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.”

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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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.......................................................................................................................................25 Information Collection Methods............................................. Withdrawal of ELL Students ...........................................................................17 (3) Entry Criteria ..........................24 A....17 (5) Staff Qualifications ......................................................................................... Nevada High School Proficiency Examination ...................................................18 (6) Student Placement................................16 (1) Description.......................................... The Iowa Test of Basic Skills (ITBS)....................22 D....................................18 2..................................19 SECTION IV: REASSESSMENT......... B.................................................................doc Page iii ..... Sheltered Content ESL Instruction ........................................17 b....24 Goals ................................................................................................................................................16 2........................ Intensive English Model ............................................................................................................................. Reclassification ...................................................................... Student Performance Evaluation...................................................................................23 SECTION V: PROGRAM REVIEW PROCESS ..........................................................15 (5) Staff Qualifications ....................................................................22 3......26 Plan for Modification/Improvement ............21 2.........................................................16 a.....................................................................20 B........................................................................... Reassessment ..... Other ......................... Reclassification using LAS....................................................................................................................................................................22 4.......................18 1.......... Methods for Reclassification .................23 F......................................18 B................... Monitoring Progress of Students Who are Mainstreamed to English-Only Classes .......22 E........................................ RECLASSIFICATION.................... F.................................................................................16 (2) Availability ...000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.........................21 c........17 (2) Availability ....21 1............................18 (4) Resources ...........17 (4) Resources ...20 C.................. Secondary..................... Standards-Based Assessment Program (SBAP) ................REV................15 (4) Resources ....................................................................................................21 a.....15 (3) Entry Criteria ..........................................26 District Plan ................................ Reclassification Using Methods Other than the LAS ............ Transfer of ELL Students............................................22 d.............................................24 Program Review Process ...... Active Student List .......................................(2) Availability .21 b.................... C..........17 (1) Description................. Classify Students as Fluent-English Proficient with Monitoring .......25 Review and Analysis of Data...................................................................18 (3) Entry Criteria ................................................................................................................... G......18 (5) Staff Qualifications ........ AND MONITORING .................................... D.................... E........................................................................................................... CCSD Grading and Reporting Guidelines....................... Purpose...........20 A...........................27 C:\Documents and Settings\localuser..... Promotion and Retention .........................................................................

35 Comprehensive Educational Summary.... U.............................................................................66 Elementary and Secondary Pupil Release and Transfer Forms .............................. E.70 J.. T... H.doc Page iv ......................38 Individual with Disabilities Education Act and the Nevada Administrative Code ................... B......................................................47 Initial Testing Sheet ....................... V.......................42 Current List of Transitional Bilingual and Dual Language Schools......................... S............................................................................ P...............................61 Referral for Reclassification/Reinstatement Form.........................49 Student Assessment Portfolio ...29 Nevada Administrative Code.......56 TESL Endorsement Requirements....... R........ W................................ X....................................................................................... G..... K.......000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005........................................68 Compliance Checklist ................. C...........39 Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code ........................................... F..... L..................................................................55 Stages of Language Acquisition ..............................58 Bilingual Endorsement Requirements ................................................................APPENDICES A....64 Combined Data Sources Form ................................................................................................................................. N...........................REV......................................................................................................................................48 Parent Notification Letter .........................34 Home Language Survey................ O......................... Effective ELL Practices ..................................................37 English Proficiency Status (EPS) Codes .............................................65 Monitoring Forms for Reclassified Students ..... C:\Documents and Settings\localuser........... D.................. M............. I......30 English Language Learner Program Organizational Chart............................60 Suggested High School Course Offerings ....................60 Transitional Bilingual Education Charts...........................28 District Policy-6165 .......................................... Q..............62 Update Testing Sheet ........

Statement of Educational Principles.) 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. 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. In addition. Casteñeda v. This commitment is codified in District Policy 0100. 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. 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. districts are obligated to ensure that LEP students are afforded an equal educational opportunity to meaningfully benefit from the district’s educational program. Under OCR policy. C:\Documents and Settings\localuser.doc Page 1 . 2. 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. 1981). Second Language Program (English Language Learner Program). To carry out this commitment and these beliefs.REV. 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 fundamental principles of the OCR policy are: 1.) B. or national origin in programs that receive federal financial assistance. Pickard (5th Cir. (See Appendix B for District Policy 6165. The comprehensive policy of the OCR regarding services for LEP students reflects an overall approach drawn from a major court decision in this area.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. color. Since 1970. 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. The OCR does not mandate that any particular theory be employed. (See Appendix A. 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. Programs designed to serve LEP students must be based on sound educational theory. the CCSD Board of School Trustees has adopted District Policy 6165.SECTION I: PROGRAM OVERVIEW A. while acquiring English language proficiency as rapidly as possible. Legal Parameters Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race.

See Section III for a description of Transitional Bilingual Education. Thus. the Board established the English Language Learner Program (ELLP). History of English Language Learner Program Models in CCSD Since the 1960’s. Services for the ELL student population are now provided by using the following approaches at the elementary level: Transitional Bilingual Education. The State Board of Education’s regulations are consistent with federal law and the OCR principles for LEP programs. Dual Language. whose native language is Spanish. for example.doc Page 2 . As required by state law. Programs for LEP students must effectively implement the educational theory that the district has adopted. Programs for LEP students must be regularly evaluated and modified as needed to ensure that language barriers to the district’s educational program are actually being overcome and that LEP students are being afforded an equal opportunity to benefit from the district’s educational program. and ESL program models. the district has continued to expand and modify its ELL programs to meet the needs of increasing numbers of students. Content-Based Integrated ESL. Dual Language. English Language Learner Program To assist the district in ensuring that ELL students are provided the necessary services.3. the term English Language Learners or ELL will be used to refer to students who are non-English proficient or limited English proficient. and parents to bring sound and relevant educational programs to ELL students in the district so that ELL C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. It is the mission of the ELLP to work with site-based administrators. 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 1968. 4. In 1973. The district provides Transitional Bilingual Education for students in kindergarten through third grade. throughout the remainder of this handbook. At the secondary level. ESL program models are implemented at all schools in the district where ELL students are enrolled. classroom teachers. The State Board regulations refer to LEP students as English Language Learners. 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. D. Pursuant to the Nevada Revised Statutes.REV. 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. the State Board of Education has established a program to teach LEP students and has adopted regulations to carry out this program. and the district must provide the necessary resources to implement the program. in selected elementary schools. C. CCSD began serving Hispanic students who lacked adequate English language skills through a federally funded ESEA Title VII Bilingual Language Development program. the approaches are Intensive English Instruction and Sheltered Content ESL Instruction. the district first initiated its Transitional Bilingual Education program model. and Content-Based Self-Contained ESL. State Board regulations are included in Appendix C. Since the early 1970’s.

in an environment that will ensure academic proficiency. 10. family literacy and teacher training. Assisting in ELL program student placement when necessary. Coordinators will provide professional development activities for teachers and administrators.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 7. 2. and interpretation of achievement and language proficiency data for ELL students. Organizing and conducting ELL program in-services for teachers. 3. Acquiring local. Content-Based ESL). Coordinating the evaluation of the ELL program being implemented in the district to ensure that language barriers to the district’s educational program are being overcome and that the ELL students are afforded an equal opportunity to benefit from the district’s educational program. Assisting schools in monitoring ELL students.students will receive a high quality education. program directors.doc Page 3 . 12. 7. English Language Learner Program. 5. Providing teachers with assistance in instructional methodology and materials for ELL programs. Assisting with appropriate student placement information by administering language proficiency assessments and reassessments. Offering and facilitating classes for Bilingual and Teaching English as a Second Language endorsements. C:\Documents and Settings\localuser. 11. 8. Coordinating and implementing staff development activities. Assisting teachers. Recommending the instructional models to address the language acquisition needs of ELL students at each school. and associate superintendent in English Language Learner Program implementation (Bilingual. Collaborating with state and district staff to develop program policies and procedures. including those who have been reclassified and those whose parents have waived ELL services. principals. 5.REV. textbook selection. parents. and 13. Supervising and evaluating support staff personnel. region superintendents. state. Providing and assisting in the selection of ESL and bilingual materials. 3. (See Appendix D for Organizational Chart of the ELLP. 6. assistant region superintendents. Assisting in the development of home/school relationships through parent education. 2. 4. and administrators. In addition. Developing instructional guidelines. 9. and federal funding resources for program development and expansion.) The ELLP supports schools in implementing programs for ELL students by: 1. The responsibilities of Coordinators include: 1. The English Language Learner Program includes Coordinators who are directly responsible to the Director I and Director II. Assisting in the development of supportive/cooperative programs. Dual Language. 4. 6. 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. Providing direction and assistance in the development of curricular materials for ELL programs. Assisting in administering and scoring language proficiency assessments. Coordinators will provide educational and technical assistance related to ELL program implementation.

and 10. Entering test scores and student demographic data on appropriate forms/database. and citizens of Clark County. 3.REV. C:\Documents and Settings\localuser. Providing direct assistance to schools and ELL students. which becomes a permanent part of the student’s cumulative record. observing students in the educational environment. as assigned. and local policies and procedures. 6. 9. 4. 3. The services provided by each ELL Specialist are coordinated by the site administrator and the ELL Coordinator for the assigned region. Facilitating the placement of ELL students in appropriate classes and classroom configurations. 8. The specific responsibilities of the ELL Specialist include: 1.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Obtaining and securing language testing materials to be used during testing activity. and 7. Assisting site-based teachers. administrators. and conferring with teachers to implement strategies for addressing the needs of ELL students. The position is directly responsible to the Coordinator who coordinates ELL services at the assigned Region. 7. Performing other duties as assigned. The English Language Learner Specialist will act in the capacity of program facilitator for all ELL students. Performing other tasks related to the position. Providing assistance in monitoring ELL reclassified students. parents.doc Page 4 . Providing information and recommending strategies to address ELL students needing additional academic assistance. Serving in a problem-solving capacity with school personnel and parents. teachers. parents. including conducting demonstration lessons. 2. 6. The district has also established Itinerant Tester (IT) positions.8. 4. reading and writing language proficiency tests. Creating an ELL Student Assessment Portfolio with required documentation. The purpose of this position is to provide enhanced language acquisition support to classroom teachers with ELL students. Providing technical assistance to registrars and counselors. Utilizing data and tables to assign English Proficiency Status (EPS) codes according to standard ELLP English Proficiency status table or other standards as required. Working effectively with students. This position is reviewed every year. Providing information to general education teachers on strategies to use for ELL students in the general education classroom to meet curricular goals. 5. The purpose of these positions is to perform a variety of duties related to testing. Administering oral. 9. and administrators in the implementation of federal. state. Conforming to safety standards as prescribed. The district has also established ELL Specialist positions. Serving as a liaison between ELL programs and the schools. The specific responsibilities of the Itinerant Tester include: 1. counselors. 5. 10. Performing other ELL-related duties as assigned. 2. and community support agencies to assure student success in the educational environment. Serving as a mentor to teachers. Assisting with data gathering and grant writing. and 11.

If the parent or guardian needs help in completing the HLS or any other part of the registration process. 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). C:\Documents and Settings\localuser.doc Page 5 .620. The questions are used to determine whether students potentially need ELL services. 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.) According to the regulations.” To meet the State Board requirements. (See NAC 388. 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. To assist parents. The HLS is included on the top section of the School Registration Form Worksheet . (See Appendix E. At the secondary level. Appendix C. REGISTRATION. (See Appendix E. The District shall not deny students registration and class assignment while the language proficiency assessment is pending.) The HLS asks parents or guardians to answer three questions about the primary language of students. 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. 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. or the language most often spoken by the pupil is not English.) Based on the responses of the parents or guardians on the Home Language Survey. the district has translated the HLS into Spanish. the counselor will ensure that all students are assigned to classes regardless of their EPS code.Revised (CCF-705). the primary language spoken in the home of the pupil is not English.REV. 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. the designated office staff shall seek assistance from other staff in the school or shall contact the ELLP for assistance.SECTION II: IDENTIFICATION. a student’s “…primary language will be deemed to be other than English if: 1 2 3 the pupil first spoke a language other than English. The person responsible for registration shall be referred to as “designated office staff” throughout this manual.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.” Once the registration process is completed. INITIAL ASSESSMENT AND PROGRAM PLACEMENT A.

d. complete Comprehensive Educational Summary and file in ELL student portfolio (see Appendix F).000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the Itinerant Tester may request assistance from the ELLP. B. The designated office staff must ensure that either PA or EE is entered into the master file as part of the registration process. 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. b.a and 3302.REV. the designated office staff member shall: a. including placing the appropriate language letter code in the Language box (see Appendix E). the designated office staff should check to see if there is already an EPS code for that student. c. the designated office staff shall maintain the original EPS. or previous school district. 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. as required by the Student Accounting Manual. and g.” (See NAC 388. If another code is already posted. complete the registration form (CCF-705) by writing PA in the EPS box. Appendix C. place the original of the CCF-705 in the student’s cumulative folder. and f.) 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. e. Initial Assessment of ELL Students 1. When an EE is assigned.d. If the Itinerant Tester cannot complete the assessment within the 30 calendar day deadline.When a PA is assigned. enter the PA code in EPS Field on page two of SASI student atom when other registration information is entered. See NCLB Title III.Pending Assessment”.Pending Assessment” file in the front office for convenient access by the ELL Specialist and Itinerant Tester.625. The designated office staff member shall then place the original CCF-705 in the student’s cumulative file folder and shall enter EE in the EPS field on page two of the SASI student atom. copy the CCF-705 and the birth certificate and place the CCF-705 and the birth certificate copies in a file labeled “ELL Students . The assessment shall take place at the school where the child is enrolled. the designated office staff will mark an English (EE) code in the Language box of the CCF-705. Pending Assessment students enrolling after the start of the school year must be tested within two weeks of enrollment. 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 C:\Documents and Settings\localuser. request school records from the parent.doc Page 6 . previous school. Sections 3302. When entering a code for a student in the computer database. maintain the “ELL Students .

and the scores to be used in CCSD for determining fluency in English. 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.net/ellp/) In conducting an initial assessment.405. CCSD “must assess the proficiency of the pupil to comprehend.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 2. ) As explained in Section III. 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. read and write his primary language.) The tests to be administered. 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. that student shall be referred for assessment as provided under the Individual with Disabilities Education Act (IDEA) and the Nevada Administrative Code. are outlined below. Appendix C.625. (See NAC 388.” For details of the assessment of students with disabilities. (http://www.REV.computerized reports. Additional Initial Assessment Required for Students Enrolled in Transitional Bilingual Education. The ELLP shall provide a weekly update of those students with a PA code on the ELLP website. (See Appendix J for current list of selected elementary schools. for students in kindergarten through grade three in designated elementary schools. Appendix C. the district provides Transitional Bilingual Education.doc Page 7 . as defined by state regulations.) Elementary schools offering Transitional Bilingual Education and Dual Language Programs are responsible for administering the primary language assessment to students enrolled in these programs. the parents will be apprised of the student’s language proficiency status and program placement within two weeks of testing.) Where this occurs. b. Special Rule Applicable During School Year If a child is pending assessment at the time of placement.1. 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 publisher’s scoring protocols. the ELL Specialist “shall cooperate with the multidisciplinary team to determine the classification of the pupil. C:\Documents and Settings\localuser.” (See NAC 388. Initial Assessment of Students with Disabilities As required by the state regulation. If a student is deemed eligible for ELL services and is enrolled in a bilingual program of instruction. a.405. speak.ccsd.” See NAC 388. Appendix C. see the Student Support Services Division Procedures Manual for additional information and procedures. 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 Appendix H.

REV. he/she may choose such services. d. a. The Student Assessment Portfolio will accompany the student throughout placement in the ELL program.) The school shall maintain the Student Assessment Portfolio. Parent Notification Letter. 4) Create a Student Assessment Portfolio for each student classified as non-English or limited English proficient. 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. b. Once the parent receives the letter. including answer documents. 5) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. and shall make it available to the teachers. e. a copy of the School Registration Form Worksheet (CCF705). including a waiver section. The ELL Student Assessment Portfolio will contain: a.doc Page 8 . b. (See Appendix L. a copy of the Initial Testing Sheet. the Itinerant Tester shall ensure that the following steps are completed within the 30 calendar day deadline: 1) Complete the Initial Testing Sheet. f. Portfolio Activity Log(s). and g. a copy of the birth certificate. Other relevant documentation.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Steps to be Completed after Initial Assessment. The Itinerant Specialist shall document the parent conference.) 2) Classify students who are eligible for ELL services as non-English or limited English proficient.3. including the signature of the Itinerant Tester or district-level staff who administered the assessment. 3) Prepare a Parent Notification Letter if a student qualifies for ELL services. Students Coded Fully English Proficient For students coded as fully English Proficient. c. the Itinerant Tester shall ensure that the following steps are taken within the 30 calendar day deadline: C:\Documents and Settings\localuser. all ELL test protocols. and place a copy in the Student Assessment Portfolio. The students eligible for ELL services will be assigned an EPS code. notify ELLP. (See Appendix M.) Each school shall send the Parent Notification Letter to the parents or guardians via the child(ren). (See Appendix K for Initial Testing Sheet. if applicable. as a result of the initial assessment. 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.

b. shall ensure that eligible students are provided appropriate ELL services. The ELL Student Assessment Portfolio will contain: a. the principal or the designee at each school. (See Section III for description of available ELL services. through reevaluation procedures. including the signature of the Itinerant Tester or district-level staff who administered the assessment (see Appendix K for Initial Testing Sheet). (See Appendix M. Portfolio Activity Log(s). d. a copy of the Initial Testing Sheet. a copy of the School Registration Form Worksheet (CCF705). a copy of the birth certificate. including answer documents. (See Section IV for reassessment and reclassification procedures.REV. 3) Create a Student Assessment Portfolio for each student classified as non-English or limited English proficient.1) Complete the Initial Testing Sheet.doc Page 9 . and shall make it available to the teachers. Other relevant documentation.) C:\Documents and Settings\localuser. Students who are eligible for ELL services shall receive these services until it is determined.) In addition. 2) Assign students who are not eligible for ELL services the appropriate EPS code (see Appendix G). c. in consultation with the ELL Specialist. e. Program Placement Once students are assessed. 4) The language proficiency testing information is submitted electronically to the student database manager at the ELLP in a timely manner. The Student Assessment Portfolio will accompany the student throughout placement in the ELL program.) The school shall maintain the Student Assessment Portfolio.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. all ELL test protocols. c. and f. 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. that they possess adequate English language and academic skills to allow them to perform satisfactorily in general education classes without special instructional considerations.

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. and social studies. science. . At the secondary level. (See NAC 388.615. Below is a description of each instructional program. Dual Language and Transitional Bilingual Education programs at the elementary level. the resources needed.doc Page 10 . math. Appendix C. reading. (2) to enable students to maintain grade level status.REV. where the program is available. speaking. and . Content-Based Integrated and Content-Based Self-Contained ESL Programs (1) Description As defined by State regulation. Program Models As allowed by State regulation. language arts. an ESL program is one that “provides instruction in the English language and other courses of study using teaching techniques for acquiring English. • English is taught through reading. . and (3) to enable students to meet graduation standards. the child’s primary language is used to clarify instruction. nonthreatening environment in which students feel comfortable taking risks. the CCSD offers Content-Based ESL. • there is a strong English language development (ELD) component in every lesson (see Appendix N). • the acquisition of English takes place in a structured.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. • when possible. AND STUDENT EVALUATION A.SECTION III: ELL INSTRUCTIONAL PROGRAM MODELS. incorporates the cultural aspects of the pupil’s experience in his instruction. and writing competence in the English language. The goals of all of these programs are: (1) to help ELL students achieve comprehension. and the qualifications necessary for staff. EFFECTIVE ELL PRACTICES. the CCSD offers Intensive English and Sheltered-Content ESL. Both approaches have the following features: • all instruction is done in English. 1.) 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.) C:\Documents and Settings\localuser.” The CCSD offers two types of ESL programs at the elementary level – Content-Based Integrated and Content-Based Self-Contained. Elementary a.

physical education. English is taught to ELL students through content areas by including a strong English language development component. but have the opportunity to interact with other students in music. and the Director of the English Language Learner Program. The possible classroom configurations could consist of the following: (a) Self-Contained ESL Classrooms The principal assigns only ELL students to Self-Contained classrooms. Generally. the principal shall group students in a classroom at the appropriate grade level and will ensure that ELL strategies are used in the classroom. art. visuals. hands-on activities.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Schools or grade levels with a large number of ELL C:\Documents and Settings\localuser. and modeling.REV. Based on the guidelines below. ELL students are grouped together for their core subjects. 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. Emphasis is on cooperative learning and use of English-speaking role models. principals will make a determination regarding which approach will be used in consultation with the Superintendent or his designee. (2) Availability Depending on the number of ELL students at an elementary school. The 8 components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students. demonstrations. (b) Integrated 50/50 ESL Classrooms The principal assigns approximately an equal proportion of students who need ELL services to native English speakers. library and lunch. the District shall ensure that one or more of the ESL approaches described above are available. Lessons are planned according to students’ English language proficiency levels. (c) Integrated “Group” Classrooms If a school or a grade has a low number of ELL students.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 Associate Superintendent of Student Support Services.doc Page 11 .

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.237. In the Transitional Bilingual Education model.242. Appendix C. 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.) C:\Documents and Settings\localuser. Staff resources include ELLP administrative and support staff and the ELL Specialist (if applicable).) In addition. but who are not assigned to a Self-Contained or Integrated classroom. (4) Resources The resources provided for ESL programs fall into two categories.605.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. (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. Transitional Bilingual Education Model (1) Description As defined by state regulations. (5) Staff Qualifications All ELL Specialists shall hold either an endorsement to teach English as Second Language (TESL) pursuant to NAC 391.students shall implement Self-Contained ESL classrooms or Integrated ESL Classrooms. for teachers who teach ELL students. or an endorsement to teach a program of bilingual education pursuant to NAC 391. SelfContained classes shall include ELL students only. (See Appendix O for TESL endorsement and Appendix P for Bilingual endorsement requirements. staff resources and supplementary curricular materials.doc Page 12 . ELL students “are taught the English language and the content of other courses of study is taught using the pupil’s primary language. the CCSD shall ensure that training opportunities are available on effective strategies for ELL students. b.” (See NAC 388.REV. All teachers assigned to Self-Contained classrooms shall hold a TESL or Bilingual Education endorsement. Appendix P. the CCSD’s Transitional Bilingual Education (TBE) model provides a program of instruction for ELL students in kindergarten through grade three whose primary language is Spanish. Appendix O.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. • • (2) Availability The District offers the Transitional Bilingual Education approach (TBE) at designated elementary schools. and live within the attendance zone of the designated school.REV. An English Language Development component (ELD). (3) Entry Criteria Students considered for placement in a Transitional Bilingual Education program must: • • • speak Spanish as their primary language. Transitional Bilingual Education schools shall offer a ContentBased ESL program model with Self-Contained. Page 13 C:\Documents and Settings\localuser. and the Director of the ELLP shall determine if a school is one that shall offer a Transitional Bilingual Education approach. for this prevents the internalization of syntax.) The Superintendent or his designee.) ELD instruction in grades K-3 will focus on teaching objectives for listening. speaking.doc . Use of Spanish for clarification is not sufficient. (See Appendix Q. and writing that are appropriate to the student’s English level of proficiency. intonation and other standard structures. instruction transitions from being predominately in Spanish to predominately in English. the TBE model includes the following features: • Spanish is the medium of instruction. Spanish instruction is not combined with English nor used alternately with English. is essential to the student’s English language development. and psychological and social adjustment. be coded as either non-English or limited English proficient. (See Appendix J for the current list of schools offering the Transitional Bilingual Education approach. the Associate Superintendent of Student Support Services. reading. with full transition into English as a Second Language or English-only instruction by fourth grade. 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. In CCSD. English academic achievement.The use of the student’s primary language is viewed as the link between achieving English language proficiency. 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. As the English proficiency of the student increases.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the CCSD requires teachers who teach in a Transitional Bilingual Education program to hold an endorsement to teach bilingual education pursuant to Section 391. (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.237 or a bilingual endorsement pursuant to NAC 391. if such an examination is available. staff and supplementary curricular resources.) The State of Nevada does not require principals of transitional bilingual schools to hold a TESL or a bilingual endorsement. (See Section II.doc Page 14 . and Section IV. Staff resources include ELLP administrative and support staff.242 of the Nevada Administrative Code.242. 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. (See Appendix P for bilingual endorsement requirements. Appendix P. (See Appendix P. to be in compliance with state regulations.) (4) Resources The resources provided for Transitional Bilingual Education fall into two categories. with second priority given to students classified as limited-English proficient. Dual Language Programs (1) Description Dual Language Programs are programs in which native English speakers and English Language Learners are grouped in C:\Documents and Settings\localuser.REV. pass an examination approved by the commission which demonstrates oral and written proficiency in the native language.) All of the ELL Specialists at schools offering the TBE model shall hold either a TESL endorsement pursuant to NAC 391. 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.The District gives priority for placement in Transitional Bilingual Education to students classified as non-English proficient. and the ELL Specialist (if applicable).” See NAC 391. 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. however. c. In selecting principals for transitional bilingual schools. Therefore.242.

(4) Resources The resources provided for Dual Language Programs fall into two categories: staff and supplementary curricular resources. Region Superintendents. (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 school’s principal. Students are shared between two teachers. models. Staff Page 15 C:\Documents and Settings\localuser. and the Director of the ELLP. Integrated 50/50 or Integrated classrooms is offered in conjunction with the Dual Language Program. visual aides. The Superintendent or his designee. which will then be applied to reading and writing. manipulatives. Students acquire academic and social vocabulary in both languages.classrooms and learn literacy skills in both English and Spanish. Lessons are not translated when switching from one language to the other. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. graphs.REV. shall determine if a school will offer the Dual Language Program.doc . (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). and (c) to promote appreciation of other cultures and cross-cultural awareness. one delivering instruction in English and the other in Spanish. the Associate Superintendent of Student Support Services. English as a Second Language (ESL) strategies as well as Spanish as a Second Language (SSL) strategies are utilized in the classroom. always supporting the language development of students by using realia. students learn language through content. developing oral and written vocabulary in both languages. Students in the program are learning language through contentbased instruction. The goals of the Dual Language Program are: (a) that a student acquires a second language or becomes bilingual. and technology. The classroom environments are language rich. a Content-Based ESL program model with Self-Contained. rather. For schools that do not have the Dual Language Program throughout all the grade levels. (b) that students will become biliterate.

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 English–language textbooks and instructional materials used in the ELL and English-only classes at that school.doc . or TESL and/or an interest in working in a school offering such programs. the CCSD shall take into account whether the candidates have training regarding Dual Language Programs. students are able to earn credit toward graduation in required core subject areas. 2. The Intensive English Model includes extended periods of English instruction using a variety of materials. (See Appendix R for suggested secondary course offerings. At the high school level. These materials focus on English grammar. 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. and literacy concepts. however. (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). and the ELL Specialist (if applicable). Secondary At the secondary level.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.) Page 16 C:\Documents and Settings\localuser. Bilingual Education.REV. 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. In selecting principals for dual language schools. The State of Nevada does not require principals of Dual Language Schools to hold a Bilingual or TESL endorsement.resources include ELLP administrative and support staff. a. two ELL approaches are recommended — Intensive English Model and Sheltered Content Model. 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. learning strategies. The eight components that comprise this best practice ESL instruction are beneficial to the English Language Development of ELL students. reading and writing skills.

(5) Staff Qualifications Teachers using the Intensive English Model must have a TESL or bilingual endorsement.REV. and the principal of the school shall determine if a school is one that shall offer the Intensive English Model.(2) Availability The Region Superintendent or designee. the Director of ELLP. Therefore. this model also allows students to earn credit toward graduation in required core subject areas. The goal of the integrated Sheltered Content Instruction Model is for ELL students to develop English language skills in content classes. C:\Documents and Settings\localuser. This component takes into account the ELL student’s current English language proficiency level and guides the teacher in providing the appropriate instruction for each level. students must be enrolled in one of the schools offering the Intensive English Model.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. b. (3) Entry Criteria To be eligible for this program. An integrated classroom consists of students who need ELL services and native English speakers. and be classified as non-English or limited-English proficient. At the high school level. Secondary ELL students have a limited time to become academically proficient in English. Sheltered Content ESL Instruction (1) Description The Sheltered Content ESL Instruction Model is an integrated content language approach. read.doc Page 17 . demonstrations. A self-contained classroom consists of only ELL students grouped together for instruction. the Associate Superintendent of Student Support Services. modeling and sheltered vocabulary. The purpose of the language development component is to teach English language learners to communicate (listen. visuals. This model is implemented at the secondary level in both self-contained and integrated classrooms. (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. Emphasis is on cooperative learning. they must learn both English and academic content as quickly as possible. hands-on activities. speak. English is taught through content areas by including a strong language development component. and write) in English.

(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 student’s 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 student’s educational program may be necessary in order to avoid retention. Teachers should contact the school’s 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 pupil’s 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 student’s 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 pupil’s 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 pupil’s 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.

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) The school shall monitor a student reclassified as fluent-English proficient for at least two years. Methods for Reclassification Consistent with State regulations.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV. the CCSD has determined that ELL students may be reclassified using the recommended language proficiency assessment or by other methods. Students in Page 21 b.doc . above regarding notification to parents prior to reclassification. with monitoring.C. c. 1.D.) 2. 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.B. Each of these methods is described below. While the student is considered fluent-English proficient. writing. If a student classified nonEnglish or limited-English proficient scores 82 or higher on the Pre-LAS Oral. the CCSD has determined that reclassification may occur if a combination of the following criteria are met: a. and math portions of the Nevada High School Proficiency Examination.) b. and the student will remain eligible for ELL services. the student will be reclassified as fluent-English proficient with monitoring. (See Section IV. Reading and Writing score of 241 or greater. 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. the student will be reclassified as limited English proficient.D. C:\Documents and Settings\localuser. below for required monitoring of these students. 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. 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). ELLP may reclassify students in grades 2 through 12 using the LAS with a combined Oral. ELLP may reclassify a student coded limited-English proficient who obtains a combined standard score of 241 or higher as fully English proficient. 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. Reclassification Using LAS: ELLP may reclassify a student using the Language Assessment Scales (LAS) based on the criteria below: a. (See Section IV. Thus. below for required monitoring for students reclassified as fluent-English proficient. 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 decision may be made to reclassify this student.) The District also will ensure that reclassified students are appropriately placed in general education classes. 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. in combination. This monitoring shall include periodic contact with the student’s teacher to ascertain student progress. the ELLP designee. 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. As an example. which is generated weekly and made available by the ELLP database manager. as a result of monitoring.) To be considered academically successful. If. (See Section IV. If the student scores 241 or higher.) 3. if a student scores at level 3 on the LAS reading and at the 26th percentile on the Language Composite section of the ITBS. below. and the school shall continue to monitor that student.D. 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. If C:\Documents and Settings\localuser.) The school shall monitor for two years any students reclassified as fluent-English proficient. Individual student information may also be found on the mainframe computer’s SASIxp Data Inquiry (Option 19. a student should have no grades below a C in English. 4.d. indicates that the students are capable of functioning successfully in English-only classes. 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. the student will remain in English-only classes. Data Inquiry Menu). This decision shall be documented on the English Language Learner Student Reclassification Using Combined Data Sources Form.REV.doc Page 22 . This decision can be reached only if it is the consensus opinion of a committee consisting of at least the principal or administrative designee. D. (See Appendix U for reclassification form. Reading and Writing to ascertain if the student’s English proficiency has diminished. The school also shall review the student’s report card each quarter or trimester to review the student’s academic and citizenship grades and attendance and shall note the student’s progress on the Two Year Monitoring of Reclassified Student Form. regarding notification to parents prior to reclassification. Active Student List: The reclassification of students will be reflected on the Active Student List. If the student obtains a combined standard score of 240 or less.B.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Monitoring Progress of Students Who are Mainstreamed to English-Only Classes Each school shall monitor all reclassified students for two years. the student shall be considered reinstated into an ELL program or enrolled in an academic remediation program. and the classroom teacher(s). the school shall initiate a Referral for Reclassification/Reinstatement Form (see Appendix S) and ELLP shall administer the LAS Oral. (See Section IV. math. evidence indicates that the student is not being successful in English-only classes and needs further language acquisition assistance. (See Appendix V. science or social studies.

E. (See Appendix W.doc Page 23 .REV. 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). 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. C:\Documents and Settings\localuser. the ELLP designee and the principal’s designee shall meet with the parents to discuss the recommended changes.the student is determined to be academically unsuccessful. Prior to making any changes.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.) Withdrawal of ELL Students If a student is withdrawing and transferring to a school outside the district. F. the school and the appropriate teachers will seek out other services for the student in order to address any academic deficiencies.

• An adaptation of the existing district curriculum and designed to meet stateadopted content and performance standards. below. 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. All instructional staff teaching in Transitional Bilingual Education classrooms will possess the necessary certification endorsements as required by state statutes. • Qualifications and training of program staff. to determine the possible need for English Language Learner Program Page 24 Goals The ELLP compliance checklist (see Appendix X) incorporates all of the goals listed 2. 3. instructional methodologies and resources. the CCSD will review the goal statements for possible modifications. All students. • Initial and on-going assessment of English language proficiency and student progress. as required by the ELLP Procedures Manual. • Consistent with identified instructional methodologies that. The district shall identify specific goals that relate directly to the program components listed above. services. B. in cooperation with the ELLP staff. Section B below outlines the goals that will be assessed in the program review. 4. • Of sufficient scope and quality to meet the English language development needs of the students. will have a Home Language Survey completed by the students’ parents or guardians. as they enroll in the Clark County School District for the first time.REV. and • Utilizing appropriate resources to meet both the English language development needs and the curriculum content. • Recognized as educationally sound.SECTION V: A. 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. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. As part of the annual program self-evaluation. have been found to be effective.doc . C:\Documents and Settings\localuser. through research. and • Procedures for exiting students from the program and for monitoring their progress in English-only classes. • Identification of the students eligible for services. will coordinate the program review. The Associate Superintendent of Student Support Services Division. 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. 1.

at four middle schools. 7. will select program review teams. C:\Documents and Settings\localuser. 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. For each year after the 1999-2000 school year. Each program review team will gather both objective and empirical data. Twelfth grade students. 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. a procedure will be put in place to ensure that the students who have fully exited the program are maintaining academic success. and small populations of ELL students.doc Page 25 . moderate populations. At least ten percent of the students reassessed each year will be eligible to exit the program and will be monitored for two years. or within a range of five percentage points. the promotion rate of CCSD as a whole. C. Schools were selected to represent sites with large populations. and at four high schools. in cooperation with the Instruction Unit and Student Support Services. but will not be limited to: • Teacher certification records. 11. This data will include. • Records of staff development activities. the graduation rate for the school as a whole. 12. 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. Information Collection Methods The Director of ELLP . services. Following monitoring. 8. 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). will be assessed for English language proficiency and placed in the appropriate ELL Program setting within 30 calendar days of enrollment.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and will immediately be enrolled in school and assigned to a classroom(s) at the time of registration. 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. Ninety-five percent of ELL students enrolled during the testing period in grades 3-10. • Student enrollment worksheets. the ELLP shall select 16 schools to participate in the program review process. 6. D. All students who. as a result of the responses on the Home Language Survey may need ELL services. will participate in state-mandated ITBS and Writing Proficiency testing as defined in the state’s Guidelines for the Conduct of the Nevada Proficiency Examination Program. 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. 9. or within a range of five percentage points. 10.REV.5.

and recommend modifications or corrective actions that the school should undertake.doc Page 26 . the school staff will develop an ELL improvement plan that will address: • Goals the school failed to meet. and Observation checklists. the team will include specific information or data regarding each goal. E. 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. Monitoring records of students who exited ELL Program. • Time in which the corrective actions will occur.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. the team will make recommendations of corrective actions the school may wish to consider. commendations and recommendations. Each program review team shall write a report of its findings. Plan for Modification/Improvement Whenever a program review team finds goals that a school has not met. The school shall implement the plan within the timeline outlined in the plan. As discussed more fully in Section F below. • Scope and quality. • Resources used as a part of ELL instruction. In conjunction with the review process team. For Goal 3 (staff development) the report will describe the staff development activities that occurred. 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. but to a lesser degree. • Corrective actions to be taken. and Standards-Based Assessment Program. F.• • • • • Test records from Language Assessment Scales. For example. The program review teams will use an observation checklist to assess: • The types of program models offered. For Goal 4 (Home Language Survey) the report should discuss how many files were reviewed. If appropriate.REV. • The educational soundness. Promotion and retention records. In making findings. ITBS. and • Evidence of adaptation of existing content area curricula. how these activities support the program or programs offered at the school and the staff who participated in the activities. how many files had the HLS. ELL Student Assessment Portfolios and records of student reclassification. and how many did not. • Instructional methodologies. and • Staff member(s) responsible for ensuring that the corrective actions have taken place. Schools that were able to meet all of the stated goals will continue to be monitored. 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. ELLP will schedule a meeting with the school administrative and ELL instructional staff to review its findings. for Goal 1 (program) the report will include a description of the program or programs offered at a school. Review and Analysis of Data The program review teams will gather the data listed above. C:\Documents and Settings\localuser.

District Plan Based on the issues or problems identified in the reports for individual schools. C:\Documents and Settings\localuser.doc Page 27 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.G.REV. 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.

Appendix A: Effective ELL Practices SHELTERED INSTRUCTION 1.doc Page 28 . multimedia. 2000. gestures. opinions. practice with others. graphic organizers) Adaptation of content (graphic organizers. al. clarifying Cognitive – individual mental or physical manipulation of material for learning Social/Affective – Interaction with a group 8. small groups Wait time for student response Varied grouping configurations that support the language and content objectives of the lesson • 2. independent application From: Echevarria. pictures. Lesson Preparation • • Content Objectives and Language Objectives Supplementary materials for clarity and meaning (hands-on manipulatives.REV. Practice/Application • • Hands-on materials and/or manipulatives for practice activities to apply content and language knowledge Activities to integrate all language skills 3. Making Content Comprehensible for English Language Learners. outlines. group response) 4. Strategies • • • Metacognitive – matching. realia. visuals. Interaction • • • • • Questioning to elicit ideas. leveled study guides. 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. 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. Comprehensible Input • • • Appropriate speech Explanation of tasks Techniques (modeling. jigsaw text reading. Allyn and Bacon. answers and to encourage elaboration Balance of talk between teacher and students Talk among students – pairs. taped text. marginal notes) 5. et. related literature. demonstrations. demonstrations. ISBN 0-205-29017-5 haj 10-02 C:\Documents and Settings\localuser. Jana. Building Background • • • Concepts linked to the student’s background Links between past learning and new concepts Explicit teaching of key vocabulary 6. visuals. highlighted text.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. defining Procedural – explicit teaching. adapted text. body language) 7. modeling. triads. think alouds. hands-on. adapted text. problem-solving.

reading and writing English. Any school that has ELL students enrolled shall offer the appropriate services and programs to ELL students. taught using the content strategies and thinking processes that students encounter as they pursue an education in the District. 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 C:\Documents and Settings\localuser. All ELL students shall be appropriately identified. d. Students whose primary language is other than English cannot effectively participate in general education instruction until they have developed proficiency in listening. 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. assessed. and each school shall have the qualified staff and the appropriate resources necessary to provide programs and services to ELL students. the program shall be: aligned with the District curriculum.Appendix B: District Policy-6165 CLARK COUNTY SCHOOL DISTRICT POLICY 6165 PROGRAMS AND SERVICES FOR ENGLISH LANGUAGE LEARNER STUDENTS a.doc Page 29 . The program offered at each school shall be based on research and shall provide ageappropriate levels of English proficiency. b. c. The principal. reading and writing English. shall determine the services and programs to be offered at a school. in consultation with the English Language Learner Program and the Division of Instruction. speaking. speaking. e. To assist these English Language Learner (“ELL”) students in gaining English proficiency. The English Language Learner Program Department shall develop procedures to implement this policy. In addition.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. and placed in programs.REV. and reflect the many cultural and linguistic backgrounds represented by ELL students enrolled in the District. the Clark County School District (“District”) shall implement a range of services and programs.

388.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. (Added to NAC by Bd. (Added to NAC by Bd. 388.600 to 388. eff. the words and terms defined in NAC 388. 388. 388.Appendix C: Nevada Administrative Code Instruction of Certain Pupils Whose Primary Language Is Not English NAC 388.REV.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.610 and 388. of Education by R063-97. (Added to NAC by Bd.625 Assessment of pupil’s proficiency in English. 12-10-97) NAC 388. 2. inclusive. and 2. (NRS 385. Incorporates the cultural aspects of the pupil’s experiences in his instruction.605 “Bilingual program of instruction” defined. 12-10-97) NAC 388. 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.080.080. of Education by R063-97. (NRS 385. (NRS 385.615 “Program of instruction that teaches English as a second language” defined.405) “English language learner” means a pupil whose: 1.605. Each school district shall identify the primary language of each pupil who enrolls in a school within the district for the first time.405) “Program of instruction that teaches English as a second language” means a program of instruction for an English language learner which: 1.405) 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 12.405) As used in NAC 388. 12-10-97) NAC 388.600 Definitions. and 3. eff. 388. 12-10-97) NAC 388. (NRS 385.080. (NRS 385.080.080. eff.610 “English language learner” defined. of Education by R063-97. A pupil’s primary language shall be deemed to be a language other than English if: (a) The pupil first spoke a language other than English. 2. an oral examination approved by the department to assess the proficiency of the pupil to speak and comprehend English. (b) The primary language spoken in the home of the pupil is not English.615 have the meanings ascribed to them in those sections.655.405) 1. or (c) The language most often spoken by the pupil is not English. (Added to NAC by Bd.080. as established by the publisher of the examination.620 Determination of primary language of pupil. unless the context otherwise requires. Provides instruction in the English language and other courses of study using teaching techniques for acquiring English. eff. C:\Documents and Settings\localuser. (NRS 385. eff. 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.doc Page 30 . Primary language is not English. 388. of Education by R063-97. inclusive. of Education by R063-97. (Added to NAC by Bd. Proficiency in English is below the average proficiency of pupils at the same age or grade level whose primary language is English. 12-10-97) NAC 388. 388.

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. 388. the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend. as established by the publisher of the examination. 2. read and write English and his primary language. determines that the procedures for the assessments administered pursuant to NAC 388.405) 1. The person administering the assessment shall cooperate with the multidisciplinary team to determine the classification of the pupil. each school district shall administer to a pupil who is classified as an English language learner pursuant to NAC 388. eff. The person administering the assessment shall cooperate with the committee to determine the classification of the pupil. speak. (Added to NAC by Bd. 12-10-97) NAC 388.405) 1. (Added to NAC by Bd.080. 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.625 and 388.630 Assessment of pupil’s proficiency in his primary language. 3.(b) Any grade from grade 2 to 12. read and write English and his primary language. 2.REV. 3. 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.440. read and write his primary language.330 to 388. 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.630 are inappropriate because of the nature of the pupil’s disability. 388. If the multidisciplinary team that is determining the eligibility of the pupil pursuant to NAC 388. inclusive. 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. eff. An assessment of a pupil’s proficiency to comprehend. 2. (NRS 385.625 and 388. an examination approved by the department to assess the proficiency of the pupil to read and write English.080. speak. 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.281 determines that the procedures for the assessments are inappropriate because of the nature of the pupil’s disability. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388. (NRS 385.630. of Education by R063-97.635 Assessment of proficiency in English and primary language of pupils with disabilities. speak. 12-10-97) C:\Documents and Settings\localuser. the district shall use alternative procedures for assessing the proficiency of the pupil to comprehend. speak.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.440. 12-10-97) NAC 388. (Added to NAC by Bd.630. Except as otherwise provided in this subsection. 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. An assessment of a pupil’s proficiency to comprehend. of Education by R063-97. in the manner required by NAC 388.625 and 388. speak. inclusive. inclusive.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.330 to 388. eff.doc Page 31 . 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. of Education by R063-97.

2. (NRS 385. but shall. 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 pupil’s proficiency to comprehend. speak.080.405) 1.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. that the pupil is being considered for reclassification. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian.640 Programs of instruction: Availability. of Education by R063-97.645 Periodic reassessment of pupils. 12-10-97) NAC 388.650 Periodic reassessment of pupils with disabilities.063 an examination to assess the pupil’s proficiency to read and write English. 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. (Added to NAC by Bd.405) 1.405) 1. 388.080. reassess a pupil who is classified as an English language learner pursuant to NAC 388. (Added to NAC by Bd. at least every 2 years. 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. limitations on reclassification. reading and writing English. and (c) Produce results which indicate that the pupils in the program are acquiring English. 3. 3. 388.625 and who is receiving special services and programs of instruction for C:\Documents and Settings\localuser. (NRS 385. 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. Except as otherwise provided in subsection 3. in the primary language of the parents or legal guardian. 12-10-97) NAC 388. 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. at any time. A school district shall reassess a pupil who is 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. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389. speak. eff. 4. and (3) Allowed to participate in the determination of whether the pupil should be reclassified. a school district may. as established by the publisher of the examination. (2) Given an opportunity to review the data relating to the performance of the pupil.NAC 388. A reassessment of a pupil’s proficiency to comprehend. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend.doc Page 32 . standards. 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. Such a pupil may not be reclassified pursuant to this section. 388. The notification must be given in the primary language of the parents or legal guardian of the pupil. eff.REV. 2.625 to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. consent for participation.080. (b) The parents or legal guardian of the pupil is: (1) Notified. notice of eligibility. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388. speak. (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner. (NRS 385. of Education by R063-97.

655 Waiver from certain provisions. 2. of Education by R063-97. (NRS 385. 12-10-97) C:\Documents and Settings\localuser.281. speak. of Education by R063-97. eff.080.doc Page 33 .650. (Added to NAC by Bd. 388.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. the department may grant a waiver from any of those provisions. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388. to the department for a waiver from the provisions of NAC 388.645.pupils with disabilities in the manner required by NAC 388. read and write English.281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability.REV. The reassessment must be conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388. (Added to NAC by Bd.625 to 388. in writing. 3. the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend. Upon a showing of good cause and circumstances that are unique to the district. eff.405) A school district may apply. inclusive. 12-10-97) NAC 388.

Gail Welch Coordinator III Dual Language Programs Jane Parsons DIRECTOR I .Appendix D: English Language Learner Program Organizational Chart ENGLISH LANGUAGE LEARNER PROGRAM ORGANIZATIONAL CHART Melba Madrid-Parra DIRECTOR II Nancy Alamo DIRECTOR I .REV.doc Page 34 .Elementary P.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.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 C:\Documents and Settings\localuser.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.Appendix E: Home Language Survey – English C:\Documents and Settings\localuser.doc Page 35 .

doc Page 36 .Appendix E: Home Language Survey – Spanish C:\Documents and Settings\localuser.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

1 Secundaria).e.. LANGUAGE OF INSTRUCTION = Write the language used in your child’s school. Primaria..) 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 C:\Documents and Settings\localuser. Do not include the specialized classes in English. Secundaria. Standard 1. Other: Column 6: Column 7: Column 8: 1 School Year 3 Year in School 4 Grade Desig nation 5 Kind of School (Primaria. and High School.doc Page 37 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. It can be written in your language. SCHOOL LOCATION = Write the city and country where your child attended school.e. Grade 1. Gymnasium). 2 Age Birthdate Aug. Form 1. FULL NAME OF SCHOOL = Write the name of the school your child attended. GRADE = Your country’s designation of what that year in school is/was called (i.Appendix F: Comprehensive Educational Summary COMPREHENSIVE EDUCATIONAL SUMMARY Your Child’s Student Number Your Child’s 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..REV. etc. write what your child’s level of school is/was called: (i. Middle School. 1993-1994) STUDENT AGE = The student’s age when the school year started./Sept.e. In this column. YEAR IN SCHOOL = Total number of years completed. KIND OF SCHOOL = The United States system of education has 3 levels: Elementary.

Appendix G: English Proficiency Status (EPS) Codes ENGLISH PROFICIENCY STATUS (EPS) CODES In the CCSD.REV. 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) C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. EPS codes are revised as the result of initial language assessment and annual language reevaluation. 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).doc Page 38 . English Proficiency Status (EPS) Codes indicate eligibility and determine the extent of specialized language service to be provided for ELL students.

532 Evaluation procedures.533. or speaking skills. the qualifications of the person administering the test. (c) (1) Any standardized tests that are given to a child— (i) Have been validated for the specific purpose for which they are used.531 Initial Evaluation. and (ii) Are administered by trained and knowledgeable personnel in accordance with any instructions provided by the producer of the tests.REV. (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. rather than measuring the child's English language skills. Each public agency shall conduct a full and individual initial evaluation. (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. including information provided by the parent.532 and 300.S. (Authority: 20 U. manual. (2) If an assessment is not conducted under standard conditions. 300.. or the method of test administration) must be included in the evaluation report.C. (e) Tests are selected and administered so as best to ensure that if a test is administered to a child with impaired sensory.g. a description of the extent to which it varied from standard conditions (e. 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. unless it is clearly not feasible to do so.Appendix H: Individual with Disabilities Education Act and the Nevada Administrative Code Sec. at a minimum. and (2) The content of the child’s IEP. and information related to enabling the child to be involved in and progress in the general curriculum (or for a preschool child. in accordance with §§300. (b) A variety of assessment tools and strategies are used to gather relevant functional and developmental information about the child.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. or speaking skills (unless those skills are the factors that the test purports to measure). before the initial provision of special education and related services to a child with a disability under Part B of the Act. and (ii) Are provided and administered in the child's native language or other mode of communication. 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. to participate in appropriate activities). that may assist in determining— (1) Whether the child is a child with a disability under §300. rather than reflecting the child's impaired sensory.7. 300. 1414(a)(1)) Sec. C:\Documents and Settings\localuser.doc Page 39 . Each public agency shall ensure. the test results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure. manual.

whether the child continues to need special education and related services. or. social and emotional status.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 1414(c)(1). 1414(b)(2) and (3)) Sec. communicative status. as described in §300. the child continues to be a child with a disability. (Authority: 20 U. 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. (b) Conduct of review. a group that includes the individuals described in §300.S. including. (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.533 Determination of needed evaluation data. vision. if appropriate. as appropriate.S. or in the case of a reevaluation of a child. health. the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs. and motor abilities. (i) The public agency uses technically sound instruments that may assess the relative contribution of cognitive and behavioral factors. in case of a reevaluation of a child. academic performance. including— (i) Evaluations and information provided by the parents of the child.doc Page 40 .C. and (2) On the basis of that review. (2) and (4)) C:\Documents and Settings\localuser. in addition to physical or developmental factors.536. (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.531-300.7. (iii) Whether the child needs special education and related services. and input from the child's parents.(g) The child is assessed in all areas related to the suspected disability. if any. 300. shall (1) Review existing evaluation data on the child. hearing. general intelligence. in the general curriculum.REV. (ii) The present levels of performance and educational needs of the child. (h) In evaluating each child with a disability under §§300. (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. as appropriate. the public agency shall notify the child's parents— (i) Of that determination and the reasons for it. identify what additional data. (d) Requirements if additional data are not needed. and (iii) Observations by teachers and related services providers. (Authority: 20 U. and (ii) Of the right of the parents to request an assessment to determine whether. (ii) Current classroom-based assessments and observations.344. for purposes of services under this part. The group described in paragraph (a) of this section may conduct its review without a meeting. (c) Need for additional data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under Part B of the Act. whether or not commonly linked to the disability category in which the child has been classified. are needed to determine (i) Whether the child has a particular category of disability.C. 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. 1412(a)(6)(B). and other qualified professionals. whether the child continues to have such a disability. (a) Review of existing evaluation data.

532 and 300.S.doc Page 41 . (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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 1414(b)(4) and (5). (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. and (2) The child does not otherwise meet the eligibility criteria under §300.C. (c)(5)) C:\Documents and Settings\localuser.7(a). 300.533 before determining that the child is no longer a child with a disability. (c) (1) A public agency must evaluate a child with a disability in accordance with §§300. (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. and (2) The public agency must provide a copy of the evaluation report and the documentation of determination of eligibility to the parent.534 Determination of eligibility.Sec. as defined in §300.7. (Authority: 20 U. or exceeding the age eligibility for FAPE under State law.REV. or (ii) Limited English proficiency .

440. If the public agency disagrees with the parent and does not suspect the pupil has a disability.330 to 388. 3. the public agency may attempt to remediate such a difficulty through a prior intervention. 4. 7-14-88. If the public agency determines that the educational difficulty or behavior of the pupil is resistant to the prior intervention. Conduct a review of data from existing evaluations.REV. If the public agency suspects the pupil has a disability. and (c) Based in part on the results of the prior intervention. 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 shall: (a) Determine the type of intervention to be attempted. 2-16-2000) NAC 388. the public agency shall conduct an initial evaluation of the pupil to determine whether the pupil is eligible for special education. 2-16-2000) NAC 388. 11-23-93) NAC 388. must comply with the procedures set forth in 34 C.440. inclusive. (Added to NAC by Bd. completing and evaluating the intervention.080.300 must be obtained before the public agency may conduct such an evaluation. eff. including.doc Page 42 . 7-14-88.F. (NRS 385.305 or a hearing pursuant to NAC 388. of Education. inclusive. A by R085-99. and the parent may request mediation pursuant to NAC 388.Appendix I: Determination of Eligibility for Placement of Pupils With Disabilities and Gifted and Talented Pupils and the Nevada Administrative Code NAC 388. must: 1. Possess a license or certificate in the area of the person’s professional discipline. Any test or other device for assessment used pursuant to NAC 388. and 2. 388. 2. (Added to NAC by Bd. A 9-13-91.336 Review of evaluation data. § 300. Informed parental consent in accordance with subsection 1 of NAC 388. the members of the eligibility team and any other qualified professionals appointed shall: 1. (NRS 385.300.080.520) Any person responsible for administering or interpreting an assessment pursuant to NAC 388. eff. 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 388.520) 1.532. the process for monitoring progress and the methods for evaluating the effectiveness of the intervention. During the period in which a prior intervention is being provided.330 to 388.300 to resolve the dispute.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.330 to 388. a group that includes the committee that developed or will develop the pupil’s individualized educational program pursuant to NAC 388. of Education. C:\Documents and Settings\localuser. (Added to NAC by Bd. 388. eff. (b) Specify reasonable timelines for initiating. of Education by R085-99. 388. The public agency shall provide to the parent written notice of this refusal in accordance with NAC 388.281.325 Prior intervention. Be trained in the area of assessment in question. without limitation: (a) Evaluations and information provided by the parents of the pupil. determine whether the pupil is suspected of having a disability and should be evaluated in accordance with NAC 388. and as part of any reevaluation. the public agency shall not refuse to conduct the initial evaluation or delay the initial evaluation until the prior intervention is completed.520) As part of an initial evaluation if data is available.330 to 388. determination of need for additional data.335 Tests and devices for assessment. it may refuse to conduct an evaluation. inclusive.080. 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.R. (NRS 385.440.440.330 Credentials required to administer or interpret assessment. inclusive.

440.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. In making a determination of the eligibility of the pupil for special services and programs of instruction pursuant to NAC 388. Except as otherwise provided by subsection 2. 4. and (b) Based upon information from a variety of sources. whether the pupil continues to need special education and related services. 2. of Education by R085-99. 3. inclusive.330 to 388. 2-16-2000) NAC 388. to be kept in the records of the pupil maintained by the public agency. a pupil may not be determined to be a pupil with disability if the controlling factor for such a determination is the pupil’s lack of instruction in reading or math or limited proficiency in English. 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.340 Decisions concerning placement or eligibility. the pupil’s family.520) 1. or in the case of a reevaluation of a pupil. as appropriate. 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.440. The public agency shall provide a copy of the report and any other documentation relating to the determination of the pupil’s eligibility pursuant to this section to the parents of the pupil.330 to 388.337 Deadlines for conducting initial evaluations. if any. (b) Forty-five school days after the date of the decision of a hearing officer pursuant to NAC 388. classes. the superintendent may extend the deadline for conducting initial evaluations for not more than 15 school days. it shall conduct the initial evaluation within: (a) Forty-five school days after the parent.440. other instructional activities or testing during the required minimum daily period for each grade or department. The public agency must evaluate a pupil with a disability pursuant to NAC 388. inclusive. in case of a reevaluation of a pupil. in the general curriculum. inclusive. provides informed written consent. (NRS 385.330 to 388. inclusive. (c) Whether the pupil needs special education and related services. Based upon the review and input from the pupil’s parents. 2-16-2000) NAC 388.doc Page 43 . Any decision of the eligibility team concerning the eligibility of a pupil for special services and programs of instruction pursuant to NAC 388. 2. the pupil’s teacher or a test of aptitude or achievement. 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. 388. such as the pupil. (b) The present levels of performance and educational needs of the pupil. and social or cultural background of the pupil. eff. (Added to NAC by Bd. or. adaptive skills. or pupil if the pupil is an adult. must be justified in a written report. or (c) At any other time agreed upon in writing by the parent or adult pupil and the public agency. A by R085-99. that is required to determine: (a) Whether the pupil has a particular category of disability. inclusive.080.440. C:\Documents and Settings\localuser. “school day” means any day in which pupils enrolled in a school are scheduled to be engaged in registration.520) 1.440.REV. (NRS 385.330 to 388. and (c) Observations by teachers and related service providers. For the purposes of this section. identify the additional data. The group may conduct its review without a meeting.330 to 388. eff. whether the pupil continues to have such a disability. or adult pupil to submit to an evaluation. 388. 3. 11-23-93.310 ordering the parent to allow. of Education.080. and 2.(b) Current classroom-based assessments and observations. before determining that the pupil is no longer a pupil with a disability. (Added to NAC by Bd. Upon the request of a public agency. when a public agency determines that good cause exists to evaluate a pupil pursuant to NAC 388.

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. of Education.520) 1. 2-16-2000) C:\Documents and Settings\localuser. eff. 7-14-88.350 Assessment of social and emotional condition.5. (NRS 385. 7-14-88. 388. (Added to NAC by Bd.520) 1. 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. If a score other than the total score of the pupil on such a test is used to assess the pupil’s cognitive abilities. of Education.360 Assessment of adaptive skills. 5-29-98. Any interpretation of an assessment of social and emotional condition must be made by a psychologist or another certified or licensed mental health professional. R085-99.345 Assessment of cognitive abilities. 2. the procedure must be justified. R085-99. of Education. (c) Home living. A 11-23-93. standardized test of cognitive ability must be used in assessing the cognitive abilities of a pupil with a disability. (g) Health and safety. and (3) A self-report inventory. R085-99.doc Page 44 . The assessment must include an assessment of any six or more of the following: (a) Communication.520) 1. If the adaptive skills of a pupil with a disability are assessed. 7-14-88. (b) An interview of the pupil or of any person having personal knowledge of the pupil. (NRS 385.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. (d) Social skills. Except as otherwise provided in this subsection. if the social and emotional condition of a pupil with a disability is assessed. (Added to NAC by Bd. 388.420 and may be prepared in any other case. the person conducting the assessment must use a validated adaptive behavior scale. and (d) The use of: (1) A behavior rating scale.080. A 11-23-93. (Added to NAC by Bd. 2. In the case of a pupil under the age of 6 years. 2. any interpretation of an assessment of cognitive abilities must be made by a licensed school psychologist or licensed or certified psychologist. eff. (h) Functional academics. 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. 7-14-88. (b) Self-care. eff. If the members of the eligibility team disagree about the determination of eligibility. (e) Community use. (f ) Self-direction.REV. 2-16-2000) NAC 388.080. the assessment may include: (a) Observation of the pupil. Except as otherwise provided in this subsection. 2-16-2000) NAC 388. An individually administered. on the basis of professionally recognized criteria. R085-99. R039-98. of Education. A 11-23-93. (2) An adaptive behavior scale. (Added to NAC by Bd. 2-16-2000) NAC 388. and (i) Leisure and work. (NRS 385. A 11-23-93. in the records of the pupil maintained by the public agency.080. eff. a minority report must be prepared if required by paragraph (h) of subsection 6 of NAC 388. 388. (c) Projective testing of the social and emotional condition of the pupil.

a school district may.625 a bilingual program of instruction or a program of instruction that teaches English as a second language. consent for participation. 388. notice of eligibility.645 Periodic reassessment of pupils. at any time. 388.080. and (3) Allowed to participate in the determination of whether the pupil should be reclassified. 2. (b) Use procedures and allocate resources that are reasonably calculated to carry out that educational theory in an effective manner.645. A school district shall reassess a pupil who is classified as an English language learner pursuant to NAC 388. (2) Given an opportunity to review the data relating to the performance of the pupil. The notification must be given in the primary language of the parents or legal guardian of the pupil. 3.405) 1. 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 pupil’s proficiency to comprehend. of Education by R063-97.REV. A school district is not required to administer to a pupil who is exempt from the provisions of NAC 389. reading and writing English. and (c) Produce results which indicate that the pupils in the program are acquiring English. 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. 12-10-97) NAC 388. (NRS 385. (Added to NAC by Bd. Except as otherwise provided in subsection 3. reassess a pupil who is classified as an English language learner pursuant to NAC 388. 4. 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.625 to determine whether the pupil’s proficiency in English is fluent and he is able to succeed in courses of study that are taught only in English. (b) The parents or legal guardian of the pupil is: (1) Notified. 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. 12-10-97) NAC 388. (NRS 385. in the primary language of the parents or legal guardian.405) 1. at least every 2 years. A school district shall make available to each pupil classified as an English language learner pursuant to NAC 388.650 Periodic reassessment of pupils with disabilities.625 and who is receiving special services and programs of instruction for pupils with disabilities in the manner required by NAC 388. eff. limitations on reclassification. but shall. as established by the publisher of the examination. A pupil may be reclassified pursuant to this section only if: (a) The pupil’s academic performance and his proficiency to comprehend. (NRS 385. speak. (Added to NAC by Bd. 388. A reassessment of a pupil’s proficiency to comprehend. that the pupil is being considered for reclassification. Such a pupil may not be reclassified pursuant to this section. speak.405) 1.080. 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. standards. 3.063 an examination to assess the pupil’s proficiency to read and write English. eff. 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.080. 2.doc Page 45 . of Education by R063-97. The reassessment must be C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.NAC 388.640 Programs of instruction: Availability. speak. The pupil may not participate in such a program of instruction without the consent of his parents or legal guardian.

281 determines that the procedures for the reassessment are inappropriate because of the nature of the pupil’s disability. (Added to NAC by Bd. eff.281. (NRS 385. Upon a showing of good cause and circumstances that are unique to the district.REV. to the department for a waiver from the provisions of NAC 388. 388.080. eff. If the committee that develops the individualized educational program for the pupil pursuant to NAC 388. 12-10-97) NAC 388. The person administering the reassessment shall cooperate with the committee to determine whether the pupil will be reclassified. in writing. speak.625 to 388. of Education by R063-97. the department may grant a waiver from any of those provisions. (Added to NAC by Bd.conducted in conjunction with a review of the individualized educational program of the pupil conducted pursuant to NAC 388.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. read and write English.655 Waiver from certain provisions.doc Page 46 . of Education by R063-97. inclusive. 2. 3.405) A school district may apply.650. 12-10-97) C:\Documents and Settings\localuser. the district shall use alternative procedures for reassessing the proficiency of the pupil to comprehend.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.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 C:\Documents and Settings\localuser.doc Page 47 .REV.

REV.doc Page 48 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix K: Initial Testing Sheet C:\Documents and Settings\localuser.

we are pleased to inform you that your child will receive instruction in our district’s English language development program. Please contact the person below or if you would like to request: (a) immediate removal of your child from the English language development program. 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.S. if available. 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. or (c) assistance in selecting other district programs or instructional methods. is attached. C:\Documents and Settings\localuser. if available. students normally participate for a period of three to five years. Although you may request to have your child exit the program at any time. (b) options available for your child if you decline enrollment or would like another method of instruction. The method of instruction used in your child’s English language development program will be: ___________________________________________________________________ OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Transitional Bilingual (Bilingual Schools – Grades K–2): Instruction provided in both English and Spanish Transitional Bilingual (Bilingual Schools – Grades 3–5): Instruction provided mostly or all in English adapted to student’s 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 student’s level Dual Language (Dual Language Schools): Instruction provided in both English and Spanish.doc Page 49 . Your child’s 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. Additional information about your child’s program and other district language programs. Your child’s program is not the district’s only English language development program.REV.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 child’s English proficiency test scores and level of academic achievement.

Appendix L: Parent Notification Letter – Spanish Distrito Escolar Del Condado de Clark Notificación de Ubicación Del Programa De Desarrollo Del Idioma Inglés Como Segunda Lengua Ubicación Inicial Nombre del Estudiante: Ubicación de la Escuela: Queridos Padres: Fecha: Basados en los resultados de dominio de conocimientos y nivel de logros académicos de inglés de su hijo/a. El método de instrucción utilizado en el programa de desarrollo del idioma inglés de su hijo/a será: OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Transición Bilingüe (Escuelas Bilingües – Grados K-2): Instrucción proporcionada en inglés y español Transición Bilingüe (Escuelas Bilingües – Grados 3-5): Instrucción proporcionada mayormente o por completo en inglés adaptado al nivel del estudiante Contenido-basado en el Aprendizaje del Idioma Inglés (ELL)/Inglés como Segunda Lengua (ESL)(Todas las escuelas no-Bilingües – Todos los grados): Instrucción proporcionada únicamente en inglés y adaptada al nivel del estudiante. Dos Idiomas (Escuelas de Dos Idiomas): Instrucción proporcionada en inglés y español. Aunque puede solicitar en cualquier momento que su hijo salga del programa. (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o le gustaría otro método de instrucción. nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del idioma inglés de nuestro distrito. El nivel de dominio de conocimientos de inglés de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluación del Idioma Inglés Puntuación Oral* Puntuación de Lectura* Puntuación de Escritura* Nivel de Dominio de Conocimientos de Inglés *Los estudiantes únicamente participaron en las puntuaciones indicadas para la ubicación inicial. Por favor contacte con la persona indicada en la parte inferior o con si le gustaría solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del idioma inglés.REV. El programa de su hijo/a no es el único programa de desarrollo del idioma inglés en nuestro distrito.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. o (c) ayuda en la selección de otros programas del distrito o métodos de instrucción. los estudiantes normalmente participan durante un periodo de tres a cinco años.doc Page 50 . se encontrará adjunta. si está disponible. si se encuentran disponibles. Nombre: Número de Teléfono: Título: Especialista Itinerante C:\Documents and Settings\localuser. El objetivo de nuestro programa de desarrollo del idioma inglés como segunda lengua es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estándares académicos apropiados para su edad para el ascenso a otros grados y graduación. Información adicional sobre el programa de su hijo/a y otros programas del distrito.

Although you may request to have your child exit the program at any time. (b) options available for your child if you decline enrollment or would like another method of instruction. C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Name: Telephone Number: Student ID# School # Student Name School Name OFFICIAL USE ONLY Grade Level Home Language Reading Total Language Total Core Total .REV. Your child’s program is not the district’s only English language development program. Please contact the person below if you would like to request: (a) immediate removal of your child from the 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. Your child’s 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 child’s English language development program will be: _________________________________________________________________ OTHER PROGRAMS OFFERED IN THE CLARK COUNTY SCHOOL DISTRICT: Transitional Bilingual (Bilingual Schools – Grades K–2): Instruction provided in both English and Spanish Transitional Bilingual (Bilingual Schools – Grades 3–5): Instruction provided mostly or all in English adapted to student’s 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 student’s level Dual Language (Dual Language Schools .doc Page 51 . students normally participate for a period of three to five years. or (c) assistance in selecting other district programs or instructional methods. if available.Grades K-2): Instruction provided in both English and Spanish. Additional information about your child’s program and other district language programs.S. is attached.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 child’s English proficiency test scores and level of academic achievement. if available.Computation Title: Principal Birthdate First Date Student Attended School in the U. Your child’s 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. we are pleased to inform you that your child will receive instruction in our district’s English language development program.

El nivel de dominio de conocimientos de inglés de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluación del Idioma Inglés Puntuación Oral* Puntuación de Lectura* Puntuación de Escritura* Nivel de Dominio de Conocimientos de Inglés *Los estudiantes únicamente participaron en las calificaciones indicadas para la ubicación inicial. los estudiantes normalmente participan durante un periodo de tres a cinco años.Cómputo OTROS PROGRAMAS OFRECIDOS EN EL DISTRITO ESCOLAR DEL CONDADO DE CLARK: Transición Bilingüe (Escuelas Bilingües – Grados K-2): Instrucción proporcionada en inglés y español Transición Bilingüe (Escuelas Bilingües – Grados 3-5): Instrucción proporcionada mayormente o por completo en inglés adaptado al nivel del estudiante Contenido-basado en el Aprendizaje del Idioma Inglés (ELL)/Inglés como Segunda Lengua (ESL)(Todas las escuelas no-Bilingües – Todos los grados): Instrucción proporcionada únicamente en inglés y adaptada al nivel del estudiante. si se encuentran disponibles.Appendix L: Parent Notification Letter – Continuing Placement – Spanish Distrito Escolar Del Condado de Clark Notificación de Ubicación Del Programa De Desarrollo Del Idioma Inglés Como Segunda Lengua Ubicación Continuada Nombre del Estudiante: Ubicación de la Escuela: Queridos Padres: Fecha: Basados en los resultados de dominio de conocimientos y nivel de logros académicos de inglés de su hijo/a. Por favor contacte con la persona indicada en la parte inferior si le gustaría solicitar: (a) la salida inmediata de su hijo/a del programa de desarrollo del idioma inglés. El nivel de los logros académicos de su hijo/a fue medido utilizando el/los siguiente(s) test(s): Test Iowa de conocimientos Básicos Nivel de Logros Académicos: El método de instrucción utilizado en el programa de desarrollo del idioma inglés de su hijo/a será: Total en Lectura Total en Lenguaje Resultado Total . si está disponible. se encontrará adjunta. nos agrada informarles que su hijo/a recibirá instrucción en el programa de desarrollo del idioma inglés de nuestro distrito.REV.doc Page 52 . El programa de su hijo/a no es el único programa de desarrollo del idioma inglés en nuestro distrito. Información adicional sobre el programa de su hijo/a y otros programas del distrito. Aunque puede solicitar en cualquier momento que su hijo salga del programa. o (c) ayuda en la selección de otros programas del distrito o métodos de instrucción. C:\Documents and Settings\localuser. El objetivo de nuestro programa de desarrollo del idioma inglés como segunda lengua es ayudar a que su hijo/a aprenda ingles para que pueda alcanzar los estándares académicos apropiados para su edad para el ascenso a otros grados y graduación.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Dos Idiomas (Escuelas de Dos Idiomas – K-2): Instrucción proporcionada en inglés y español. (b) las opciones disponibles para su hijo/a si usted rechaza la inscripción o le gustaría otro método de instrucción.

please contact your child’s school for further assistance.English Clark County School District Notification of English Language Development Program Placement Continuing Placement . we are pleased to inform you that your child has met reclassification criteria from our district’s English language development program. A reclassified student is monitored for academic progress for two school years to ensure his/her success. If you have any questions or concerns about this process.Reclassification and Monitoring Name of Student: _____________________________ School Location: _____________________________ Dear Parents: Date: ______________________ Based on your child’s English proficiency test scores and level of academic achievement.doc Page 53 .Reclassification and Monitoring . reading. Reclassification is the result of language testing conducted by the English Language Learner Program. and writing skills are determined adequate for general education grade-level placement. Your child’s 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. C:\Documents and Settings\localuser.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. Reading Total Language Total Core Total . Your child’s 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.S. This means that his/her English speaking. You and your child are to be congratulated for this achievement.REV.Appendix L: Parent Notification Letter .

nos agrada informarles que su hijo/a ha reunido el criterio de reclasificación del programa de desarrollo del idioma inglés de nuestro distrito. La reclasificación es el resultado de la evaluación de lenguaje conducida por el Programa de Aprendizaje del Idioma Inglés.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Reclassification and Monitoring .doc Page 54 . El nivel de los logros académicos de su hijo/a fue medido utilizando el/los siguiente(s) test(s): Test Iowa de conocimientos Básicos Total en Lectura Total en Lenguaje Resultado Total Cómputo Nivel de Logros Académicos: La reclasificación es una indicación de un progreso académico significante del idioma inglés. Usted y su hijo/a deben ser felicitados por estos logros.Appendix L: Parent Notification Letter . lectura y escritura de inglés son determinados adecuados para la ubicación en educación general del nivel de grado. C:\Documents and Settings\localuser. por favor contacte con la escuela de su hijo para recibir más ayuda. Si usted tiene alguna pregunta o preocupación sobre este proceso. El nivel de dominio de conocimientos de su hijo/a en inglés fue evaluado utilizando el/los siguiente(s) test(s): El nivel de dominio de conocimientos de inglés de su hijo/a fue evaluado utilizando el/los siguiente(s) test(s): Escalas de Evaluación del Idioma Inglés Puntuación Oral* Puntuación de Lectura* Puntuación de Escritura* Nivel de Dominio de Conocimientos de Inglés *Los estudiantes únicamente participaron en las calificaciones indicadas para la ubicación inicial.Spanish Distrito Escolar Del Condado de Clark Notificación de Ubicación Del Programa De Desarrollo Del Idioma Inglés Como Segunda Lengua Ubicación Continuada – Reclasificación y Observación Nombre del Estudiante: Ubicación de la Escuela: Queridos Padres: Fecha: Basados en los resultados de dominio de conocimientos y nivel de logros académicos de inglés de su hijo/a. Esto significa que sus conocimientos de habla.REV. El estudiante reclasificado es observado sobre el progreso académico durante dos años escolares para asegurar su éxito.

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.doc Page 55 .Appendix M: Student Assessment Portfolio C:\Documents and Settings\localuser.REV.

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. 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. pictures.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. 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.doc Page 56 . and music Ask yes/no. restate and enrich student language Use patterned and predictable books Support the use of content-area texts with retelling. and other realia Provide listening opportunities Create a classroom full of language Use mixed ability groups Use physical movement Use art. but continue practicing previously learned vocabulary Implement shared reading with props. mime. expand.REV.) • 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 C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. who what and where questions Begin a sentence and have the student complete it with a word Introduce new vocabulary.

REV.doc Page 57 . scaffolding and cooperative learning techniques Relate abstract concepts to the concrete Utilize the Internet C:\Documents and Settings\localuser.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 student’s 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.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

To receive an endorsement as a professional teacher of English as a second language. and Have 3 years of verified experience as a teacher NAC 391.237 Effective 7-1-02 C:\Documents and Settings\localuser. and have completed 12 semester hours of credit in the courses of study listed below: 1. Hold a master’s degree. Testing and evaluation of pupils studying English as a second language. Theories for the acquisition of a second language.REV. or 4. b. Methods and materials for teaching English as a second language. 2. 3.Appendix O: TESL Endorsement Requirements ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL (Grade level appropriate to base license) 1. b. secondary or special teaching license. a valid elementary. a person must have completed the all requirements for an endorsement to teach English as a second language and: a. a person must have: a. PROFESSIONAL ENDORSEMENT TO TEACH ENGLISH AS A SECOND LANGUAGE-TESL 1. To receive an endorsement to teach English as a second language.doc Page 58 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. Developing a curriculum for pupils studying English as a second language.

or Bilingual education.doc Page 59 . science and social studies in the native language. Methods of teaching math. Native language and culture.Appendix P: Bilingual Endorsement Requirements SPECIAL ENDORSEMENT TO TEACH A PROGRAM OF BILINGUAL EDUCATION 1. 6. 4. 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. B. 5. secondary or special license. Methods of teaching language arts or reading in the native language. materials and teaching methods for bilingual education. Testing and evaluating pupils of a second language in English and the native language. history. To receive an endorsement to teach pupils in a program of bilingual education. Development of curriculum. NAC 391. a person must: A.REV.242 Amended 9-6-96 C:\Documents and Settings\localuser. philosophy and theory.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. C. 2. 3. 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. Hold a bachelor’s degree with a major in bilingual education or an elementary.

doc Page 60 .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 100% Sheltered English Instruction 100% Sheltered English Instruction 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 100% Sheltered English Instruction 100% Sheltered English Instruction Social Studies with English Language Development 10 min 70 min 100% Sheltered English Instruction 100% Sheltered English Instruction Revised: 06/04 C:\Documents and Settings\localuser.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.

doc Page 61 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.Appendix R: Suggested Secondary Course Offerings C:\Documents and Settings\localuser.

Appendix S: Referral for Reclassification/Reinstatement .doc Page 62 .REV. STUDENT IDENTIFICATION INFORMATION: Student Name: Last Student Number School: Has student ever attended Special Education Classes? (circle) II. 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 C:\Documents and Settings\localuser.English Clark County School District English Language Learner Program Referral for Reclassification/Reinstatement Form I.I.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. REASONS FOR REFERRAL Reclassification: Reinstatement: Date of Birth First Sex (Circle) Grade: Yes No M.

Spanish Clark County School District Programa de Aprendizaje del Idioma Inglés Referencia para el impreso de Reclasificación/Reincorporación INFORMACIÓN SOBRE EL ESTUDIANTE: Nombre del Estudiante: Apellido Número del Estudiante Fecha de Nacimiento Fecha de Referencia: Nombre Sexo (circule uno) Inicial M F Escuela: Grado: Alguna vez asistió el estudiante a clases de Educación Especial ? (circule uno) Si No II.doc .REV. MOTIVO DE LA REFERENCIA Reclasificación: Reincorporación Enumere circunstancias específicas que justifican la acción de la referencia (endorse una hoja adicional si es necesario): Firma del Licenciado en la Referencia: Firma del personal de aprendizaje del idioma inglés: Firma del administrador del lugar: Firma del padre/Tutor: Original: Student Assessment Portfolio Copy: ELLP Copy: Parent/Guardian Page 63 C:\Documents and Settings\localuser.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix S: Referral for Reclassification/Reinstatement .

REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.Appendix T: Update Testing Sheet C:\Documents and Settings\localuser.doc Page 64 .

The data sources reviewed and the scores obtained by the student are indicated below. the undersigned.Appendix U: Combined Data Sources Form ENGLISH LANGUAGE LEARNER STUDENT RECLASSIFICATION USING COMBINED DATA SOURCES Student’s Name: School: Student Number: Date: Grade: We.doc Page 65 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV. Grades in Core Academic Content Areas. Data Source Language Assessment Scales (LAS) Reading Score Language Score Math Score Iowa Test of Basic Skills (ITBS) Nevada Proficiency Examination Program (CRT. 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 C:\Documents and Settings\localuser.. 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. 4th or 8th Grade Writing Proficiency.g. NHSP) Curriculum-Based Assessment (CBAP)/Standards-Based Assessment (SBAP) Additional Data Sources (e.

Appendix V: Monitoring Form for Reclassified Student . All academic grades are “C” or better.REV.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. 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: Teacher’s Initials Date: ELLP Specialist Date: School Administrator Date: C:\Documents and Settings\localuser.doc Page 66 .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.

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.doc Page 67 .Appendix V: Monitoring Form for Reclassified Student . 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 C:\Documents and Settings\localuser. All academic grades are “C” or better.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.

Elementary C:\Documents and Settings\localuser.doc Page 68 .000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.Appendix W: Pupil Release and Transfer Form .

000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005.REV.Appendix W: Pupil Release and Transfer Form .Secondary C:\Documents and Settings\localuser.doc Page 69 .

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. 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. AND PLACEMENT OF STUDENTS CCF-705 Home Language Survey (3 questions) is completed for each student who registers. Staff members who administer the LAS have been appropriately trained. Verbal communication is conducted in the parent’s native language. 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. 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). Students who are identified as PA (Pending Assessment) are tested within 30 calendar days.doc Page 70 . etc. or FEP according to their most recent English proficiency assessment. Staff members are encouraged to participate in training sessions and acquire TESL endorsement. The students have demonstrated competencies in core curricular areas and achievement comparable to that of their peers. letter of placement.Appendix X: ELL Compliance Checklist IDENTIFICATION. and supplemental resources recommended by ELLP and which are aligned with CCSD curricula. Dual Language. Written documents given to parents are translated into their native language whenever possible or verbally explained to parents in their native language. birth certificate. success in mainstream class.000\Desktop\Handbookdec9\ELLP_Handbook_2004_2005. exit rates documentation of implementation of services. ELL students currently participating in special education programs have documentation in their records that ELL status was not a factor in the initial referral. REASSESSMENT/RECLASSIFICATION/MONITORING ELL students are tested annually to determine their level of English proficiency. LEP. ELL student exit portfolios are reviewed and should contain: CCF-705. initial intake/update sheet. ASSESSMENT. GATE.). monitoring form.. Schools have provided appropriate textbooks. Content-Based ESL or the Intensive English program. LAS test protocols. AP). as necessary PROGRAM REVIEW/EVALUATION Individual student success data is maintained (language proficiency. Program evaluation data is maintained (evidence of needs assessment. parent and student satisfaction with services. Revised 09/30/03 YES NO C:\Documents and Settings\localuser. Students are appropriately identified as NEP. ELL students are exited from the program based on criteria from ELLP and the state of Nevada.REV.. and letter of reclassification and notification. The Student Intervention/Multiple Disciplinary Team has considered student language proficiency prior to initiating intervention strategies or referral for special education evaluation. Test results are maintained in individual ELL assessment portfolio within the cumulative folder. success in program.). staff participation in training. instructional materials. Bilingual program teachers are appropriately certified by the state or through Alternative Route to Licensure with a bilingual endorsement.

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