Home Phone Number or ________________________ to reschedule.** Work Phone Number
Phone Conference preferred. Contact me at ________________________ I will need the services of an interpreter: Spanish Creole Other: ___________________________________ ____________________________________________ ______________________________________ Parent Signature Date
White: ESOL Portfolio Yellow: Parent An Equal Opportunity Agency (Rev. 5/2015)
ELL COMMITTEE MEETING NOTES
MULTILINGUAL STUDENT EDUCATION SERVICES
ELL COMMITTEE MEETING NOTES
This form is valid only for current academic year.
Purpose: ______________________________________________________________________________
Action Plan (Interventions and Strategies):
__ Preferential Seating Computer Program: (specify)
Repeat and simplify Instructions Reading Intervention Program: (specify)
Small Group Instruction Cooperative Learning
Use native language dictionaries Peer tutor
Bilingual Paraprofessional assistance Other:
Has the student been identified as Tier 1______ Tier 2______ Tier 3______ in the MTSS process?
Attach student academic data (report card, assessment scores, MTSS documentation, and work samples).
ELL Committee Members Present Name (MUST initial each page):
Parent or guardian ESOL Compliance Teacher/Contact
Teacher/Subject Teacher/Subject
Teacher/Subject Teacher/Subject
Administrator or Designee Counselor
Other Other
Page 1 of _____
Student Name: Student ID#:
Grade:
School:
Date Entered US School: Original Entry Date:
Teacher: CCT/ESOL Contact:
This form must be completed anytimeAn ELL Committee meeting takes place. Possible reasons:• Placement decisions• Extension of Instruction• Change of Instructional Model
Placement• Inadequate academic progress• ANI• Exit decisions*any other concerns or parent request. ELL Committee members are invited to the ELL Committee meetingMust include 3 professional signatures names and initials
Multilingual Student Education Department
English for Speakers of Other Languages (ESOL)
ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE REFERRAL
Student Name: ID #: School:
Grade:
Sex: F M
CCT:
ELL Committee Date:
DEUSS:
ESOL Entry Date:
Teacher:
ESOL Status: Currently in ESOL(LY) Former ESOL Student (LF) Never Enrolled in ESOL
Reason for the Referral: Academic concerns Parent request Retention/testing exemption
Review test results Extension of Services Open/Review ANI Other:
Reminder: Complete ELL Committee Minutes (Forms FC-730-1408) during meeting.
Administrator/Designee Signature:
Teacher:
ESOL Compliance Teacher:
Teacher:
Guidance Counselor:
Teacher:
Parent Signature:
Other:
ESOL TEST SUMMARY PARENTAL NOTIFICATION
CELLA TEST INFORMATION Test Date: Invitation Letter Date:
CELLA Listening: CELLA Reading:
Phone Contact(s)
CELLA Speaking: CELLA Writing:
Date: Date:
FSA TEST INFORMATION Personal Contact Date:
FSA Reading Achievement Level:
Test Date: Other:
Comments:
ELL Committee Recommendations:
Refer to MTSS Refer for tutoring Exempt from testing Exit Program (LF)
Open ANI Close ANI Continue monitoring Retain in grade
Reclassify to ESOL program (LY) ** Fill out Reclassification form Extension of Services Other:
and make data entry changes**
Decision:
Student is determined NOT to be ELL
Decision is based on at least two (2) of the following criteria:
Extent and nature of prior educational and social experiences and student interview. Written documentation and observation by current and previous instructional and
supportive staff.
Level of mastery of basic competencies or skills in English and/or home language according to appropriate local, state and national criterion-referenced tests.
Grades from current or previous years.
ELL Committee Meeting Other
(Attach supporting documentation for each criteria selected)
Student is determined to be ELL
(If student schedule changes)
Report new ELL Plan date
File a copy of the new schedule in ELL Portfolio
ENGLISH LANGUAGE LEARNERS
(ELL) Committee Referral
This form must be completed every time an ELL Committee meeting takes place.
English for Speakers of Other Languages (ESOL) Multilingual Student Education Services
TEACHER INPUT FORM INTERPERSONAL AND ACADEMIC LANGUAGE SKILLS CHECKLIST
Student Name: ID #:
School:
Grade:
CCT:
Date sent: Date due:
(please return to CCT/ESOL Contact)
Teacher Name
Directions: Check the skills which have been observed in your class. Check N/A if not applicable to your grade level/subject.
SKILLS OBSERVED OBS N/A
CONTEXTUALIZED/NON-COGNITIVELY DEMANDING
Answers basic questions appropriately/exchanges common greetings
Follows general classroom directions/routine school activities
Describes classroom objects and/or people
Gives classroom commands to peers
Participates in sharing time (Brainstorming, discussions, etc.)
Retells a familiar story
Initiates and maintains a conversation
Follows along during oral reading
DECONTEXTUALIZED/NON-COGNITIVELY DEMANDING
Decodes fluently (Reading aloud)
Reads non-cognitively demanding information (notes, signs, directions, simple sentences)
Writes words and simple sentences
Writes from dictation
CONTEXTUALIZED/COGNITIVELY DEMANDING
Follows specific directions for academic tasks
Uses terms for temporal (first, last) and spatial (top, bottom, left, etc.) concepts
Asks/answers questions regarding academic topics
Understands contextualized academic topics
Reads stories for literal comprehension
DECONTEXTUALIZED/COGNITIVELY DEMANDING
Distinguishes main ideas from details (oral)
Predicts conclusions after listening to story
Understands lectures on academic topics
Uses language to reason, analyze, synthesize
Participates in academic discussions
Reads content area information for comprehension
Uses glossary, index, appendices, etc.
Writes meaningful short paragraphs
Uses correct language mechanics
Writes coherent reports
Adapted from “Checklist for Languages Skills” (Bernhard and Loera), and based on Cummins, J. (2/82). Tests, achievement, and bilingual students (Focus, 9). Wheaton, MD: National Clearinghouse for Bilingual Education.
English for Speakers of Other Languages (ESOL) Multilingual Student Education Services
TEACHER INPUT FORM INTERPERSONAL AND ACADEMIC LANGUAGE SKILLS CHECKLIST
1. Describe the student’s strengths (You may cite observations, teacher-made or standardized assessments and/or student work samples to determine strengths):
2. Describe the student’s involvement and progress in the general education curriculum:
3. Do you feel that this student needs to continue to receive ESOL services to be successful? Why or why not?
4. Describe any areas of concern you have for this student:
Additional comments/observations:
Teacher Signature Date
TEACHER INPUT
NOTIFICATION of EXTENSION of
INSTRUCTION and/or PROGRAM EXIT FORM
(this is the EOI/Exit form)
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
NOTIFICATION OF EXTENSION OF INSTRUCTION AND / OR PROGRAM EXIT This form must be attached to the ELL Committee Meeting Notes form.
Dear Parent: Your child was reevaluated to decide continuation of eligibility in the ESOL program. The following was used to complete the reevaluation process:
Idea Oral Proficiency Test IPT I (K-6) or IPT II (7-12) Idea Oral Proficiency Test IPT test for reading and writing Comprehensive English Language Learning Assessment (CELLA) FSA ELL Committee determination
Based on the results the recommendation is:
Continue receiving ESOL services for school year __________________ . Exit ESOL program
The criteria used to make the above recommendation were:
Test(s) results Teacher documentation Current grades Other ________________________________
If recommended for exiting, your child’s grades will be reviewed for the next two years as per the 1990 Consent Decree, to ensure academic progress. Any consistent pattern of underperformance on appropriate tests or failing grades shall result in the convening of the ELL Committee, with your participation, to assess your child’s need for additional appropriate programming. Should you have any questions, please feel free to contact the ESOL Personnel at your school. ESOL Personnel Signature Date White: ESOL Portfolio Yellow: Parent An Equal Opportunity Agency (Rev.5/2015)
Student Name: Student ID#:
Teacher: Grade:
School:
Date Entered US School:
Original Entry Date:
This form is used for students with three or more years of instructionin US schools {DUESS date}. This form is used to document that the student falls under the Extension of Instruction or will be exited based on re-evaluation with CELLA/FSA/IPT. Complete this form if the student didn’t pass test mentioned above or after an ELL committee Decision.
IDENTIFICATION/EXIT DATA ELEMENTS GRADES PK-12
This form must be used to collect theInformation that has identified the Student as LY, TN, or LF .
{when applicable} The purpose of this form is to document the information used to initially identify the student, if student does not qualify or if information from previous county determines student as LF or TN.
Use Re-evaluation/Exit Data Elements if student is exiting after initial placement
ANI ELL MEETING
http://www.google.com/url?url=http://cliparts.co/meeting-pictures-cartoon&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CDEQwW4wDmoVChMIgL7tnvmPyAIVzBYeCh3liQsA&usg=AFQjCNGxFZ2zLcqa7y9Ac1eVuO1JXwdCcAhttp://www.google.com/url?url=http://cliparts.co/meeting-pictures-cartoon&rct=j&frm=1&q=&esrc=s&sa=U&ved=0CDEQwW4wDmoVChMIgL7tnvmPyAIVzBYeCh3liQsA&usg=AFQjCNGxFZ2zLcqa7y9Ac1eVuO1JXwdCcA
ANI/ELL Meeting
• Parental Notice of English Language Learner Committee Meeting
• Committee Meeting Referral
• ELL Committee Meeting Notes
• Teacher Input Form
ANI/ELL MeetingScenario
The ELL committee is meeting to discuss __________ academic progress. After reviewing and discussing __________ report card, test data, and class performance the ELL committee recommends to place __________ on an ANI. The student will monitored to insure that the student is showing significant progress.
(complete Action Plan)
PARENTAL NOTICE of ELL COMMITTEE MEETING
INVITATION
A Parental Notice of ELL Committee Meeting Invitation must go home when the ELL committee is planning to convene. The ELL committee must make 3 attempts to contact parents. A Phone conference needs to be documented.
Multilingual Student Education Services English For Speakers Of Other Languages (ESOL)
PARENTAL NOTICE OF ENGLISH LANGUAGE LEARNER (ELL) COMMITTEE MEETING
To the parent(s)/guardian(s) of
We would like to discuss the educational needs of your child and invite you to attend a meeting at
scheduled for
at
May be by phone conference
(school) (date) (time)
The purpose of this meeting is to:
Discuss the ELL status of your child and develop a student ELL plan (if appropriate).
Review your child’s ELL plan.
Discuss the parental request.
Develop/review/close an Academic Needs Improvement Plan (ANI).
Discuss academic progress/concerns.
Other:
We look forward to having you participate in this meeting. We hope the date and time are convenient for you.
CCT/ESOL Contact Date
PLEASE CHECK THE APPROPRIATE RESPONSES AND RETURN COPY TO SCHOOL AT YOUR EARLIEST CONVENIENCE.
Yes, I will attend at the scheduled time.
No, I cannot attend but I understand the meeting will take place.
No, I cannot attend at this time. Contact me at ________________________
Home Phone Number or ________________________ to reschedule.** Work Phone Number
Phone Conference preferred. Contact me at ________________________ I will need the services of an interpreter: Spanish Creole Other: ___________________________________ ____________________________________________ ______________________________________ Parent Signature Date
White: ESOL Portfolio Yellow: Parent An Equal Opportunity Agency (Rev. 5/2015)
ELL COMMITTEE MEETING NOTES
MULTILINGUAL STUDENT EDUCATION SERVICES
ELL COMMITTEE MEETING NOTES
This form is valid only for current academic year.
Purpose: ______________________________________________________________________________
Action Plan (Interventions and Strategies):
__ Preferential Seating Computer Program: (specify)
Repeat and simplify Instructions Reading Intervention Program: (specify)
Small Group Instruction Cooperative Learning
Use native language dictionaries Peer tutor
Bilingual Paraprofessional assistance Other:
Has the student been identified as Tier 1______ Tier 2______ Tier 3______ in the MTSS process?
Attach student academic data (report card, assessment scores, MTSS documentation, and work samples).
ELL Committee Members Present Name (MUST initial each page):
Parent or guardian ESOL Compliance Teacher/Contact
Teacher/Subject Teacher/Subject
Teacher/Subject Teacher/Subject
Administrator or Designee Counselor
Other Other
Page 1 of _____
Student Name: Student ID#:
Grade:
School:
Date Entered US School: Original Entry Date:
Teacher: CCT/ESOL Contact:
This form must be completed anytimeAn ELL Committee meeting takes place. Possible reasons:• Placement decisions• Extension of Instruction• Change of Instructional Model
Placement• Inadequate academic progress• ANI• Exit decisions*any other concerns or parent request. ELL Committee members are invited to the ELL Committee meetingMust include 3 professional signatures names and initials
English for Speakers of Other Languages (ESOL) Multilingual Student Education Services
TEACHER INPUT FORM INTERPERSONAL AND ACADEMIC LANGUAGE SKILLS CHECKLIST
Student Name: ID #:
School:
Grade:
CCT:
Date sent: Date due:
(please return to CCT/ESOL Contact)
Teacher Name
Directions: Check the skills which have been observed in your class. Check N/A if not applicable to your grade level/subject.
SKILLS OBSERVED OBS N/A
CONTEXTUALIZED/NON-COGNITIVELY DEMANDING
Answers basic questions appropriately/exchanges common greetings
Follows general classroom directions/routine school activities
Describes classroom objects and/or people
Gives classroom commands to peers
Participates in sharing time (Brainstorming, discussions, etc.)
Retells a familiar story
Initiates and maintains a conversation
Follows along during oral reading
DECONTEXTUALIZED/NON-COGNITIVELY DEMANDING
Decodes fluently (Reading aloud)
Reads non-cognitively demanding information (notes, signs, directions, simple sentences)
Writes words and simple sentences
Writes from dictation
CONTEXTUALIZED/COGNITIVELY DEMANDING
Follows specific directions for academic tasks
Uses terms for temporal (first, last) and spatial (top, bottom, left, etc.) concepts
Asks/answers questions regarding academic topics
Understands contextualized academic topics
Reads stories for literal comprehension
DECONTEXTUALIZED/COGNITIVELY DEMANDING
Distinguishes main ideas from details (oral)
Predicts conclusions after listening to story
Understands lectures on academic topics
Uses language to reason, analyze, synthesize
Participates in academic discussions
Reads content area information for comprehension
Uses glossary, index, appendices, etc.
Writes meaningful short paragraphs
Uses correct language mechanics
Writes coherent reports
Adapted from “Checklist for Languages Skills” (Bernhard and Loera), and based on Cummins, J. (2/82). Tests, achievement, and bilingual students (Focus, 9). Wheaton, MD: National Clearinghouse for Bilingual Education.
English for Speakers of Other Languages (ESOL) Multilingual Student Education Services
TEACHER INPUT FORM INTERPERSONAL AND ACADEMIC LANGUAGE SKILLS CHECKLIST
1. Describe the student’s strengths (You may cite observations, teacher-made or standardized assessments and/or student work samples to determine strengths):
2. Describe the student’s involvement and progress in the general education curriculum:
3. Do you feel that this student needs to continue to receive ESOL services to be successful? Why or why not?
4. Describe any areas of concern you have for this student:
Additional comments/observations:
Teacher Signature Date
TEACHER INPUT
Organization of Yellow Folder
USE OF NEW YELLOW FOLDERS BEGINS FOR ALL NEW STUDENTS STARTING OCPS 2015-2016
• Registration form (Home Language Survey)
• Supporting Documents from SMS (LEP indicators page, Enrollment)
• Programmatic Assessment
• Parents Rights Letter
• Parental Choice
• Notification of Eligibility
• Data Elements Form
• Any other documents MUST be added in chronological order with the
most recent on top (Example: CELLA score report, Annual Placement
Letter, etc.)
• Portfolio Cover
RIGHT SIDE - Bottom to Top
• Parent Invitation to ELL Committee Meeting Form
• Documentation (language skills checklist (teacher input form),
grades, student samples, test scores, etc.)
• ELL Committee Notes Form
• ELL Committee Referral Form
• Notification of Re-evaluation and/or Program Exit Forms (if
applicable)
• Reevaluation Data Elements Form (if applicable)
ELL Committee Document Order and/or Extension of Instruction (Re-evaluation)
• Student Schedule FEFP codes, Instructional Model, Minutes, Plan Date, etc.
FTE schedules MUST be printed within FTE week and before date certain and then filed in the student’s ELL Portfolio. This is done during October AND February FTE (Survey 2 and Survey 3).
• Schedules and Plan Dates must be updated any time the student’s schedule changes. A new copy MUST be printed and filed.
ELL Coded “LY” LEFT SIDE – Bottom to Top
• The Post-Reclassification form MUST be completed once a
student exits
• At monitoring periods a copy of the report card must be filed
and the Post-Reclassification updated to reflect the monitoring
period.
• The date used is the report card date.
ELL Coded “LF” LEFT SIDE – Bottom to Top
Students that are already in OCPS as LY and LF will need to have a yellow folder.
Deadline: Friday before going to Thanksgiving Break (November 20th, 2015).
Old TN and or LZ do not need to be redone.
Learning Goals: Participants will understand the different steps and procedures required when using ELL Compliance Forms, and how their implementation can support the process of saving all valid ELL documentation into an ELL (yellow folder) for 100% compliance.
Learning Scale
4 I am very skilled with utilizing the different steps and procedures that are required when using ELL Compliance Forms, and I understand that their implementation can support the process of saving all valid documentation into an ELL yellow folder for 100% compliance.
3 I understand the different steps and procedures that are required when using ELL Compliance Forms, and how their implementation can support the process of saving all valid ELL documentation to support my school with being in compliance.
2 I have some understanding of the different steps required when using ELL Compliance Forms, and their implementation. I am working towards supporting my school for 100% compliance.
1 With help, I have limited skills in understanding the different steps and procedures required when using ELL Compliance forms and their implantation.
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ELL Compliance
Forms