ELLP Handbook 2004 05

Revised 12/04
Clark County School District
English Language Learner Program (ELLP) Procedures Manual
The ELLP is an advocate for English Language Learner student rights by providing leadership, services, and strengthening the capacity of schools, families, and communities to enhance student success.
TABLE OF CONTENTS Page PROGRAM OVERVIEW...............................................................................1 A. Clark County School District Commitment to English Language Learner Students........................................................................................................1 B. Legal Parameters..........................................................................................1 C. History of English Language Learner Program Models in CCSD ..............2 D. English Language Learner Program ............................................................2 SECTION II: IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT, AND PROGRAM PLACEMENT............................................................................5 A. Identification and Registration of English Language Learner Students ......5 B. Initial Assessment of ELL Students.............................................................6 1. Initial Assessment for All Potential ELL Students ..........................6 a. Special Rule Applicable During School Year.............................7 b. Initial Assessment of Students with Disabilities.........................7 2. Additional Initial Assessment Required for Students Enrolled in Transitional Bilingual Education .....................................................7 3. Steps to be Completed after Initial Assessment...............................8 a. Students Classified as Non-English or Limited English Proficient....................................................................................8 b. Students Coded Fully English Proficient...................................8 c. Program Placement ....................................................................9
SECTION I:
SECTION III:
ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELL PRACTICES, AND STUDENT EVALUATION........................................10 A. Program Models.........................................................................................10 1. Elementary ...........................................................................................10 a. Content-Based Integrated and Content-Based Self-Contained ESL Programs.......................................................10 (1) Description...............................................................................10 (a) Self-Contained ESL Classroom .........................................11 (b) Integrated 50/50 ESL Classrooms .....................................11 (c) Integrated Group Classrooms.........................................11 (2) Availability ..............................................................................11 (3) Entry Criteria ...........................................................................12 (4) Resources .................................................................................12 (5) Staff Qualifications ..................................................................12 b. Transitional Bilingual Education Model........................................12 (1) Description...............................................................................12 (2) Availability ..............................................................................13 (3) Entry Criteria ...........................................................................13 (4) Resources .................................................................................14 (5) Staff Qualifications ..................................................................14 c. Dual Language Programs...............................................................14 (1) Description...............................................................................14
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(2) Availability ..............................................................................15 (3) Entry Criteria ...........................................................................15 (4) Resources .................................................................................15 (5) Staff Qualifications ..................................................................16 2. Secondary.............................................................................................16 a. Intensive English Model ................................................................16 (1) Description...............................................................................16 (2) Availability ..............................................................................17 (3) Entry Criteria ...........................................................................17 (4) Resources .................................................................................17 (5) Staff Qualifications ..................................................................17 b. Sheltered Content ESL Instruction ................................................17 (1) Description...............................................................................17 (2) Availability ..............................................................................18 (3) Entry Criteria ...........................................................................18 (4) Resources .................................................................................18 (5) Staff Qualifications ..................................................................18 (6) Student Placement....................................................................18 B. Student Performance Evaluation................................................................18 1. CCSD Grading and Reporting Guidelines...........................................18 2. Promotion and Retention .....................................................................19 SECTION IV: REASSESSMENT, RECLASSIFICATION, AND MONITORING ........20 A. Reassessment .............................................................................................20 B. Reclassification ..........................................................................................20 C. Methods for Reclassification .....................................................................21 1. Reclassification using LAS............................................................21 2. Reclassification Using Methods Other than the LAS ....................21 a. The Iowa Test of Basic Skills (ITBS)......................................21 b. Nevada High School Proficiency Examination .......................21 c. Standards-Based Assessment Program (SBAP) ......................22 d. Other ........................................................................................22 3. Classify Students as Fluent-English Proficient with Monitoring ..22 4. Active Student List ........................................................................22 D. Monitoring Progress of Students Who are Mainstreamed to English-Only Classes .................................................................................22 E. Transfer of ELL Students...........................................................................23 F. Withdrawal of ELL Students .....................................................................23 SECTION V: PROGRAM REVIEW PROCESS ...............................................................24 A. B. C. D. E. F. G. Purpose.......................................................................................................24 Goals ..........................................................................................................24 Program Review Process ...........................................................................25 Information Collection Methods................................................................25 Review and Analysis of Data.....................................................................26 Plan for Modification/Improvement ..........................................................26 District Plan ...............................................................................................27
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APPENDICES A. B. C. D. E. F. G. H. I. Effective ELL Practices .............................................................................28 District Policy-6165 ...................................................................................29 Nevada Administrative Code.....................................................................30 English Language Learner Program Organizational Chart........................34 Home Language Survey.............................................................................35 Comprehensive Educational Summary......................................................37 English Proficiency Status (EPS) Codes ...................................................38 Individual with Disabilities Education Act and the Nevada Administrative Code ..................................................................................39 Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code ...........................................................................................................42 Current List of Transitional Bilingual and Dual Language Schools..........47 Initial Testing Sheet ...................................................................................48 Parent Notification Letter ..........................................................................49 Student Assessment Portfolio ....................................................................55 Stages of Language Acquisition ................................................................56 TESL Endorsement Requirements.............................................................58 Bilingual Endorsement Requirements .......................................................60 Transitional Bilingual Education Charts....................................................60 Suggested High School Course Offerings .................................................61 Referral for Reclassification/Reinstatement Form.....................................62 Update Testing Sheet .................................................................................64 Combined Data Sources Form ...................................................................65 Monitoring Forms for Reclassified Students .............................................66 Elementary and Secondary Pupil Release and Transfer Forms .................68 Compliance Checklist ................................................................................70
J. K. L. M. N. O. P. Q. R. S. T. U. V. W. X.
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SECTION I: PROGRAM OVERVIEW A. Clark County School District Commitment to English Language Learner Students The Clark County School District (CCSD or the district) Board of School Trustees recognizes the multiplicity of racial and ethnic groups attending its schools and believes its educational system should meet the needs of its culturally diverse community. The Board is therefore committed to a philosophy of cultural pluralism that includes recognition and acceptance of the cultural and linguistic differences among the various racial and ethnic groups represented in the CCSD. This commitment is codified in District Policy 0100, Statement of Educational Principles. The CCSD also is committed to providing English Language Learner (ELL) students equitable access to an educational experience designed to enable them to develop academic skills and concepts at the same level as other students in CCSD, while acquiring English language proficiency as rapidly as possible. The CCSD believes that ELL students have the right to a comprehensive educational program with high academic standards provided by a trained and knowledgeable staff. In addition, the District also has the responsibility to ensure that administrators and teachers who implement the educational program for ELL students are skilled in effective instructional practices for ELL students. (See Appendix A.) The District recognizes that parents of ELL students have the right to be informed of the policies and programs in the district for ELL students and that the public has the right to know that ELL students are achieving the necessary academic and language skills to allow them to progress. To carry out this commitment and these beliefs, the CCSD Board of School Trustees has adopted District Policy 6165, Second Language Program (English Language Learner Program). (See Appendix B for District Policy 6165.) B. Legal Parameters Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin in programs that receive federal financial assistance. This law has been interpreted in the public school context as requiring appropriate steps to ensure that equal educational opportunities are afforded to language minority students who are limited in their English-language proficiency. Since 1970, Office for Civil Rights (OCR) policy has recognized the responsibility of school districts to take appropriate steps to address the needs of students who are limited English proficient (LEP). The comprehensive policy of the OCR regarding services for LEP students reflects an overall approach drawn from a major court decision in this area, Casteeda v. Pickard (5th Cir. 1981). Under OCR policy, districts are obligated to ensure that LEP students are afforded an equal educational opportunity to meaningfully benefit from the districts educational program. The fundamental principles of the OCR policy are: 1. Programs designed to serve LEP students must be based on sound educational theory. 2. The OCR does not mandate that any particular theory be employed.
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3. Programs for LEP students must effectively implement the educational theory that the district has adopted, and the district must provide the necessary resources to implement the program. 4. Programs for LEP students must be regularly evaluated and modified as needed to ensure that language barriers to the districts educational program are actually being overcome and that LEP students are being afforded an equal opportunity to benefit from the districts educational program. Pursuant to the Nevada Revised Statutes, the Nevada State Board of Education is required to establish a program to teach English to LEP students and to adopt regulations to carry out this program. As required by state law, the State Board of Education has established a program to teach LEP students and has adopted regulations to carry out this program. State Board regulations are included in Appendix C. The State Board of Educations regulations are consistent with federal law and the OCR principles for LEP programs. The State Board regulations refer to LEP students as English Language Learners. Thus, throughout the remainder of this handbook, the term English Language Learners or ELL will be used to refer to students who are non-English proficient or limited English proficient. C. History of English Language Learner Program Models in CCSD Since the 1960s, the CCSD has met its legal obligations to provide equal educational opportunities for ELL students through implementation of a number of programs for these students. In 1968, for example, CCSD began serving Hispanic students who lacked adequate English language skills through a federally funded ESEA Title VII Bilingual Language Development program. The district expanded services to limited English speaking students in 1970 with the initiation of an English as a Second Language (ESL) program model. In 1973, the district first initiated its Transitional Bilingual Education program model. Since the early 1970s, the district has continued to expand and modify its ELL programs to meet the needs of increasing numbers of students. Services for the ELL student population are now provided by using the following approaches at the elementary level: Transitional Bilingual Education; Dual Language; Content-Based Integrated ESL; and Content-Based Self-Contained ESL. At the secondary level, the approaches are Intensive English Instruction and Sheltered Content ESL Instruction. The district provides Transitional Bilingual Education for students in kindergarten through third grade, whose native language is Spanish, in selected elementary schools. ESL program models are implemented at all schools in the district where ELL students are enrolled. See Section III for a description of Transitional Bilingual Education, Dual Language, and ESL program models. D. English Language Learner Program To assist the district in ensuring that ELL students are provided the necessary services, the Board established the English Language Learner Program (ELLP). It is the mission of the ELLP to work with site-based administrators, classroom teachers, and parents to bring sound and relevant educational programs to ELL students in the district so that ELL
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students will receive a high quality education. (See Appendix D for Organizational Chart of the ELLP.) The ELLP supports schools in implementing programs for ELL students by: 1. Ensuring that ELL students are fully integrated into the school and that ELL students at each school are held to the same academic standards as other students, in an environment that will ensure academic proficiency; 2. Recommending the instructional models to address the language acquisition needs of ELL students at each school; 3. Assisting in the development of supportive/cooperative programs; 4. Developing instructional guidelines; 5. Assisting with appropriate student placement information by administering language proficiency assessments and reassessments; 6. Collaborating with state and district staff to develop program policies and procedures; 7. Assisting in the development of home/school relationships through parent education, family literacy and teacher training; 8. Acquiring local, state, and federal funding resources for program development and expansion; 9. Coordinating and implementing staff development activities; 10. Offering and facilitating classes for Bilingual and Teaching English as a Second Language endorsements; 11. Assisting schools in monitoring ELL students, including those who have been reclassified and those whose parents have waived ELL services; 12. Providing and assisting in the selection of ESL and bilingual materials; and 13. Coordinating the evaluation of the ELL program being implemented in the district to ensure that language barriers to the districts educational program are being overcome and that the ELL students are afforded an equal opportunity to benefit from the districts educational program. The English Language Learner Program includes Coordinators who are directly responsible to the Director I and Director II, English Language Learner Program. Coordinators will provide educational and technical assistance related to ELL program implementation, textbook selection, and interpretation of achievement and language proficiency data for ELL students. In addition, Coordinators will provide professional development activities for teachers and administrators. The responsibilities of Coordinators include: 1. Assisting teachers, principals, program directors, assistant region superintendents, region superintendents, and associate superintendent in English Language Learner Program implementation (Bilingual, Dual Language, Content-Based ESL); 2. Organizing and conducting ELL program in-services for teachers, parents, and administrators; 3. Providing teachers with assistance in instructional methodology and materials for ELL programs; 4. Supervising and evaluating support staff personnel; 5. Providing direction and assistance in the development of curricular materials for ELL programs; 6. Assisting in ELL program student placement when necessary; 7. Assisting in administering and scoring language proficiency assessments;
8. Serving as a liaison between ELL programs and the schools, parents, and citizens of Clark County; 9. Assisting with data gathering and grant writing; and 10. Performing other duties as assigned. The district has also established ELL Specialist positions. The purpose of this position is to provide enhanced language acquisition support to classroom teachers with ELL students. The English Language Learner Specialist will act in the capacity of program facilitator for all ELL students. The services provided by each ELL Specialist are coordinated by the site administrator and the ELL Coordinator for the assigned region. This position is reviewed every year. The specific responsibilities of the ELL Specialist include: 1. Providing direct assistance to schools and ELL students; 2. Serving as a mentor to teachers, including conducting demonstration lessons, observing students in the educational environment, and conferring with teachers to implement strategies for addressing the needs of ELL students; 3. Assisting site-based teachers, counselors, and administrators in the implementation of federal, state, and local policies and procedures; 4. Facilitating the placement of ELL students in appropriate classes and classroom configurations; 5. Serving in a problem-solving capacity with school personnel and parents; 6. Providing information to general education teachers on strategies to use for ELL students in the general education classroom to meet curricular goals; 7. Providing assistance in monitoring ELL reclassified students; 8. Providing information and recommending strategies to address ELL students needing additional academic assistance; 9. Working effectively with students, teachers, administrators, parents, and community support agencies to assure student success in the educational environment; 10. Providing technical assistance to registrars and counselors; and 11. Performing other ELL-related duties as assigned. The district has also established Itinerant Tester (IT) positions. The purpose of these positions is to perform a variety of duties related to testing. The position is directly responsible to the Coordinator who coordinates ELL services at the assigned Region. The specific responsibilities of the Itinerant Tester include: 1. 2. 3. 4. Obtaining and securing language testing materials to be used during testing activity; Administering oral, reading and writing language proficiency tests; Entering test scores and student demographic data on appropriate forms/database; Utilizing data and tables to assign English Proficiency Status (EPS) codes according to standard ELLP English Proficiency status table or other standards as required; 5. Creating an ELL Student Assessment Portfolio with required documentation, which becomes a permanent part of the students cumulative record; 6. Conforming to safety standards as prescribed; and 7. Performing other tasks related to the position, as assigned.
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SECTION II:
IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT AND PROGRAM PLACEMENT
A.
Identification and Registration of English Language Learner Students The State Board of Education regulations require the CCSD to identify the primary language of each student who enrolls in a school within the CCSD for the first time. (See NAC 388.620, Appendix C.) According to the regulations, a students primary language will be deemed to be other than English if: 1 2 3 the pupil first spoke a language other than English; the primary language spoken in the home of the pupil is not English; or the language most often spoken by the pupil is not English.
To meet the State Board requirements, the CCSD requires all parents or guardians of students enrolling in the CCSD for the first time to complete the Home Language Survey (HLS) as part of the registration process. The HLS is included on the top section of the School Registration Form Worksheet - Revised (CCF-705). (See Appendix E.) The HLS asks parents or guardians to answer three questions about the primary language of students. The questions are used to determine whether students potentially need ELL services. The principal at each school shall designate the person who is responsible for the registration at that school as the individual to ensure that all parents or guardians enrolling students for the first time in CCSD complete the HLS at the time of registration. The person responsible for registration shall be referred to as designated office staff throughout this manual. If the parent or guardian needs help in completing the HLS or any other part of the registration process, the designated office staff shall seek assistance from other staff in the school or shall contact the ELLP for assistance. To assist parents, the district has translated the HLS into Spanish. (See Appendix E.) Based on the responses of the parents or guardians on the Home Language Survey, the designated office staff shall assign all new students one of the following English Proficiency Status codes (EPS codes): Pending Assessment (PA) or fully English Exclusive (EE). Pending Assessment is assigned if any one of the HLS questions is answered with Other. EE is assigned if all of the questions on the HLS are answered with English. Once the registration process is completed, the designated staff member at the elementary level shall assign all students to class regardless of whether the student has a PA or EE code. At the secondary level, the counselor will ensure that all students are assigned to classes regardless of their EPS code. The District shall not deny students registration and class assignment while the language proficiency assessment is pending.
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When a PA is assigned, the designated office staff member shall: a. complete the registration form (CCF-705) by writing PA in the EPS box, including placing the appropriate language letter code in the Language box (see Appendix E); b. copy the CCF-705 and the birth certificate and place the CCF-705 and the birth certificate copies in a file labeled ELL Students - Pending Assessment; c. place the original of the CCF-705 in the students cumulative folder; d. complete Comprehensive Educational Summary and file in ELL student portfolio (see Appendix F); e. maintain the ELL Students - Pending Assessment file in the front office for convenient access by the ELL Specialist and Itinerant Tester; and f. enter the PA code in EPS Field on page two of SASI student atom when other registration information is entered, as required by the Student Accounting Manual; and g. request school records from the parent, previous school, or previous school district. When an EE is assigned, the designated office staff will mark an English (EE) code in the Language box of the CCF-705. The designated office staff member shall then place the original CCF-705 in the students cumulative file folder and shall enter EE in the EPS field on page two of the SASI student atom. The designated office staff must ensure that either PA or EE is entered into the master file as part of the registration process. When entering a code for a student in the computer database, the designated office staff should check to see if there is already an EPS code for that student. If another code is already posted, the designated office staff shall maintain the original EPS. B. Initial Assessment of ELL Students 1. Initial Assessment for All Potential ELL Students Title III of the No Child Left Behind Act (NCLB) requires CCSD to assess the English proficiency of any student coded with a PA within 30 days of the beginning of the school year. Pending Assessment students enrolling after the start of the school year must be tested within two weeks of enrollment. See NCLB Title III, Sections 3302.a and 3302.d. Nevada state regulations further require that this assessment must be administered by a person who is proficient in English and who has successfully completed training in the administration and scoring of the examination required for the assessment. (See NAC 388.625, Appendix C.) The CCSD has designated the Itinerant Tester assigned to each school to do the required initial assessment and to ensure that this assessment takes place within the 30 calendar day time period. If the Itinerant Tester cannot complete the assessment within the 30 calendar day deadline, the Itinerant Tester may request assistance from the ELLP. The assessment shall take place at the school where the child is enrolled. The ELLP shall assist the Itinerant Tester in ensuring that the initial assessment is completed within the 30 calendar day deadline by providing access to
computerized reports. The ELLP shall provide a weekly update of those students with a PA code on the ELLP website. (http://www.ccsd.net/ellp/) In conducting an initial assessment, the district is required to use an examination approved by the State Department of Education and to determine fluency in English as established by the publisher of the examination. (See NAC 388.625.1, Appendix C.) The tests to be administered, and the scores to be used in CCSD for determining fluency in English, are outlined below. The tests to be used by CCSD staff are approved by the Nevada State Department of Education and the scores for determining proficiency in English are consistent with the publishers scoring protocols. a. Special Rule Applicable During School Year If a child is pending assessment at the time of placement, the parents will be apprised of the students language proficiency status and program placement within two weeks of testing. Initial Assessment of Students with Disabilities As required by the state regulation, once CCSD has assessed and classified a student whose primary language is not English and a concern is raised that the student may have a disability, that student shall be referred for assessment as provided under the Individual with Disabilities Education Act (IDEA) and the Nevada Administrative Code. (See Appendix H.) Where this occurs, the ELL Specialist shall cooperate with the multidisciplinary team to determine the classification of the pupil. For details of the assessment of students with disabilities, see the Student Support Services Division Procedures Manual for additional information and procedures.
b.
2.
Additional Initial Assessment Required for Students Enrolled in Transitional Bilingual Education. If a student is deemed eligible for ELL services and is enrolled in a bilingual program of instruction, CCSD must assess the proficiency of the pupil to comprehend, speak, read and write his primary language. The district is not required to assess the proficiency of a pupil to read and write his primary language if he is enrolled in kindergarten or the first grade or his primary language is not commonly written. See NAC 388.405, Appendix C. This assessment must be conducted by a person who is proficient in the primary language of the pupil and who has successfully completed training in the administration and scoring of the examination required for the assessment. (See NAC 388.405, Appendix C. ) As explained in Section III, the district provides Transitional Bilingual Education, as defined by state regulations, for students in kindergarten through grade three in designated elementary schools. (See Appendix J for current list of selected elementary schools.) Elementary schools offering Transitional Bilingual Education and Dual Language Programs are responsible for administering the primary language assessment to students enrolled in these programs.
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3.
Steps to be Completed after Initial Assessment. a. Students Classified as Non-English or Limited English Proficient For students who are coded as non-English or limited English proficient as a result of the initial assessment, the Itinerant Tester shall ensure that the following steps are completed within the 30 calendar day deadline: 1) Complete the Initial Testing Sheet, including the signature of the Itinerant Tester or district-level staff who administered the assessment. (See Appendix K for Initial Testing Sheet.) 2) Classify students who are eligible for ELL services as non-English or limited English proficient. The students eligible for ELL services will be assigned an EPS code. 3) Prepare a Parent Notification Letter if a student qualifies for ELL services. (See Appendix L.) Each school shall send the Parent Notification Letter to the parents or guardians via the child(ren). Once the parent receives the letter, he/she may choose such services. When the parent or guardian refuses services the Itinerant Specialist and/or school administrator shall contact the parent or guardian to ensure that the parent or guardian understands what is being waived. The Itinerant Specialist shall document the parent conference, notify ELLP, and place a copy in the Student Assessment Portfolio. 4) Create a Student Assessment Portfolio for each student classified as non-English or limited English proficient. (See Appendix M.) The school shall maintain the Student Assessment Portfolio, and shall make it available to the teachers. The Student Assessment Portfolio will accompany the student throughout placement in the ELL program. The ELL Student Assessment Portfolio will contain: a. a copy of the birth certificate; b. a copy of the Initial Testing Sheet; c. all ELL test protocols, including answer documents; d. Portfolio Activity Log(s); e. Parent Notification Letter, including a waiver section, if applicable; f. a copy of the School Registration Form Worksheet (CCF705); and g. Other relevant documentation. 5) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. b. Students Coded Fully English Proficient For students coded as fully English Proficient, as a result of the initial assessment, the Itinerant Tester shall ensure that the following steps are taken within the 30 calendar day deadline:
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1) Complete the Initial Testing Sheet, including the signature of the Itinerant Tester or district-level staff who administered the assessment (see Appendix K for Initial Testing Sheet); 2) Assign students who are not eligible for ELL services the appropriate EPS code (see Appendix G); 3) Create a Student Assessment Portfolio for each student classified as non-English or limited English proficient. (See Appendix M.) The school shall maintain the Student Assessment Portfolio, and shall make it available to the teachers. The Student Assessment Portfolio will accompany the student throughout placement in the ELL program. The ELL Student Assessment Portfolio will contain: a. a copy of the birth certificate; b. a copy of the Initial Testing Sheet; c. all ELL test protocols, including answer documents; d. Portfolio Activity Log(s); e. a copy of the School Registration Form Worksheet (CCF705); and f. Other relevant documentation. 4) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. c. Program Placement Once students are assessed, the principal or the designee at each school, in consultation with the ELL Specialist, shall ensure that eligible students are provided appropriate ELL services. (See Section III for description of available ELL services.) In addition, principals or the designees shall ensure that ELL students and their parents or guardians are aware of school activities and other opportunities at the school in a language they understand. Students who are eligible for ELL services shall receive these services until it is determined, through reevaluation procedures, that they possess adequate English language and academic skills to allow them to perform satisfactorily in general education classes without special instructional considerations. (See Section IV for reassessment and reclassification procedures.)
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SECTION III:
ELL INSTRUCTIONAL PROGRAM MODELS, EFFECTIVE ELL PRACTICES, AND STUDENT EVALUATION
A.
Program Models As allowed by State regulation, the CCSD offers Content-Based ESL, Dual Language and Transitional Bilingual Education programs at the elementary level. At the secondary level, the CCSD offers Intensive English and Sheltered-Content ESL. The goals of all of these programs are: (1) to help ELL students achieve comprehension, speaking, reading, and writing competence in the English language; (2) to enable students to maintain grade level status; and (3) to enable students to meet graduation standards. Below is a description of each instructional program, where the program is available, the resources needed, and the qualifications necessary for staff. 1. Elementary a. Content-Based Integrated and Content-Based Self-Contained ESL Programs (1) Description As defined by State regulation, an ESL program is one that provides instruction in the English language and other courses of study using teaching techniques for acquiring English, and . . . incorporates the cultural aspects of the pupils experience in his instruction. The CCSD offers two types of ESL programs at the elementary level Content-Based Integrated and Content-Based Self-Contained. (See NAC 388.615, Appendix C.) The goal of both the Content-Based Integrated and Content-Based Self-Contained approaches is the acquisition of English and grade level academics so that the ELL student can succeed in an Englishonly regular classroom. Both approaches have the following features: all instruction is done in English; when possible, the childs primary language is used to clarify instruction; English is taught through reading, language arts, math, science, and social studies; there is a strong English language development (ELD) component in every lesson (see Appendix N); the acquisition of English takes place in a structured, nonthreatening environment in which students feel comfortable taking risks; and lessons include controlled vocabulary while students gradually acquire the necessary language skills to succeed academically and become lifelong learners (See Appendix N for overview of stages of language acquisition.)
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Many teachers and administrators in the district have received intensive training in High Quality Sheltered Instruction (HQSI) strategies and techniques using the Sheltered Instruction Observation Protocol (SIOP) components. The 8 components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students. The possible classroom configurations could consist of the following: (a) Self-Contained ESL Classrooms The principal assigns only ELL students to Self-Contained classrooms. ELL students are grouped together for their core subjects, but have the opportunity to interact with other students in music, art, physical education, library and lunch. Lessons are planned according to students English language proficiency levels. (b) Integrated 50/50 ESL Classrooms The principal assigns approximately an equal proportion of students who need ELL services to native English speakers. English is taught to ELL students through content areas by including a strong English language development component. Emphasis is on cooperative learning and use of English-speaking role models, hands-on activities, visuals, demonstrations, and modeling. (c) Integrated Group Classrooms If a school or a grade has a low number of ELL students, the principal shall group students in a classroom at the appropriate grade level and will ensure that ELL strategies are used in the classroom. (2) Availability Depending on the number of ELL students at an elementary school, the District shall ensure that one or more of the ESL approaches described above are available. Based on the guidelines below, principals will make a determination regarding which approach will be used in consultation with the Superintendent or his designee, the Associate Superintendent of Student Support Services, and the Director of the English Language Learner Program. Generally, schools or grade levels with a low number of ELL students should group students and place them in an integrated grouped classroom model where ESL instructional strategies are employed. Schools or grade levels with a large number of ELL
students shall implement Self-Contained ESL classrooms or Integrated ESL Classrooms. An Integrated 50/50 ESL classroom shall have an approximately equal number of students who need ELL services and students who are native English speakers. SelfContained classes shall include ELL students only. (3) Entry criteria The placement of students who qualify for ELL services in ESL classes is based on the assessments outlined in Section IIb or on the reassessments outlined in Section Iva. (4) Resources The resources provided for ESL programs fall into two categories, staff resources and supplementary curricular materials. Staff resources include ELLP administrative and support staff and the ELL Specialist (if applicable).
(5)
Staff Qualifications All ELL Specialists shall hold either an endorsement to teach English as Second Language (TESL) pursuant to NAC 391.237, Appendix O, or an endorsement to teach a program of bilingual education pursuant to NAC 391.242, Appendix P. All teachers assigned to Self-Contained classrooms shall hold a TESL or Bilingual Education endorsement. The CCSD encourages teachers to pursue a TESL or Bilingual endorsement and provides the opportunity for teachers to take classes in order to acquire the endorsement. (See Appendix O for TESL endorsement and Appendix P for Bilingual endorsement requirements.) In addition, for teachers who teach ELL students, but who are not assigned to a Self-Contained or Integrated classroom, the CCSD shall ensure that training opportunities are available on effective strategies for ELL students.
b.
Transitional Bilingual Education Model (1) Description As defined by state regulations, the CCSDs Transitional Bilingual Education (TBE) model provides a program of instruction for ELL students in kindergarten through grade three whose primary language is Spanish. In the Transitional Bilingual Education model, ELL students are taught the English language and the content of other courses of study is taught using the pupils primary language. (See NAC 388.605, Appendix C.)
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The use of the students primary language is viewed as the link between achieving English language proficiency, English academic achievement, and psychological and social adjustment. In CCSD, the TBE model includes the following features: Spanish is the medium of instruction. Use of Spanish for clarification is not sufficient. Spanish instruction is not combined with English nor used alternately with English, for this prevents the internalization of syntax, intonation and other standard structures. An English Language Development component (ELD), is essential to the students English language development. (See Appendix Q.) ELD instruction in grades K-3 will focus on teaching objectives for listening, speaking, reading, and writing that are appropriate to the students English level of proficiency. As the English proficiency of the student increases, instruction transitions from being predominately in Spanish to predominately in English, with full transition into English as a Second Language or English-only instruction by fourth grade.
(2)
Availability The District offers the Transitional Bilingual Education approach (TBE) at designated elementary schools. (See Appendix J for the current list of schools offering the Transitional Bilingual Education approach.) The Superintendent or his designee, the Associate Superintendent of Student Support Services, and the Director of the ELLP shall determine if a school is one that shall offer a Transitional Bilingual Education approach. The criteria for determining whether a school shall offer a Transitional Bilingual Education model are the number of Spanish-speaking ELL students and the availability of teachers possessing a bilingual teaching endorsement. Transitional Bilingual Education schools shall offer a ContentBased ESL program model with Self-Contained, Integrated 50/50 or Integrated classrooms in conjunction with Transitional Bilingual Education. ELL students with the highest levels of Spanish literacy may be placed in Content-Based ESL classrooms.
(3)
Entry Criteria Students considered for placement in a Transitional Bilingual Education program must: speak Spanish as their primary language, be coded as either non-English or limited English proficient; and live within the attendance zone of the designated school.
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The District gives priority for placement in Transitional Bilingual Education to students classified as non-English proficient, with second priority given to students classified as limited-English proficient. (See Section II. and Section IV.) (4) Resources The resources provided for Transitional Bilingual Education fall into two categories, staff and supplementary curricular resources. Staff resources include ELLP administrative and support staff, and the ELL Specialist (if applicable). The ELLP shall review the Spanish language textbooks and instructional materials to be used in the Transitional Bilingual Education programs to ensure that they are aligned with the CEF and that they are compatible with the English-language textbooks and instructional materials used in the ELL and English-only classes at that school. The CCSD shall allocate sufficient operating funds to ensure that textbooks and instructional materials are equitable in all classes in a school offering Transitional Bilingual Education. (5) Staff Qualifications The State of Nevada requires teachers who teach Transitional Bilingual Education to (i) hold an endorsement to teach in a bilingual program and (ii) within 2 years after the issuance of an endorsement, pass an examination approved by the commission which demonstrates oral and written proficiency in the native language, if such an examination is available. See NAC 391.242, Appendix P. Therefore, to be in compliance with state regulations, the CCSD requires teachers who teach in a Transitional Bilingual Education program to hold an endorsement to teach bilingual education pursuant to Section 391.242 of the Nevada Administrative Code. (See Appendix P for bilingual endorsement requirements.) All of the ELL Specialists at schools offering the TBE model shall hold either a TESL endorsement pursuant to NAC 391.237 or a bilingual endorsement pursuant to NAC 391.242. (See Appendix P.) The State of Nevada does not require principals of transitional bilingual schools to hold a TESL or a bilingual endorsement. In selecting principals for transitional bilingual schools, however, the CCSD shall take into account whether the candidates have training regarding Transitional Bilingual Education and/or an interest in working in a school offering such programs. c. Dual Language Programs (1) Description Dual Language Programs are programs in which native English speakers and English Language Learners are grouped in
classrooms and learn literacy skills in both English and Spanish. Students are shared between two teachers, one delivering instruction in English and the other in Spanish. Students acquire academic and social vocabulary in both languages. The goals of the Dual Language Program are: (a) that a student acquires a second language or becomes bilingual; (b) that students will become biliterate, developing oral and written vocabulary in both languages, which will then be applied to reading and writing; and (c) to promote appreciation of other cultures and cross-cultural awareness. Students in the program are learning language through contentbased instruction. English as a Second Language (ESL) strategies as well as Spanish as a Second Language (SSL) strategies are utilized in the classroom. Academic content core curriculum is presented through a 50/50 Dual Language Program model with half of the instructional time delivered in English and half of the instructional time delivered in Spanish. Lessons are not translated when switching from one language to the other, rather, students learn language through content. The classroom environments are language rich, always supporting the language development of students by using realia, manipulatives, graphs, models, visual aides, and technology. (2) Availability This program is currently offered in select schools in two regions (see Appendix J for the current list of schools offering the Dual Language Programs). The Superintendent or his designee, the Associate Superintendent of Student Support Services, Region Superintendents, and the Director of the ELLP, shall determine if a school will offer the Dual Language Program. For schools that do not have the Dual Language Program throughout all the grade levels, a Content-Based ESL program model with Self-Contained, Integrated 50/50 or Integrated classrooms is offered in conjunction with the Dual Language Program. (3) Entry Criteria Students considered for placement in a Dual Language Program must: live within the attendance zone of the designated school or be granted a zone variance by the schools principal. (4) Resources The resources provided for Dual Language Programs fall into two categories: staff and supplementary curricular resources. Staff
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resources include ELLP administrative and support staff, and the ELL Specialist (if applicable). The ELLP shall review the Spanish language textbooks and instructional materials to be used in the Dual Language Program to ensure that they are aligned with the CEF and that they are compatible with the Englishlanguage textbooks and instructional materials used in the ELL and English-only classes at that school. The CCSD shall allocate operating funds to ensure that textbooks and instructional materials are available in all classes in a school offering the Dual Language Program. (5) Staff Qualifications The State of Nevada requires teachers who teach English Language Learner students to hold a Bilingual or TESL endorsement (see Appendices O and P). The State of Nevada does not require principals of Dual Language Schools to hold a Bilingual or TESL endorsement. In selecting principals for dual language schools, however, the CCSD shall take into account whether the candidates have training regarding Dual Language Programs, Bilingual Education, or TESL and/or an interest in working in a school offering such programs. 2. Secondary At the secondary level, two ELL approaches are recommended Intensive English Model and Sheltered Content Model. Many teachers and administrators in the district have received intensive training in High Quality Sheltered Instruction (HQSI) strategies and techniques using the Sheltered Instruction Observation Protocol (SIOP) components. The eight components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students. a. Intensive English Model (1) Description The Intensive English Model is an integrated language and content approach that focuses on the incorporation of content material into language classes and on the use of language learning strategies in order to prepare English Language Learner students for content area classes. The Intensive English Model includes extended periods of English instruction using a variety of materials. These materials focus on English grammar, reading and writing skills, learning strategies, and literacy concepts. At the high school level, students are able to earn credit toward graduation in required core subject areas. (See Appendix R for suggested secondary course offerings.)
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(2)
Availability The Region Superintendent or designee, the Associate Superintendent of Student Support Services, the Director of ELLP, and the principal of the school shall determine if a school is one that shall offer the Intensive English Model.
(3)
Entry Criteria To be eligible for this program, students must be enrolled in one of the schools offering the Intensive English Model, and be classified as non-English or limited-English proficient.
(4)
Resources Along with the staff and curricular resources provided to all schools, schools using this model shall utilize appropriate texts and instructional resources as recommended by ELLP.
(5)
Staff Qualifications Teachers using the Intensive English Model must have a TESL or bilingual endorsement.
b.
Sheltered Content ESL Instruction (1) Description The Sheltered Content ESL Instruction Model is an integrated content language approach. The goal of the integrated Sheltered Content Instruction Model is for ELL students to develop English language skills in content classes. Secondary ELL students have a limited time to become academically proficient in English. Therefore, they must learn both English and academic content as quickly as possible. English is taught through content areas by including a strong language development component. The purpose of the language development component is to teach English language learners to communicate (listen, speak, read, and write) in English. This component takes into account the ELL students current English language proficiency level and guides the teacher in providing the appropriate instruction for each level. This model is implemented at the secondary level in both self-contained and integrated classrooms. A self-contained classroom consists of only ELL students grouped together for instruction. An integrated classroom consists of students who need ELL services and native English speakers. At the high school level, this model also allows students to earn credit toward graduation in required core subject areas. Emphasis is on cooperative learning, hands-on activities, visuals, demonstrations, modeling and sheltered vocabulary.
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(2)
Availability Each school with ELL students in grades 6 through 12 should offer the Sheltered Content Instruction Model.
(3)
Entry Criteria The placement of students who qualify for Sheltered Content Instruction is based on the assessment in Section II.b.and the reassessments outlined in Section IV.a.
(4)
Resources Schools implementing the sheltered content model will utilize district-adopted texts, as well as approved supplementary ELL resources.
(5)
Staff Qualifications Teachers using the self-contained sheltered content model shall have a TESL or bilingual endorsement and shall be endorsed in their content areas. Teachers using the integrated sheltered content model shall be endorsed in their content areas and encouraged to obtain their TESL endorsements.
(6)
Student Placement The following are recommended guidelines for ELL student placement in secondary program models: Students classified as non-English proficient will receive at least two periods of Intensive English Language Development (ELD) and two periods of Self-Contained or Integrated Sheltered Content Instruction. Students classified as limited-English proficient will receive two periods of Self-Contained Intensive English Language Development (ELD) focusing on academic literacy skills. These students will also receive Self-Contained or Integrated Sheltered English Instruction in the academic content areas appropriate for their grade level. Academic progress of ELL students placed in mainstream classes will be reviewed by ELLP and/or school personnel.
B.
Student Performance Evaluation 1. CCSD Grading and Reporting Guidelines Teachers of ELL students at both the elementary and secondary levels shall follow the same CCSD policy and guidelines for all students when determining grades for ELL students. The relevant policies include: (1) CCSD Regulation
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5121, which addresses student progress and grading for grades one through twelve; (2) CCSD Regulation 5121.1, which addresses grading for Special Education for grades six through twelve; and (3) CCSD Regulations 5122, 5121, and 5121.1 which address Reporting to Parents. Guidelines for grading and evaluating elementary and secondary ELL students are outlined in the Curriculum Essentials Framework, K-5 (CEF) and Secondary (6-12) Syllabi published by the CCSD Elementary and Secondary Curriculum and Professional Development Department. Elementary teachers who are working with ELL students are required to teach the objectives stated in the CCSD CEF. Elementary teachers shall determine grades of ELL students based on their progress toward, and achievement of, CCSD objectives. Secondary teachers working with ELL students are required to teach the objectives stated in the specific content area syllabus created and approved by CCSD. Teachers of ELL students shall determine grades based on their progress toward, and achievement of, the CCSD objectives. 2. Promotion and Retention The principal at each school shall ensure that CCSD Policy 5123 on promotion is followed in determining whether an ELL student should be promoted or retained. As with non-ELL students, ELL students may be retained. In the case of an ELL student, the principal shall ensure that ELL students are not retained based solely on the students inability to perform in the English language. In making a determination of whether an ELL student should be retained, the principal shall ensure that careful consideration is given to the range of services and options available prior to making the decision to retain a student. Adjustments or changes to the students educational program may be necessary in order to avoid retention. Teachers should contact the schools ELL Specialist/ELLP for assistance. As with English Exclusive students, retention concerns should be ongoing throughout the year. CCF-731 Retention Guidelines must be followed. If the decision is made to retain an ELL student, the principal shall ensure that the student receives significantly different services during the year following the retention.
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SECTION IV: A. Reassessment
REASSESSMENT, RECLASSIFICATION, AND MONITORING
State regulations require that the District reassess ELL students every year to determine whether the pupils proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. (See NAC 388.645, Appendix C.) Reassessment by Referral: Another method for reevaluating a student is referral by either a parent or teacher/counselor to the ELL Specialist. A parent or teacher may make this referral at any time during the school year. Such a referral should be based on evidence that the student could be successful in English-only classes. The procedure for conducting a reevaluation from a teacher or parent referral is as follows: 1. The regular classroom teacher, the parent, or the counselor completes a Referral for Reclassification and Reinstatement Form and submits it to the ELL Specialist. (See Appendix S for Referral Form.) 2. The ELL Specialist and the teacher meet to discuss the students progress and to review documentation to support that the student could be successful in English-only classes. Examples of documents to be reviewed include grades in core subjects, test scores, and writing samples. 3. Upon completion of the testing, the Itinerant Tester shall score the test and complete the Update Testing Sheet. (See Appendix T for Update Testing Sheet.) 4. Based on the criteria reviewed in IV.b. below, the student may be reclassified. (See Section IV.b. below for criteria and procedures for reclassifying students.) 5. The Itinerant Tester shall send the updated test scores to the student database manager in ELLP. The Itinerant Tester shall place a copy of the Update Testing Sheet in the ELLP Student Assessment Portfolio. B. Reclassification State regulations state that the District may reclassify an ELL student only if: 1. The pupils academic performance and his proficiency to comprehend, speak, read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language; The parent or legal guardian of the pupil is (see Appendix S): a. Notified, in the primary language of the parents or legal guardian, that the pupil is being considered for reclassification; b. Given an opportunity to review the data relating to the performance of the pupil; and c. Allowed to participate in the determination of whether the pupil should be reclassified; and The school district administers to the pupil an examination selected by the District from a list of examinations approved by the department to assess the pupils proficiency to comprehend, speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination. NAC 388.645.2, Appendix C.
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2.
3.
C.
Methods for Reclassification Consistent with State regulations, the CCSD has determined that ELL students may be reclassified using the recommended language proficiency assessment or by other methods. Each of these methods is described below. 1. Reclassification Using LAS: ELLP may reclassify a student using the Language Assessment Scales (LAS) based on the criteria below: a. If a student is in first grade and is classified as non-English proficient and the student obtains a standard score between 62 and 81 on the Pre-LAS Oral, the student will be reclassified as limited English proficient, and the student will remain eligible for ELL services. If a student classified nonEnglish or limited-English proficient scores 82 or higher on the Pre-LAS Oral, the student will be reclassified as fluent-English proficient with monitoring. While the student is considered fluent-English proficient, the school will monitor the student for at least two school years to make certain that the student is succeeding in an English-only class. (See Section IV.D. below for required monitoring of these students.) b. ELLP may reclassify students in grades 2 through 12 using the LAS with a combined Oral, Reading and Writing score of 241 or greater. ELLP may reclassify a student coded limited-English proficient who obtains a combined standard score of 241 or higher as fully English proficient, with monitoring. (See Section IV.B. above regarding notification to parents prior to reclassification.) The school shall monitor a student reclassified as fluent-English proficient for at least two years. (See Section IV.D. below for required monitoring for students reclassified as fluent-English proficient.)
2.
Reclassification Using Methods Other than the LAS: ELLP also may reclassify a student as no longer needing ELL services if the student can demonstrate academic proficiency in reading and writing in English within the average range for English-only students. Thus, the CCSD has determined that reclassification may occur if a combination of the following criteria are met: a. The Iowa Test of Basic Skills (ITBS): Students in those grades at which the ITBS is administered may be mainstreamed to English only if they score at or above the 26th percentile on the Reading Composite and the Language Composite section. Nevada High School Proficiency Examination: Students in grades eleven and twelve may be exited from ELL services if they score at or above passing score(s) on the reading, writing, and math portions of the Nevada High School Proficiency Examination. Standards-Based Assessment Program: (SBAP) Students in grade one may be mainstreamed from program participation if they score at or above the 26th local percentile on the reading portion of the (SBAP). Students in
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b.
c.
d.
grades two through five may be mainstreamed from program participation if they score at or above the 26th local percentile on the reading and writing portions of the SBAP. Other: Students in grades two through twelve may be mainstreamed into English only if a review of data listed in criteria 1 through 3 above, in combination, indicates that the students are capable of functioning successfully in English-only classes. This decision can be reached only if it is the consensus opinion of a committee consisting of at least the principal or administrative designee, the ELLP designee, and the classroom teacher(s). As an example, if a student scores at level 3 on the LAS reading and at the 26th percentile on the Language Composite section of the ITBS, the decision may be made to reclassify this student. This decision shall be documented on the English Language Learner Student Reclassification Using Combined Data Sources Form. (See Appendix U for reclassification form.)
3.
Classify Students as Fluent-English Proficient with Monitoring: A student is classified as fully-English proficient with monitoring when a student is reclassified using criteria 1 and 2 above. (See Section IV.B. regarding notification to parents prior to reclassification.) The school shall monitor for two years any students reclassified as fluent-English proficient. (See Section IV.D. below.) The District also will ensure that reclassified students are appropriately placed in general education classes. Active Student List: The reclassification of students will be reflected on the Active Student List, which is generated weekly and made available by the ELLP database manager. Individual student information may also be found on the mainframe computers SASIxp Data Inquiry (Option 19. Data Inquiry Menu).
4.
D.
Monitoring Progress of Students Who are Mainstreamed to English-Only Classes Each school shall monitor all reclassified students for two years. The purpose of this monitoring is to ensure that the students have no grades below a C in each class and are no longer in need of language acquisition assistance. This monitoring shall include periodic contact with the students teacher to ascertain student progress. The school also shall review the students report card each quarter or trimester to review the students academic and citizenship grades and attendance and shall note the students progress on the Two Year Monitoring of Reclassified Student Form. (See Appendix V.) To be considered academically successful, a student should have no grades below a C in English, math, science or social studies. If, as a result of monitoring, evidence indicates that the student is not being successful in English-only classes and needs further language acquisition assistance, the school shall initiate a Referral for Reclassification/Reinstatement Form (see Appendix S) and ELLP shall administer the LAS Oral, Reading and Writing to ascertain if the students English proficiency has diminished. If the student obtains a combined standard score of 240 or less, the student shall be considered reinstated into an ELL program or enrolled in an academic remediation program. If the student scores 241 or higher, the student will remain in English-only classes, and the school shall continue to monitor that student. If
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the student is determined to be academically unsuccessful, the school and the appropriate teachers will seek out other services for the student in order to address any academic deficiencies. Prior to making any changes, the ELLP designee and the principals designee shall meet with the parents to discuss the recommended changes. E. Transfer of ELL Students The designated office staff at each school shall ensure that any student transferring from one school to another within the CCSD has his or her participation in an ELLP program documented on the Elementary Student Release and Transfer Form (CCF-702) or the Pupil Release and Transfer-Secondary (CCF-740). (See Appendix W.) Withdrawal of ELL Students If a student is withdrawing and transferring to a school outside the district, the designated office staff at the school shall ensure that the ELL Student Assessment Portfolio accompanies the student cumulative folder to the Student Records Center.
F.
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SECTION V: A. Purpose
PROGRAM REVIEW PROCESS
The purpose of the ELLP review in Clark County School District is to assess the effectiveness of the models of instruction as they relate to the following program components: Educational practices, services, instructional methodologies and resources; Qualifications and training of program staff; Identification of the students eligible for services; Initial and on-going assessment of English language proficiency and student progress; and Procedures for exiting students from the program and for monitoring their progress in English-only classes. The Associate Superintendent of Student Support Services Division, in cooperation with the ELLP staff, will coordinate the program review. The district shall identify specific goals that relate directly to the program components listed above. The program review will consist of data gathering and analysis and of on-site visits to verify those portions of the self-evaluation that need to be observed. Section B below outlines the goals that will be assessed in the program review. As part of the annual program self-evaluation, the CCSD will review the goal statements for possible modifications. B. below. 1. Students eligible for English Language Learner Program services will be provided English language development instruction that is: A recognized method of teaching English as a Second Language, as required by the ELLP Procedures Manual; Recognized as educationally sound; Of sufficient scope and quality to meet the English language development needs of the students; Consistent with identified instructional methodologies that, through research, have been found to be effective; An adaptation of the existing district curriculum and designed to meet stateadopted content and performance standards; and Utilizing appropriate resources to meet both the English language development needs and the curriculum content. All instructional staff teaching in Transitional Bilingual Education classrooms will possess the necessary certification endorsements as required by state statutes. Teachers responsible for English language development and content area instruction will receive staff development to provide them with the necessary tools to meet the unique instructional needs of ELL students. All students, as they enroll in the Clark County School District for the first time, will have a Home Language Survey completed by the students parents or guardians, to determine the possible need for English Language Learner Program
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Goals The ELLP compliance checklist (see Appendix X) incorporates all of the goals listed
2. 3.
4.
5.
6.
7. 8. 9.
10.
11.
12.
services, and will immediately be enrolled in school and assigned to a classroom(s) at the time of registration. All students who, as a result of the responses on the Home Language Survey may need ELL services, will be assessed for English language proficiency and placed in the appropriate ELL Program setting within 30 calendar days of enrollment. All students enrolled in ELL programs will be reassessed each year to measure progress in English language development and determine if students are eligible to exit ELL programs. At least ten percent of the non-English proficient students who have been enrolled in the CCSD for at least one year will be reclassified as limited-English proficient. At least ten percent of the students reassessed each year will be eligible to exit the program and will be monitored for two years. All students who exit the English Language Learner Program based on the assessment of the English language proficiency or on English reading and writing performance based on norm-referenced or criterion-referenced tests will be monitored for two years to determine if the students are demonstrating academic success in English-only classes. Following monitoring, a procedure will be put in place to ensure that the students who have fully exited the program are maintaining academic success. Students enrolled in the English Language Learner Program will be promoted to the next grade at the end of the school year at the rate equal to, or within a range of five percentage points, the promotion rate of CCSD as a whole. Twelfth grade students, who at anytime during their school careers were enrolled in the ELL Program and were continuously enrolled in the Clark County School District for six or more years prior to their graduation dates, will earn sufficient credits and pass the necessary state proficiency examinations to enable them to earn a high school diploma at a rate equal to, or within a range of five percentage points, the graduation rate for the school as a whole. Ninety-five percent of ELL students enrolled during the testing period in grades 3-10, will participate in state-mandated ITBS and Writing Proficiency testing as defined in the states Guidelines for the Conduct of the Nevada Proficiency Examination Program.
C.
Program Review Process The initial program review took place during the 1999-2000 school year at eight elementary schools (one bilingual site and seven ESL sites), at four middle schools, and at four high schools. Schools were selected to represent sites with large populations, moderate populations, and small populations of ELL students. For each year after the 1999-2000 school year, the ELLP shall select 16 schools to participate in the program review process.
D.
Information Collection Methods The Director of ELLP , in cooperation with the Instruction Unit and Student Support Services, will select program review teams. Each program review team will gather both objective and empirical data. This data will include, but will not be limited to: Teacher certification records; Records of staff development activities; Student enrollment worksheets;
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Test records from Language Assessment Scales, ITBS, and Standards-Based Assessment Program; ELL Student Assessment Portfolios and records of student reclassification; Monitoring records of students who exited ELL Program; Promotion and retention records; and Observation checklists.
The program review teams will use an observation checklist to assess: The types of program models offered, The educational soundness, Scope and quality, Instructional methodologies, Resources used as a part of ELL instruction, and Evidence of adaptation of existing content area curricula. E. Review and Analysis of Data The program review teams will gather the data listed above, analyze the data as they relate to the stated goals in the compliance checklist (see Appendix X), identify goals that the school failed to meet, and recommend modifications or corrective actions that the school should undertake. Each program review team shall write a report of its findings, commendations and recommendations. As discussed more fully in Section F below, the program review team will meet with appropriate site-based staff to review their findings and to assist the school in developing an improvement plan to remedy the findings. In making findings, the team will include specific information or data regarding each goal. For example, for Goal 1 (program) the report will include a description of the program or programs offered at a school. For Goal 3 (staff development) the report will describe the staff development activities that occurred, how these activities support the program or programs offered at the school and the staff who participated in the activities. For Goal 4 (Home Language Survey) the report should discuss how many files were reviewed, how many files had the HLS, and how many did not. F. Plan for Modification/Improvement Whenever a program review team finds goals that a school has not met, ELLP will schedule a meeting with the school administrative and ELL instructional staff to review its findings. If appropriate, the team will make recommendations of corrective actions the school may wish to consider. In conjunction with the review process team, the school staff will develop an ELL improvement plan that will address: Goals the school failed to meet; Corrective actions to be taken; Time in which the corrective actions will occur; and Staff member(s) responsible for ensuring that the corrective actions have taken place. The school shall implement the plan within the timeline outlined in the plan. The program review team will continue to monitor any school sites in which stated goals were not attained to ensure that the school implemented its program improvement plan. Schools that were able to meet all of the stated goals will continue to be monitored, but to a lesser degree.
G.
District Plan Based on the issues or problems identified in the reports for individual schools, the ELLP shall develop a district plan to address any systemic problems or issues found and shall ensure that this plan is implemented for the following school year.
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Appendix A: Effective ELL Practices
SHELTERED INSTRUCTION
1. Lesson Preparation Content Objectives and Language Objectives Supplementary materials for clarity and meaning (hands-on manipulatives, realia, pictures, visuals, multimedia, demonstrations, related literature, adapted text, graphic organizers) Adaptation of content (graphic organizers, outlines, leveled study guides, highlighted text, taped text, adapted text, jigsaw text reading, marginal notes) 5. Interaction Questioning to elicit ideas, opinions, answers and to encourage elaboration Balance of talk between teacher and students Talk among students pairs, triads, small groups Wait time for student response Varied grouping configurations that support the language and content objectives of the lesson
2.
Building Background Concepts linked to the students background Links between past learning and new concepts Explicit teaching of key vocabulary
6. Practice/Application Hands-on materials and/or manipulatives for practice activities to apply content and language knowledge Activities to integrate all language skills
3.
Comprehensible Input Appropriate speech Explanation of tasks Techniques (modeling, visuals, hands-on, demonstrations, gestures, body language)
7. Lesson Review and Assessment Review of key vocabulary Review of key content concepts Regular feedback to students Assess student comprehension and learning of all lesson objectives throughout the lesson (spot checking, group response)
4.
Strategies Metacognitive matching, problem-solving, clarifying Cognitive individual mental or physical manipulation of material for learning Social/Affective Interaction with a group
8. Effective Lesson Delivery Content objectives supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged 90% to 100% of the time Pacing of the lesson appropriate to the students ability level
Scaffolding Verbal paraphrasing, think alouds, defining Procedural explicit teaching, modeling, practice with others, independent application
From: Echevarria, Jana, et, al. Making Content Comprehensible for English Language Learners, Allyn and Bacon, 2000. ISBN 0-205-29017-5 haj 10-02
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Appendix B: District Policy-6165 CLARK COUNTY SCHOOL DISTRICT POLICY 6165 PROGRAMS AND SERVICES FOR ENGLISH LANGUAGE LEARNER STUDENTS a. Students whose primary language is other than English cannot effectively participate in general education instruction until they have developed proficiency in listening, speaking, reading and writing English. To assist these English Language Learner (ELL) students in gaining English proficiency, the Clark County School District (District) shall implement a range of services and programs. b. All ELL students shall be appropriately identified, assessed, and placed in programs. c. Any school that has ELL students enrolled shall offer the appropriate services and programs to ELL students, and each school shall have the qualified staff and the appropriate resources necessary to provide programs and services to ELL students. The principal, in consultation with the English Language Learner Program and the Division of Instruction, shall determine the services and programs to be offered at a school. The program offered at each school shall be based on research and shall provide ageappropriate levels of English proficiency. In addition, the program shall be: aligned with the District curriculum; taught using the content strategies and thinking processes that students encounter as they pursue an education in the District; and reflect the many cultural and linguistic backgrounds represented by ELL students enrolled in the District. d. The Superintendent annually shall review and monitor the programs and services provided to ELL students to determine whether ELL students are being provided appropriate services and programs and whether ELL students are gaining proficiency in listening, speaking, reading and writing English. e. The English Language Learner Program Department shall develop procedures to implement this policy.
Legal Reference: Review Responsibility: Adopted: Revised: Pol gov Rev:
NRS Chapter 388 System of Public Instruction Student Support Services Division [5/26/93] (11/9/00) 6/28/01
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Appendix C: Nevada Administrative Code Instruction of Certain Pupils Whose Primary Language Is Not English NAC 388.600 Definitions. (NRS 385.080, 388.405) As used in NAC 388.600 to 388.655, inclusive, unless the context otherwise requires, the words and terms defined in NAC 388.605, 388.610 and 388.615 have the meanings ascribed to them in those sections. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.605 Bilingual program of instruction defined. (NRS 385.080, 388.405) Bilingual program of instruction means a program of instruction for English language learners in which pupils are taught the English language and the content of other courses of study is taught using the pupils primary language. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.610 English language learner defined. (NRS 385.080, 388.405) English language learner means a pupil whose: 1. Primary language is not English; 2. Proficiency in English is below the average proficiency of pupils at the same age or grade level whose primary language is English; and 3. Probability of success in a classroom in which courses of study are taught only in English is impaired because of his limited proficiency in English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.615 Program of instruction that teaches English as a second language defined. (NRS 385.080, 388.405) Program of instruction that teaches English as a second language means a program of instruction for an English language learner which: 1. Provides instruction in the English language and other courses of study using teaching techniques for acquiring English; and 2. Incorporates the cultural aspects of the pupils experiences in his instruction. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.620 Determination of primary language of pupil. (NRS 385.080, 388.405) 1. Each school district shall identify the primary language of each pupil who enrolls in a school within the district for the first time. 2. A pupils primary language shall be deemed to be a language other than English if: (a) The pupil first spoke a language other than English; (b) The primary language spoken in the home of the pupil is not English; or (c) The language most often spoken by the pupil is not English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.625 Assessment of pupils proficiency in English. (NRS 385.080, 388.405) 1. Each school district shall administer to a pupil whose primary language is not English and who is enrolled in: (a) Kindergarten or any grade from grade 1 to 12, inclusive, an oral examination approved by the department to assess the proficiency of the pupil to speak and comprehend English. A pupil must be classified as an English language learner if his score on the examination is below the score for a person who communicates fluently in English, as established by the publisher of the examination.
(b) Any grade from grade 2 to 12, inclusive, an examination approved by the department to assess the proficiency of the pupil to read and write English. A pupil must be classified as an English language learner if his score on the examination is below the score for a person who is competent in reading and writing English, as established by the publisher of the examination. 2. An assessment administered pursuant to this section must be completed within 60 days after the date on which the pupil enrolls in a school in the district for the first time. 3. An assessment of a pupils proficiency to comprehend, speak, read and write English must be administered by a person who is proficient in English and who has successfully completed training in the administration and scoring of the examination required for the assessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.630 Assessment of pupils proficiency in his primary language. (NRS 385.080, 388.405) 1. Except as otherwise provided in this subsection, each school district shall administer to a pupil who is classified as an English language learner pursuant to NAC 388.625 and who is enrolled in a bilingual program of instruction an examination approved by the department to assess the proficiency of the pupil to comprehend, speak, read and write his primary language. A school district is not required to assess the proficiency of a pupil to read and write his primary language if he is enrolled in kindergarten or the first grade or his primary language is not commonly written. 2. An assessment administered pursuant to this section must be completed within 60 days after the date on which the pupil enrolls in a school in the district for the first time. 3. An assessment of a pupils proficiency to comprehend, speak, read and write his primary language must be conducted by a person who is proficient in the primary language of the pupil and who has successfully completed training in the administration and scoring of the examination required for the assessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.635 Assessment of proficiency in English and primary language of pupils with disabilities. (NRS 385.080, 388.405) 1. A school district shall assess and classify a pupil whose primary language is not English and whose eligibility for special services and programs of instruction for pupils with disabilities is being assessed pursuant to NAC 388.330 to 388.440, inclusive, in the manner required by NAC 388.625 and 388.630. If the multidisciplinary team that is determining the eligibility of the pupil pursuant to NAC 388.330 to 388.440, inclusive, determines that the procedures for the assessments administered pursuant to NAC 388.625 and 388.630 are inappropriate because of the nature of the pupils disability, the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend, speak, read and write English and his primary language. The person administering the assessment shall cooperate with the multidisciplinary team to determine the classification of the pupil. 2. A school district shall assess and classify a pupil whose primary language is not English and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by NAC 388.625 and 388.630. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.281 determines that the procedures for the assessments are inappropriate because of the nature of the pupils disability, the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend, speak, read and write English and his primary language. The person administering the assessment shall cooperate with the committee to determine the classification of the pupil. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)
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NAC 388.640 Programs of instruction: Availability; notice of eligibility; consent for participation; standards. (NRS 385.080, 388.405) 1. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. 2. The school district shall notify the parents or legal guardian of such a pupil of the eligibility of the pupil to participate in such a program of instruction. The notification must be given in the primary language of the parents or legal guardian of the pupil. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian. 3. A bilingual program of instruction or a program of instruction that teaches English as a second language must: (a) Be based on a sound educational theory for acquiring English; (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner; and (c) Produce results which indicate that the pupils in the program are acquiring English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.645 Periodic reassessment of pupils; limitations on reclassification. (NRS 385.080, 388.405) 1. Except as otherwise provided in subsection 3, a school district may, at any time, but shall, at least every 2 years, reassess a pupil who is classified as an English language learner pursuant to NAC 388.625 to determine whether the pupils proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. 2. A pupil may be reclassified pursuant to this section only if: (a) The pupils academic performance and his proficiency to comprehend, speak, read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language; (b) The parents or legal guardian of the pupil is: (1) Notified, in the primary language of the parents or legal guardian, that the pupil is being considered for reclassification; (2) Given an opportunity to review the data relating to the performance of the pupil; and (3) Allowed to participate in the determination of whether the pupil should be reclassified; and (c) The school district administers to the pupil an examination selected by the district from a list of examinations approved by the department to assess the pupils proficiency to comprehend, speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination. 3. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389.063 an examination to assess the pupils proficiency to read and write English. Such a pupil may not be reclassified pursuant to this section. 4. A reassessment of a pupils proficiency to comprehend, speak, read and write English must be administered by a person who is proficient in the language in which the examination is given and who has successfully completed training in the administration and scoring of the examination required for the reassessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.650 Periodic reassessment of pupils with disabilities. (NRS 385.080, 388.405) 1. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388.625 and who is receiving special services and programs of instruction for
pupils with disabilities in the manner required by NAC 388.645. The reassessment must be conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388.281. 2. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupils disability, the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend, speak, read and write English. 3. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.655 Waiver from certain provisions. (NRS 385.080, 388.405) A school district may apply, in writing, to the department for a waiver from the provisions of NAC 388.625 to 388.650, inclusive. Upon a showing of good cause and circumstances that are unique to the district, the department may grant a waiver from any of those provisions. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)
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Appendix D: English Language Learner Program Organizational Chart
ENGLISH LANGUAGE LEARNER PROGRAM ORGANIZATIONAL CHART

Melba Madrid-Parra DIRECTOR II Nancy Alamo DIRECTOR I - Elementary P. Gail Welch Coordinator III Dual Language Programs Jane Parsons DIRECTOR I - Secondary
Coordinator IV SE Region
Mary Sue Morin Coordinator IV NW Region
Greta Peay Coordinator IV NE Region
Norberta Anderson Coordinator IV E Region
Coordinator IV SW Region
Luci Blood Coordinator IV ELL Programs
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Appendix E: Home Language Survey English
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Appendix E: Home Language Survey Spanish
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Appendix F: Comprehensive Educational Summary
COMPREHENSIVE EDUCATIONAL SUMMARY

Your Childs Student Number Your Childs Full Name Home Country Start of Academic Year in Home Country DIRECTIONS FOR COMPLETION Column 1: Column 2: Column 3: Column 4: Column 5: SCHOOL YEAR = Academic Year (i.e., 1993-1994) STUDENT AGE = The students age when the school year started. YEAR IN SCHOOL = Total number of years completed. GRADE = Your countrys designation of what that year in school is/was called (i.e., Grade 1, Form 1, Standard 1, 1 Secundaria). KIND OF SCHOOL = The United States system of education has 3 levels: Elementary, Middle School, and High School. In this column, write what your childs level of school is/was called: (i.e., Primaria, Secundaria, Gymnasium). FULL NAME OF SCHOOL = Write the name of the school your child attended. It can be written in your language. SCHOOL LOCATION = Write the city and country where your child attended school. LANGUAGE OF INSTRUCTION = Write the language used in your childs school. Do not include the specialized classes in English. 2
Age
Birthdate
Aug./Sept.
Other:
Column 6: Column 7: Column 8: 1

School Year
3
Year in School
4
Grade Desig nation
5
Kind of School (Primaria, etc.)
6
Full Name Of School
7
School Location (City and Country)
8
Language of Instruction
K 1 2 3 4 5 6 7 8 9 10 11 12
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Appendix G: English Proficiency Status (EPS) Codes
ENGLISH PROFICIENCY STATUS (EPS) CODES

In the CCSD, English Proficiency Status (EPS) Codes indicate eligibility and determine the extent of specialized language service to be provided for ELL students. EPS codes of Pending Assessment (PA) and English Exclusive (EE) are assigned by the school office staff to students based on their Home Language Survey (HLS). EPS codes are revised as the result of initial language assessment and annual language reevaluation. SASI EPS Code EE English Exclusive PA Pending Assessment TS Tested by ELLP SASI ESL Code Old EPS English Proficiency Level A B C D E F G H I J K L M AA AB AC AW BA BB BC BW CC EE PA WW Non English Proficient Limited English Proficient English Proficient* (Reclassified) Non English Proficient Waiver* Non English Proficient Limited English Proficient English Proficient* (Reclassified) Limited English Proficient Waiver* English Proficient* English Exclusive* Pending Assessment Refuse Testing* Re-designated Fluent English*
(*Not eligible for ELLP services)
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Appendix H: Individual with Disabilities Education Act and the Nevada Administrative Code Sec. 300.531 Initial Evaluation. Each public agency shall conduct a full and individual initial evaluation, in accordance with 300.532 and 300.533, before the initial provision of special education and related services to a child with a disability under Part B of the Act. (Authority: 20 U.S.C. 1414(a)(1)) Sec. 300.532 Evaluation procedures. Each public agency shall ensure, at a minimum, that the following requirements are met: (a) (1) Tests and other evaluation materials used to assess a child under Part B of the Act (i) Are selected and administered so as not to be discriminatory on a racial or cultural basis; and (ii) Are provided and administered in the child's native language or other mode of communication, unless it is clearly not feasible to do so; and (2) Materials and procedures used to assess a child with limited English proficiency are selected and administered to ensure that they measure the extent to which the child has a disability and needs special education, rather than measuring the child's English language skills. (b) A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child, including information provided by the parent, and information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child, to participate in appropriate activities), that may assist in determining (1) Whether the child is a child with a disability under 300.7; and (2) The content of the childs IEP. (c) (1) Any standardized tests that are given to a child (i) Have been validated for the specific purpose for which they are used; and (ii) Are administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the tests. (2) If an assessment is not conducted under standard conditions, a description of the extent to which it varied from standard conditions (e.g., the qualifications of the person administering the test, or the method of test administration) must be included in the evaluation report. (d) Tests and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient. (e) Tests are selected and administered so as best to ensure that if a test is administered to a child with impaired sensory, manual, or speaking skills, the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). (f) No single procedure is used as the sole criterion for determining whether a child is a child with a disability and for determining an appropriate educational program for the child.
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(g) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. (h) In evaluating each child with a disability under 300.531-300.536, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. (i) The public agency uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors. (j) The public agency uses assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child. (Authority: 20 U.S.C. 1412(a)(6)(B), 1414(b)(2) and (3))
Sec. 300.533 Determination of needed evaluation data. (a) Review of existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under Part B of the Act, a group that includes the individuals described in 300.344, and other qualified professionals, as appropriate, shall (1) Review existing evaluation data on the child, including (i) Evaluations and information provided by the parents of the child; (ii) Current classroom-based assessments and observations; and (iii) Observations by teachers and related services providers; and (2) On the basis of that review, and input from the child's parents, identify what additional data, if any, are needed to determine (i) Whether the child has a particular category of disability, as described in 300.7, or, in case of a reevaluation of a child, whether the child continues to have such a disability; (ii) The present levels of performance and educational needs of the child; (iii) Whether the child needs special education and related services, or in the case of a reevaluation of a child, whether the child continues to need special education and related services; and (iv) Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the IEP of the child and to participate, as appropriate, in the general curriculum. (b) Conduct of review. The group described in paragraph (a) of this section may conduct its review without a meeting. (c) Need for additional data. The public agency shall administer tests and other evaluation materials as may be needed to produce the data identified under paragraph (a) of this section. (d) Requirements if additional data are not needed. (1) If the determination under paragraph (a) of this section is that no additional data are needed to determine whether the child continues to be a child with a disability, the public agency shall notify the child's parents (i) Of that determination and the reasons for it; and (ii) Of the right of the parents to request an assessment to determine whether, for purposes of services under this part, the child continues to be a child with a disability. (2) The public agency is not required to conduct the assessment described in paragraph (d)(1)(ii) of this section unless requested to do so by the child's parents. (Authority: 20 U.S.C. 1414(c)(1), (2) and (4))
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Sec. 300.534 Determination of eligibility. (a) Upon completing the administration of tests and other evaluation materials (1) A group of qualified professionals and the parent of the child must determine whether the child is a child with a disability, as defined in 300.7; and (2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent. (b) A child may not be determined to be eligible under this part if (1) The determinant factor for that eligibility determination is (i) Lack of instruction in reading or math; or (ii) Limited English proficiency ; and (2) The child does not otherwise meet the eligibility criteria under 300.7(a). (c) (1) A public agency must evaluate a child with a disability in accordance with 300.532 and 300.533 before determining that the child is no longer a child with a disability. (2) The evaluation described in paragraph (c)(1) of this section is not required before the termination of a student's eligibility under Part B of the Act due to graduation with a regular high school diploma, or exceeding the age eligibility for FAPE under State law. (Authority: 20 U.S.C. 1414(b)(4) and (5), (c)(5))
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Appendix I: Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code NAC 388.325 Prior intervention. (NRS 385.080, 388.520) 1. If a pupil is experiencing an educational or behavioral difficulty but is not suspected of having a disability by the public agency, the public agency may attempt to remediate such a difficulty through a prior intervention. 2. The public agency shall: (a) Determine the type of intervention to be attempted, the process for monitoring progress and the methods for evaluating the effectiveness of the intervention; (b) Specify reasonable timelines for initiating, completing and evaluating the intervention; and (c) Based in part on the results of the prior intervention, determine whether the pupil is suspected of having a disability and should be evaluated in accordance with NAC 388.330 to 388.440, inclusive. 3. During the period in which a prior intervention is being provided, a parent of the pupil may ask for an initial evaluation of the pupil if the parent suspects that the pupil has a disability and may qualify for special services and programs of instruction pursuant to NAC 388.330 to 388.440, inclusive. If the public agency suspects the pupil has a disability, the public agency shall not refuse to conduct the initial evaluation or delay the initial evaluation until the prior intervention is completed. If the public agency disagrees with the parent and does not suspect the pupil has a disability, it may refuse to conduct an evaluation. The public agency shall provide to the parent written notice of this refusal in accordance with NAC 388.300, and the parent may request mediation pursuant to NAC 388.305 or a hearing pursuant to NAC 388.300 to resolve the dispute. 4. If the public agency determines that the educational difficulty or behavior of the pupil is resistant to the prior intervention, or if the public agency determines that the prior intervention requires continued and substantial effort and may require the provision of special education and related services to be effective, the public agency shall conduct an initial evaluation of the pupil to determine whether the pupil is eligible for special education. Informed parental consent in accordance with subsection 1 of NAC 388.300 must be obtained before the public agency may conduct such an evaluation. (Added to NAC by Bd. of Education by R085-99, eff. 2-16-2000) NAC 388.330 Credentials required to administer or interpret assessment. (NRS 385.080, 388.520) Any person responsible for administering or interpreting an assessment pursuant to NAC 388.330 to 388.440, inclusive, must: 1. Possess a license or certificate in the area of the persons professional discipline; and 2. Be trained in the area of assessment in question. (Added to NAC by Bd. of Education, eff. 7-14-88; A by R085-99, 2-16-2000) NAC 388.335 Tests and devices for assessment. Any test or other device for assessment used pursuant to NAC 388.330 to 388.440, inclusive, must comply with the procedures set forth in 34 C.F.R. 300.532. (Added to NAC by Bd. of Education, eff. 7-14-88; A 9-13-91; 11-23-93) NAC 388.336 Review of evaluation data; determination of need for additional data. (NRS 385.080, 388.520) As part of an initial evaluation if data is available, and as part of any reevaluation, a group that includes the committee that developed or will develop the pupils individualized educational program pursuant to NAC 388.281, the members of the eligibility team and any other qualified professionals appointed shall: 1. Conduct a review of data from existing evaluations, including, without limitation: (a) Evaluations and information provided by the parents of the pupil;
(b) Current classroom-based assessments and observations; and (c) Observations by teachers and related service providers; and 2. Based upon the review and input from the pupils parents, identify the additional data, if any, that is required to determine: (a) Whether the pupil has a particular category of disability, or, in case of a reevaluation of a pupil, whether the pupil continues to have such a disability; (b) The present levels of performance and educational needs of the pupil; (c) Whether the pupil needs special education and related services, or in the case of a reevaluation of a pupil, whether the pupil continues to need special education and related services; and (d) Whether any additions or modifications to the special education and related services are needed to enable the pupil to meet the measurable annual goals set out in the individualized educational program of the pupil and to participate, as appropriate, in the general curriculum. The group may conduct its review without a meeting. (Added to NAC by Bd. of Education by R085-99, eff. 2-16-2000) NAC 388.337 Deadlines for conducting initial evaluations. (NRS 385.080, 388.520) 1. Except as otherwise provided by subsection 2, when a public agency determines that good cause exists to evaluate a pupil pursuant to NAC 388.330 to 388.440, inclusive, it shall conduct the initial evaluation within: (a) Forty-five school days after the parent, or pupil if the pupil is an adult, provides informed written consent; (b) Forty-five school days after the date of the decision of a hearing officer pursuant to NAC 388.310 ordering the parent to allow, or adult pupil to submit to an evaluation; or (c) At any other time agreed upon in writing by the parent or adult pupil and the public agency. 2. Upon the request of a public agency, the superintendent may extend the deadline for conducting initial evaluations for not more than 15 school days. 3. For the purposes of this section, school day means any day in which pupils enrolled in a school are scheduled to be engaged in registration, classes, other instructional activities or testing during the required minimum daily period for each grade or department. (Added to NAC by Bd. of Education, eff. 11-23-93; A by R085-99, 2-16-2000) NAC 388.340 Decisions concerning placement or eligibility. (NRS 385.080, 388.520) 1. No single test or other device for assessment may be used as the sole or controlling criterion for the placement of a pupil pursuant to NAC 388.330 to 388.440, inclusive. The interpretation of data obtained from an assessment and any decision concerning the placement of a pupil must be: (a) Made in light of the physical condition, adaptive skills, and social or cultural background of the pupil; and (b) Based upon information from a variety of sources, such as the pupil, the pupils family, the pupils teacher or a test of aptitude or achievement. 2. In making a determination of the eligibility of the pupil for special services and programs of instruction pursuant to NAC 388.330 to 388.440, inclusive, a pupil may not be determined to be a pupil with disability if the controlling factor for such a determination is the pupils lack of instruction in reading or math or limited proficiency in English. 3. The public agency must evaluate a pupil with a disability pursuant to NAC 388.330 to 388.440, inclusive, before determining that the pupil is no longer a pupil with a disability. 4. Any decision of the eligibility team concerning the eligibility of a pupil for special services and programs of instruction pursuant to NAC 388.330 to 388.440, inclusive, must be justified in a written report, to be kept in the records of the pupil maintained by the public agency. The public agency shall provide a copy of the report and any other documentation relating to the determination of the pupils eligibility pursuant to this section to the parents of the pupil.
5. If the members of the eligibility team disagree about the determination of eligibility, a minority report must be prepared if required by paragraph (h) of subsection 6 of NAC 388.420 and may be prepared in any other case. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R039-98, 5-29-98; R085-99, 2-16-2000) NAC 388.345 Assessment of cognitive abilities. (NRS 385.080, 388.520) 1. An individually administered, standardized test of cognitive ability must be used in assessing the cognitive abilities of a pupil with a disability. If a score other than the total score of the pupil on such a test is used to assess the pupils cognitive abilities, the procedure must be justified, on the basis of professionally recognized criteria, in the records of the pupil maintained by the public agency. 2. Except as otherwise provided in this subsection, any interpretation of an assessment of cognitive abilities must be made by a licensed school psychologist or licensed or certified psychologist. In the case of a pupil under the age of 6 years, any such interpretation may be made by a licensed school psychologist or a licensed or certified psychologist with documented training in the assessment of preschool pupils with disabilities. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R085-99, 2-16-2000) NAC 388.350 Assessment of social and emotional condition. (NRS 385.080, 388.520) 1. Except as otherwise provided in this subsection, if the social and emotional condition of a pupil with a disability is assessed, the assessment may include: (a) Observation of the pupil; (b) An interview of the pupil or of any person having personal knowledge of the pupil; (c) Projective testing of the social and emotional condition of the pupil; and (d) The use of: (1) A behavior rating scale; (2) An adaptive behavior scale; and (3) A self-report inventory. A pupil may not be identified as a pupil with serious emotional disturbance unless a variety of these techniques is used to assess the social and emotional condition of the pupil. 2. Any interpretation of an assessment of social and emotional condition must be made by a psychologist or another certified or licensed mental health professional. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R085-99, 2-16-2000) NAC 388.360 Assessment of adaptive skills. (NRS 385.080, 388.520) 1. If the adaptive skills of a pupil with a disability are assessed, the person conducting the assessment must use a validated adaptive behavior scale. The assessment must include an assessment of any six or more of the following: (a) Communication; (b) Self-care; (c) Home living; (d) Social skills; (e) Community use; (f ) Self-direction; (g) Health and safety; (h) Functional academics; and (i) Leisure and work. 2. Any interpretation of an assessment of adaptive skills must be made by a person qualified to assess adaptive skills through the use of an adaptive behavior scale. (Added to NAC by Bd. of Education, eff. 7-14-88; A 11-23-93; R085-99, 2-16-2000)
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NAC 388.640 Programs of instruction: Availability; notice of eligibility; consent for participation; standards. (NRS 385.080, 388.405) 1. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. 2. The school district shall notify the parents or legal guardian of such a pupil of the eligibility of the pupil to participate in such a program of instruction. The notification must be given in the primary language of the parents or legal guardian of the pupil. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian. 3. A bilingual program of instruction or a program of instruction that teaches English as a second language must: (a) Be based on a sound educational theory for acquiring English; (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner; and (c) Produce results which indicate that the pupils in the program are acquiring English. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.645 Periodic reassessment of pupils; limitations on reclassification. (NRS 385.080, 388.405) 1. Except as otherwise provided in subsection 3, a school district may, at any time, but shall, at least every 2 years, reassess a pupil who is classified as an English language learner pursuant to NAC 388.625 to determine whether the pupils proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. 2. A pupil may be reclassified pursuant to this section only if: (a) The pupils academic performance and his proficiency to comprehend, speak, read and write English is assessed by his teacher and the teacher documents his rationale for recommending the pupil for courses of study which are taught only in English without further instruction in the English language; (b) The parents or legal guardian of the pupil is: (1) Notified, in the primary language of the parents or legal guardian, that the pupil is being considered for reclassification; (2) Given an opportunity to review the data relating to the performance of the pupil; and (3) Allowed to participate in the determination of whether the pupil should be reclassified; and (c) The school district administers to the pupil an examination selected by the district from a list of examinations approved by the department to assess the pupils proficiency to comprehend, speak, read and write English and the pupil obtains a score on the examination that is equal to or greater than a score for a person who is fluent in speaking, reading and writing English, as established by the publisher of the examination. 3. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389.063 an examination to assess the pupils proficiency to read and write English. Such a pupil may not be reclassified pursuant to this section. 4. A reassessment of a pupils proficiency to comprehend, speak, read and write English must be administered by a person who is proficient in the language in which the examination is given and who has successfully completed training in the administration and scoring of the examination required for the reassessment. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.650 Periodic reassessment of pupils with disabilities. (NRS 385.080, 388.405) 1. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388.625 and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by NAC 388.645. The reassessment must be
conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388.281. 2. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupils disability, the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend, speak, read and write English. 3. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97) NAC 388.655 Waiver from certain provisions. (NRS 385.080, 388.405) A school district may apply, in writing, to the department for a waiver from the provisions of NAC 388.625 to 388.650, inclusive. Upon a showing of good cause and circumstances that are unique to the district, the department may grant a waiver from any of those provisions. (Added to NAC by Bd. of Education by R063-97, eff. 12-10-97)
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Appendix J: Current List of Bilingual and Dual Language Schools
Bilingual Elementary Schools Bell ES (SW) Cortez ES (NE) Craig ES (NE) Herron ES (NE) Martinez ES (NE)
Bilingual Elementary Schools (Edison) Cahlan ES (NE) Lincoln ES (NE)
Dual Language Schools Harmon ES (SE) McDoniel ES (SE) Walker ES (SE) Wengert ES (E)
* All other schools not listed deliver content-based ESL instruction
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Appendix K: Initial Testing Sheet
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Appendix L: Parent Notification Letter English Clark County School District Notification of English Language Development Program Placement
Initial Placement
Name of Student: _____________________________ School Location: _____________________________ Dear Parents:
Date: ______________________
Based on your childs English proficiency test scores and level of academic achievement, we are pleased to inform you that your child will receive instruction in our districts English language development program. The goal of our English language development program is to help your child learn English so that he/she will be able to meet age appropriate academic standards for grade promotion and graduation. Although you may request to have your child exit the program at any time, students normally participate for a period of three to five years. Your childs level of English proficiency was measured using the following test(s): Language Assessment Scales English Oral Score* Reading Score* Writing Score*
Level of English Proficiency: * Students participated only in scores indicated for initial placement. The method of instruction used in your childs English language development program will be: ___________________________________________________________________ OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Transitional Bilingual (Bilingual Schools Grades K2): Instruction provided in both English and Spanish Transitional Bilingual (Bilingual Schools Grades 35): Instruction provided mostly or all in English adapted to students level Content-based English Language Learner (ELL)/English as a Second Language (ESL)(All non-Bilingual Schools All Grades): Instruction is provided in English only and adapted to students level Dual Language (Dual Language Schools): Instruction provided in both English and Spanish. Your childs program is not the districts only English language development program. Additional information about your childs program and other district language programs, if available, is attached. Please contact the person below or if you would like to request: (a) immediate removal of your child from the English language development program; (b) options available for your child if you decline enrollment or would like another method of instruction; or (c) assistance in selecting other district programs or instructional methods, if available. Name: Telephone Number:
Student ID# Student Name OFFICIAL USE ONLY Grade Level Birthdate
Title: Itinerant Specialist
School #
School Name
Home Language
First Date Student Attended School in the U.S.
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Appendix L: Parent Notification Letter Spanish Distrito Escolar Del Condado de Clark
Notificacin de Ubicacin Del Programa De Desarrollo Del Idioma Ingls Como Segunda Lengua Ubicacin Inicial
Nombre del Estudiante: Ubicacin de la Escuela: Queridos Padres:
Fecha:
Basados en los resultados de dominio de conocimientos y nivel de logros acadmicos de ingls de su hijo/a, nos agrada informarles que su hijo/a recibir instruccin en el programa de desarrollo del idioma ingls de nuestro distrito. El objetivo de nuestro programa de desarrollo del idioma ingls como segunda lengua es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estndares acadmicos apropiados para su edad para el ascenso a otros grados y graduacin. Aunque puede solicitar en cualquier momento que su hijo salga del programa, los estudiantes normalmente participan durante un periodo de tres a cinco aos. El nivel de dominio de conocimientos de ingls de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluacin del Idioma Ingls Puntuacin Oral* Puntuacin de Lectura* Puntuacin de Escritura*
Nivel de Dominio de Conocimientos de Ingls *Los estudiantes nicamente participaron en las puntuaciones indicadas para la ubicacin inicial. El mtodo de instruccin utilizado en el programa de desarrollo del idioma ingls de su hijo/a ser:
OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Transicin Bilinge (Escuelas Bilinges Grados K-2): Instruccin proporcionada en ingls y espaol Transicin Bilinge (Escuelas Bilinges Grados 3-5): Instruccin proporcionada mayormente o por completo en ingls adaptado al nivel del estudiante Contenido-basado en el Aprendizaje del Idioma Ingls (ELL)/Ingls como Segunda Lengua (ESL)(Todas las escuelas no-Bilinges Todos los grados): Instruccin proporcionada nicamente en ingls y adaptada al nivel del estudiante. Dos Idiomas (Escuelas de Dos Idiomas): Instruccin proporcionada en ingls y espaol. El programa de su hijo/a no es el nico programa de desarrollo del idioma ingls en nuestro distrito. Informacin adicional sobre el programa de su hijo/a y otros programas del distrito, si est disponible, se encontrar adjunta. Por favor contacte con la persona indicada en la parte inferior o con si le gustara solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del idioma ingls; (b) las opciones disponibles para su hijo/a si usted rechaza la inscripcin o le gustara otro mtodo de instruccin; o (c) ayuda en la seleccin de otros programas del distrito o mtodos de instruccin, si se encuentran disponibles. Nombre: Nmero de Telfono: Ttulo: Especialista Itinerante
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Appendix L: Parent Notification Letter Continuing Placement English Clark County School District Notification of English Language Development Program Placement
Continuing Placement Name of Student: _____________________________ School Location: _____________________________ Dear Parents: Based on your childs English proficiency test scores and level of academic achievement, we are pleased to inform you that your child will receive instruction in our districts English language development program. The goal of our English language development program is to help your child learn English so that he/she will be able to meet age appropriate academic standards for grade promotion and graduation. Although you may request to have your child exit the program at any time, students normally participate for a period of three to five years. Your childs level of English proficiency was measured using the following test(s): Language Assessment Scales English Oral Score* Reading Score* Writing Score* Date: ______________________
Level of English Proficiency: * Students participated only in scores indicated for initial placement. Your childs level of academic achievement was measured using the following test(s): Iowa Test of Basic Skills Level of Academic Achievement: The method of instruction used in your childs English language development program will be: _________________________________________________________________ OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Transitional Bilingual (Bilingual Schools Grades K2): Instruction provided in both English and Spanish Transitional Bilingual (Bilingual Schools Grades 35): Instruction provided mostly or all in English adapted to students level Content-based English Language Learner (ELL)/English as a Second Language (ESL)(All non-Bilingual Schools All Grades): Instruction is provided in English only and adapted to students level Dual Language (Dual Language Schools - Grades K-2): Instruction provided in both English and Spanish. Your childs program is not the districts only English language development program. Additional information about your childs program and other district language programs, if available, is attached. Please contact the person below if you would like to request: (a) immediate removal of your child from the English language development program; (b) options available for your child if you decline enrollment or would like another method of instruction; or (c) assistance in selecting other district programs or instructional methods, if available. Name: Telephone Number:
Student ID# School # Student Name School Name OFFICIAL USE ONLY Grade Level Home Language
Reading Total
Language Total
Core Total - Computation
Title: Principal
Birthdate First Date Student Attended School in the U.S.
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Appendix L: Parent Notification Letter Continuing Placement Spanish Distrito Escolar Del Condado de Clark
Notificacin de Ubicacin Del Programa De Desarrollo Del Idioma Ingls Como Segunda Lengua
Ubicacin Continuada
Fecha:
Basados en los resultados de dominio de conocimientos y nivel de logros acadmicos de ingls de su hijo/a, nos agrada informarles que su hijo/a recibir instruccin en el programa de desarrollo del idioma ingls de nuestro distrito. El objetivo de nuestro programa de desarrollo del idioma ingls como segunda lengua es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estndares acadmicos apropiados para su edad para el ascenso a otros grados y graduacin. Aunque puede solicitar en cualquier momento que su hijo salga del programa, los estudiantes normalmente participan durante un periodo de tres a cinco aos. El nivel de dominio de conocimientos de ingls de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluacin del Idioma Ingls Puntuacin Oral* Puntuacin de Lectura* Puntuacin de Escritura*
Nivel de Dominio de Conocimientos de Ingls *Los estudiantes nicamente participaron en las calificaciones indicadas para la ubicacin inicial. El nivel de los logros acadmicos de su hijo/a fue medido utilizando el/los siguiente(s) test(s): Test Iowa de conocimientos Bsicos Nivel de Logros Acadmicos: El mtodo de instruccin utilizado en el programa de desarrollo del idioma ingls de su hijo/a ser: Total en Lectura Total en Lenguaje Resultado Total - Cmputo
OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Transicin Bilinge (Escuelas Bilinges Grados K-2): Instruccin proporcionada en ingls y espaol Transicin Bilinge (Escuelas Bilinges Grados 3-5): Instruccin proporcionada mayormente o por completo en ingls adaptado al nivel del estudiante Contenido-basado en el Aprendizaje del Idioma Ingls (ELL)/Ingls como Segunda Lengua (ESL)(Todas las escuelas no-Bilinges Todos los grados): Instruccin proporcionada nicamente en ingls y adaptada al nivel del estudiante. Dos Idiomas (Escuelas de Dos Idiomas K-2): Instruccin proporcionada en ingls y espaol. El programa de su hijo/a no es el nico programa de desarrollo del idioma ingls en nuestro distrito. Informacin adicional sobre el programa de su hijo/a y otros programas del distrito, si est disponible, se encontrar adjunta. Por favor contacte con la persona indicada en la parte inferior si le gustara solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del idioma ingls; (b) las opciones disponibles para su hijo/a si usted rechaza la inscripcin o le gustara otro mtodo de instruccin; o (c) ayuda en la seleccin de otros programas del distrito o mtodos de instruccin, si se encuentran disponibles.
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Appendix L: Parent Notification Letter - Reclassification and Monitoring - English Clark County School District Notification of English Language Development Program Placement
Continuing Placement - Reclassification and Monitoring
Name of Student: _____________________________ School Location: _____________________________ Dear Parents:
Date: ______________________
Based on your childs English proficiency test scores and level of academic achievement, we are pleased to inform you that your child has met reclassification criteria from our districts English language development program. Reclassification is the result of language testing conducted by the English Language Learner Program. This means that his/her English speaking, reading, and writing skills are determined adequate for general education grade-level placement.
Your childs level of English proficiency was measured using the following test(s): Language Assessment Scales English Oral Score* Reading Score* Writing Score*
Level of English Proficiency: * Students participated only in scores indicated for initial placement. Your childs level of academic achievement was measured using the following test(s): Iowa Test of Basic Skills Level of Academic Achievement: Reclassification is an indicator of significant academic English language progress. A reclassified student is monitored for academic progress for two school years to ensure his/her success. You and your child are to be congratulated for this achievement. If you have any questions or concerns about this process, please contact your childs school for further assistance. Reading Total Language Total Core Total - Computation
Name: Telephone Number:

Student ID# Student Name OFFICIAL USE ONLY Grade Level Birthdate
Title: Principal
School #
School Name
Home Language
First Date Student Attended School in the U.S.
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Appendix L: Parent Notification Letter - Reclassification and Monitoring - Spanish Distrito Escolar Del Condado de Clark
Notificacin de Ubicacin Del Programa De Desarrollo Del Idioma Ingls Como Segunda Lengua Ubicacin Continuada Reclasificacin y Observacin
Fecha:
Basados en los resultados de dominio de conocimientos y nivel de logros acadmicos de ingls de su hijo/a, nos agrada informarles que su hijo/a ha reunido el criterio de reclasificacin del programa de desarrollo del idioma ingls de nuestro distrito. La reclasificacin es el resultado de la evaluacin de lenguaje conducida por el Programa de Aprendizaje del Idioma Ingls. Esto significa que sus conocimientos de habla, lectura y escritura de ingls son determinados adecuados para la ubicacin en educacin general del nivel de grado. El nivel de dominio de conocimientos de su hijo/a en ingls fue evaluado utilizando el/los siguiente(s) test(s): El nivel de dominio de conocimientos de ingls de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluacin del Idioma Ingls Puntuacin Oral* Puntuacin de Lectura* Puntuacin de Escritura*
Nivel de Dominio de Conocimientos de Ingls *Los estudiantes nicamente participaron en las calificaciones indicadas para la ubicacin inicial. El nivel de los logros acadmicos de su hijo/a fue medido utilizando el/los siguiente(s) test(s): Test Iowa de conocimientos Bsicos Total en Lectura Total en Lenguaje Resultado Total Cmputo
Nivel de Logros Acadmicos: La reclasificacin es una indicacin de un progreso acadmico significante del idioma ingls. El estudiante reclasificado es observado sobre el progreso acadmico durante dos aos escolares para asegurar su xito. Usted y su hijo/a deben ser felicitados por estos logros. Si usted tiene alguna pregunta o preocupacin sobre este proceso, por favor contacte con la escuela de su hijo para recibir ms ayuda.
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Appendix M: Student Assessment Portfolio
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Appendix N: Stages of Language Acquisition

Teacher instruction as it relates to the Five Stages of Language Acquisition of the English Language Learner Stages of Language Acquisition
Student Characteristics
May appear confused and/or hesitant Begins to understand the message but does not focus on the language form Nods to answer questions Acquires passive vocabulary (recognizes but cannot yet use certain words) Points to objects or print Draws cartoons and pictures Can move to show understanding Can match words or objects
Teacher Strategies
Focus on commands through Total Physical Response (TPR) Teacher models and student follows instructions Use gestures and body language to act out what is being used Emphasize listening skills and not expect or force the student to speak until he/she is ready Use visuals, pictures, and other realia Provide listening opportunities Create a classroom full of language Use mixed ability groups Use physical movement Use art, mime, and music Ask yes/no, who what and where questions Begin a sentence and have the student complete it with a word Introduce new vocabulary, but continue practicing previously learned vocabulary Implement shared reading with props, and build on student prior knowledge Use predictable and patterned books Introduce dialogue journals Provide rich contextual listening opportunities Ask open-ended questions (how and why) Introduce rudimentary reading and writing Encourage any attempt to speak Encourage the importance of not making fun or discouraging attempts at language Model, expand, restate and enrich student language Use patterned and predictable books Support the use of content-area texts with retelling, role-playing Have students describe personal experiences through language arts experiences/activities
STAGE 1 Pre-Production
Minimal comprehension with no verbal production
STAGE 2 Early Production

Limited comprehension with one/two word responses
STAGE 3 Speech Emergent

Good comprehension and makes simple sentences (with errors)
Identifies people, places and things Understands the main idea of the message but may not understand each word Repeats memorable/frequently used language Lists and categorizes Listens with greater understanding Uses routing expressions independently Mispronounces words (There is no need for correction unless the message is not understood.) Describes events and people Recalls facts Improves pronunciation and intonation Expands vocabulary using words that are heard often and understood Shifts the emphasis from language reception to language production Explains some academic concepts Retells information from texts Compares and contrasts Summarizes Participates in games Initiates conversation Defines new vocabulary
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STAGE 4 Intermediate Fluency

Excellent comprehension with few grammatical errors
STAGE 5 Advanced Fluency

Near English native speech
Gives opinions Uses longer sentences and elaborate speech patterns more often Makes errors as attempts are made to use new vocabulary and more complex grammatical structures Begins to think in the new language rather than translating from the native language (L1) into the new language (L2) Justifies views of behaviors Negotiates with others Debates with others Defends actions and opinions Persuades Expresses results of synthesis, analysis, and evaluation Begins interacting extensively with native English speakers Makes fewer grammatical errors Has a high comprehension level but may not be advanced enough to understand all academic classroom language Continues to learn new vocabulary Produces written and oral language comparable to a native English speaker of the same chronological age
Provide opportunities to use language in comfortable situations Engage students in activities which focus on speech production and not grammatical form or absolute correctness Provide the students opportunities to talk about themselves Structure group instruction Guide use of reference materials Provide more advanced literature Ask students to create narratives Introduce colloquialisms and idiomatic expressions Provide for a variety of realistic writing Publish student writings Employ thematic units and contentbased learning activities Implement research papers/activities Incorporate oral presentations/debate activities Continue the students development of language via the integration of language arts and content-area activities Begin grammar instruction Focus instruction on reading and writing skills Continue emphasis on vocabulary extensive vocabulary development is still needed Use sheltered English, scaffolding and cooperative learning techniques Relate abstract concepts to the concrete Utilize the Internet
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Appendix O: TESL Endorsement Requirements
ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL

(Grade level appropriate to base license)
1.
To receive an endorsement to teach English as a second language, a person must have:
a. b.
a valid elementary, secondary or special teaching license; and have completed 12 semester hours of credit in the courses of study listed below: 1. Methods and materials for teaching English as a second language; 2. Theories for the acquisition of a second language; 3. Testing and evaluation of pupils studying English as a second language; or 4. Developing a curriculum for pupils studying English as a second language.
PROFESSIONAL ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL

1. To receive an endorsement as a professional teacher of English as a second language, a person must have completed the all requirements for an endorsement to teach English as a second language and: a. b. Hold a masters degree; and Have 3 years of verified experience as a teacher
NAC 391.237 Effective 7-1-02
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Appendix P: Bilingual Endorsement Requirements
SPECIAL ENDORSEMENT TO TEACH A PROGRAM OF BILINGUAL EDUCATION
1. To receive an endorsement to teach pupils in a program of bilingual education, a person must: A. B. Hold a bachelors degree with a major in bilingual education or an elementary, secondary or special license; and Have completed a bilingual program of preparation for teaching pupils who are identified as having limited proficiency in English which has been approved by the State Board of Education for this purpose; or At least 12 semester hours of credit in a course of study which includes theories for the acquisition of a second language and at least 3 of the following other areas of study: 1. 2. 3. 4. 5. 6. Methods of teaching language arts or reading in the native language; Methods of teaching math, science and social studies in the native language; Testing and evaluating pupils of a second language in English and the native language; Development of curriculum, materials and teaching methods for bilingual education; Native language and culture; or Bilingual education, history, philosophy and theory.
C.
NAC 391.242 Amended 9-6-96
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Appendix Q: Transitional Bilingual Education Charts Clark County School District Bilingual Education Model for Non-Proficient Students Allocated Minutes Third Full Half Third 2nd Day Day 1st Fourth K K First Second Semester Semester 1) DAILY ALLOCATIONS 100 min 50 min 100 min 70 min 40 min 20 min 120 min 100 min 70 min 40 min 50 min 25 min 25 min 40 min 50 min 100% Sheltered English Instruction
Subject
Fifth
Language Arts and Reading English Language Development
100% Sheltered English Instruction
Mathematics with English Language Development
35 min
20 min 50 min
10 min 60 min
35 min 20 min 10 min 35 min 20 min
WEEKLY ALLOCATIONS
Science and Health with English Language Development
50 min
80 min
55 min
30 min 80 min
10 min 100 min
55 min 20 min 50 min 15 min 35 min 30 min 60 min 40 min 20 min 60 min 40 min 20 min 10 min 20 min
Native language instruction English language development
Social Studies with English Language Development
10 min 70 min
Revised: 06/04
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Appendix R: Suggested Secondary Course Offerings
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Appendix S: Referral for Reclassification/Reinstatement - English Clark County School District English Language Learner Program Referral for Reclassification/Reinstatement Form I. STUDENT IDENTIFICATION INFORMATION: Student Name: Last Student Number School: Has student ever attended Special Education Classes? (circle) II. REASONS FOR REFERRAL Reclassification: Reinstatement: Date of Birth First Sex (Circle) Grade: Yes No M.I. M F Date of Referral:
List specific circumstances which warrant the referral action (attain a continuation sheet if necessary):
HIGHLIGHT THIS TEXT AND BEGIN TYPING CIRCUMSTANCES HERE
Signature of Referral Licensed Personnel: Signature of English Language Learner Personnel: Signature of Site Administrator: Signature of Parent/Guardian:
Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian
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Appendix S: Referral for Reclassification/Reinstatement - Spanish Clark County School District Programa de Aprendizaje del Idioma Ingls Referencia para el impreso de Reclasificacin/Reincorporacin INFORMACIN SOBRE EL ESTUDIANTE:
Nombre del Estudiante: Apellido
Nmero del Estudiante Fecha de Nacimiento
Fecha de Referencia:
Nombre
Sexo (circule uno)
Inicial
Escuela:
Grado:
Alguna vez asisti el estudiante a clases de Educacin Especial ? (circule uno)
Si
No
II. MOTIVO DE LA REFERENCIA

Reclasificacin: Reincorporacin
Enumere circunstancias especficas que justifican la accin de la referencia (endorse una hoja adicional si es necesario):
Firma del Licenciado en la Referencia: Firma del personal de aprendizaje del idioma ingls: Firma del administrador del lugar: Firma del padre/Tutor:
Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian Page 63
Appendix T: Update Testing Sheet
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Appendix U: Combined Data Sources Form ENGLISH LANGUAGE LEARNER STUDENT RECLASSIFICATION USING COMBINED DATA SOURCES
Students Name: School:
Student Number: Date:
Grade:
We, the undersigned, have reviewed a variety of data sources and have reached consensus that the student whose name appears above should be reclassified, exited from ELL program participation. The data sources reviewed and the scores obtained by the student are indicated below. Data Source Language Assessment Scales (LAS) Reading Score Language Score Math Score
Iowa Test of Basic Skills (ITBS) Nevada Proficiency Examination Program (CRT, 4th or 8th Grade Writing Proficiency, NHSP) Curriculum-Based Assessment (CBAP)/Standards-Based Assessment (SBAP) Additional Data Sources (e.g., Grades in Core Academic Content Areas, Teacher/Parent Recommendations Committee Participants: Position Printed Name Principal or Designee English Language Learner Itinerant Specialist Classroom Teacher (Indicate Grade or Subject: English) Classroom Teacher (Indicate Grade or Subject:__________) Classroom Teacher (Indicate Grade or Subject:__________) Classroom Teacher (Indicate Grade or Subject:__________) Other (Indicate Position: ________________________) Signature
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Appendix V: Monitoring Form for Reclassified Student - Elementary ENGLISH LANGUAGE LEARNER PROGRAM ELEMENTARY SCHOOL MONITORING FORM FOR RECLASSIFIED STUDENTS
Student Name: Student #: Grade: School: Program Model: Monitoring Year: CCSD Entry Date: Days Absent this Grading Period: Teacher:
Student is performing at a satisfactory academic level in all curricular areas. All academic grades are C or better. Areas of Concern: English Science Test Scores Concerns and interventions: Reading Social Studies Participation Writing Behavior Preparation Math Homework Other: ____________________
Recommendations for continued academic progress:
Teachers Initials Date:
ELLP Specialist Date:
School Administrator Date:
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Appendix V: Monitoring Form for Reclassified Student - Secondary Secondary English Language Learner Monitoring Report CCSD Entry Date:
SCHOOL: NAME: COURSE TITLE: PRESENT GRADE: CURRENT GRADING PERIOD: LOCATION# STUDENT #: TEACHER: ABSENCES: NHSP: R TARDIES W M Monitor Year GRADE: PERIOD:
Student is performing at a satisfactory academic level in all curricular areas. All academic grades are C or better. HOMEWORK
Satisfactory Unsat
TEST SCORES
Satisfactory Unsat
PARTICIPATION
Satisfactory Unsat
PREPARATION
Satisfactory Unsat
BEHAVIOR
Satisfactory Unsat
Academic Concerns:
Action to be taken:
Teacher Signature:
ELL Specialist Signature
School Administrator Signature
Date:
Date:
Date:
Distribution: Original ELL Portfolio
Copy Counselor
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Appendix W: Pupil Release and Transfer Form - Elementary
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Appendix W: Pupil Release and Transfer Form - Secondary
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Appendix X: ELL Compliance Checklist

IDENTIFICATION, ASSESSMENT, AND PLACEMENT OF STUDENTS CCF-705 Home Language Survey (3 questions) is completed for each student who registers. Written documents given to parents are translated into their native language whenever possible or verbally explained to parents in their native language. Verbal communication is conducted in the parents native language. Parents who do not want their child to receive services have signed a waiver after consultation with ELL Itinerant Specialist or Coordinator and site administrator. Students who are identified as PA (Pending Assessment) are tested within 30 calendar days. Staff members who administer the LAS have been appropriately trained. Test results are maintained in individual ELL assessment portfolio within the cumulative folder. Students are appropriately identified as NEP, LEP, or FEP according to their most recent English proficiency assessment. The Student Intervention/Multiple Disciplinary Team has considered student language proficiency prior to initiating intervention strategies or referral for special education evaluation. ELL students currently participating in special education programs have documentation in their records that ELL status was not a factor in the initial referral. ELL INSTRUCTIONAL PROGRAM MODELS AND EFFECTIVE ELL PRACTICES Students are placed in an appropriate instructional program with one of the following models: Transitional Bilingual (K-3), Dual Language, Content-Based ESL or the Intensive English program. Staff members are encouraged to participate in training sessions and acquire TESL endorsement. Bilingual program teachers are appropriately certified by the state or through Alternative Route to Licensure with a bilingual endorsement. Schools have provided appropriate textbooks, instructional materials, and supplemental resources recommended by ELLP and which are aligned with CCSD curricula. REASSESSMENT/RECLASSIFICATION/MONITORING ELL students are tested annually to determine their level of English proficiency. ELL students are exited from the program based on criteria from ELLP and the state of Nevada. The students have demonstrated competencies in core curricular areas and achievement comparable to that of their peers. ELL student exit portfolios are reviewed and should contain: CCF-705, birth certificate, LAS test protocols, initial intake/update sheet, letter of placement, monitoring form, and letter of reclassification and notification. Students who exit the ELL program are monitored for 2 years to ensure success in the general education program.. Students who exit the ELL program have received remediation in language or academic deficiencies, as necessary PROGRAM REVIEW/EVALUATION Individual student success data is maintained (language proficiency, success in program, success in mainstream class, etc.). Program evaluation data is maintained (evidence of needs assessment, exit rates documentation of implementation of services, parent and student satisfaction with services, staff participation in training,). ELL students have received educational services that are comparable to those of non-ELL peers and are held to the same standards. ELL students are provided equal access/opportunity to participate in programs (i.e.; GATE, AP).
Revised 09/30/03
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ELLP Handbook 2004 05

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Revised 12/04

Clark County School District

English Language Learner Program (ELLP) Procedures Manual

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IDENTIFICATION, REGISTRATION, INITIAL ASSESSMENT AND PROGRAM PLACEMENT

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SECTION IV: A. Reassessment

REASSESSMENT, RECLASSIFICATION, AND MONITORING

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PROGRAM REVIEW PROCESS

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Appendix A: Effective ELL Practices

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Legal Reference: Review Responsibility: Adopted: Revised: Pol gov Rev:

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Appendix D: English Language Learner Program Organizational Chart

ENGLISH LANGUAGE LEARNER PROGRAM ORGANIZATIONAL CHART

Mary Sue Morin Coordinator IV NW Region

Greta Peay Coordinator IV NE Region

Norberta Anderson Coordinator IV E Region

Luci Blood Coordinator IV ELL Programs

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Appendix E: Home Language Survey English

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Appendix E: Home Language Survey Spanish

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Appendix F: Comprehensive Educational Summary

COMPREHENSIVE EDUCATIONAL SUMMARY

Column 6: Column 7: Column 8: 1

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Appendix G: English Proficiency Status (EPS) Codes

ENGLISH PROFICIENCY STATUS (EPS) CODES

(*Not eligible for ELLP services)

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Appendix J: Current List of Bilingual and Dual Language Schools

Bilingual Elementary Schools (Edison) Cahlan ES (NE) Lincoln ES (NE)

Name of Student: _ School Location: _ Dear Parents:

Name of Student: _ School Location: _ Dear Parents: